St. Louis Grammar School Cullybackey Road Ballymena Co. Antrim BT43 5DW
Telephone: (028) 2564 9534 Fax: (028) 2563 0287
E-mail: [email protected] www.stlouisgrammar.com Welcome
Principal’s Address We encourage you to take a close look at what we in St Louis Grammar School have to offer at Post 16 level – 29 courses and growing!
We offer a broad range of subjects which will enable any student to develop their talents and abilities to the full in any number of areas; and achieve. At St Louis Grammar, we care, our staff are most professional and we guarantee every effort will be made to ensure if you apply yourself you can, and will achieve.
With higher qualifications required for employment and University increasing each year, it is crucial for all our young people to have opportunities to succeed. At St Louis Grammar School we have an excellent track record of academic success. You too can be part of this success. Make your mark in society, by choosing 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 Enrichment Courses from Romanian Orphanages, to debating School Mission Statement participation, guarantees you valuable experiences St Louis Grammar School is a Catholic, all the time during your study. Voluntary Grammar School committed Achieve your Potential: Achieve Highly. Join our Sixth to providing excellent educational Form at St. Louis Grammar School this September. opportunities for each pupil to develop his/her unique talents to the full in a secure, caring environment. Mr Sean Rafferty Our motto “Ut Sint Unum” That all may Principal 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 serve students and families from the communities of Antrim, Ballymena, Cargin, Corkey, Creggan, Cloughmills, Cushendall, Cushendun, Dunloy, Glenarm, Glenravel, Larne, Loughgiel, Moneyglass, Portglenone, Randalstown and Rasharkin and to develop our natural community links in this manner.
St Louis Grammar School St Louis Grammar School
Sixth Form at St Louis Grammar School St Louis Grammar Sixth Form Centre is very well established and provides approximately 320 students with the opportunity to choose from a range of 29 subjects. Students are taught by highly skilled, experienced and dedicated teachers and the expertise in the provision of Sixth Form is reflected in the consistently high results achieved.
The Sixth Form experience at St Louis allows pupils to attain academic excellence and much more. Students are provided with the opportunity to work in a friendly, comfortable environment where students form lasting friendships, contribute to the wider community and take part in a wide range of extra-curricular activities.
Students can choose from an array of extra-curricular activities including Soccer, Gaelic Football, Golf, Camogie, Netball, Hurling, Choir, Orchestra, Traditional Music and may even become part of our very own rock band! Mrs O’Neill All of these activities allow students to work as part of a team and integrate Sixth Form Year Head with other members of the year group. Pupils can also add to their academic 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 provides students 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 French students enjoyed the sun in Nice.
There is also the opportunity in Sixth Form to actively contribute to the wider community. A group of Sixth Formers is annually taken to Romania to volunteer in hospitals and schools while many also take part in our annual Lourdes Pilgrimage.
Students within the Sixth Form can also develop leadership and organisational skills. The Sixth Form is led by our Head Boy, Head Girl and deputies. Under their direction our senior prefects are highly involved in the day to day running of the Sixth Form. Our Formal Committee 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 excellent Careers provision within the school. Students within the Sixth Form take part 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 treasured by 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.
Post 16 Prospectus Excellence, Endeavour, Empowerment
Facilities for Sixth Form Students at St Louis Grammar School In addition to the dedicated teaching staff, sixth form Pupils experiencing difficulty can also avail of our students at St Louis have access to a wealth of school counsellor Mrs Toner. Independent counselling resources. All students have access to C2K computer is also available from the New Life counsellor Nuala technology in their study room and in the Sixth Form Wymes who is in school every Friday morning. ICT suite. Students in Sixth Form at St. Louis Grammar are also Students have access to a fully stocked library with encouraged to participate in a number of enrichment computer facilities for independent research. The library programmes to enhance their skills and add to their is organised and monitored by a qualified librarian who academic portfolio. is always ready to aid Sixth Form students.
A full-time study supervisor is employed to supervise the Sixth form study room to ensure an environment conducive to study is established and the school nurse is always available in the event of illness.
The Sixth Form students also have their own reading room 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 the ethos of the School through Form teachers, and our Sixth Form Study Sixth Form Year Head.
The Library
www.stlouisgrammar.com St Louis Grammar School
Careers Education in Sixth Form Resources The Careers Department is The Careers Department aims to provide 24/7 access responsible for all aspects to resources from all locations. In order to fulfil of careers education, guidance our vision, we have created our own microsite and resources within the http://www.stlouisgrammar.com/ceiag . school. Our Careers The vast majority of resources which will be required programme is delivered to by any student can be accessed from this website. ensure that pupils are Pupils and parents can access the site to download any sufficiently informed to make important letters/circulars. The Year 13 work placement confident decisions about their programme is managed using our own online database. education and career. Our bulk email system allows Year 13 and 14 students to receive regular updates and reminders. Pupils are able to Mrs McAllister contact the Head of Careers via email. Head of Careers The school careers room contains a range of printed and Sixth Form multimedia resources along with a computer suite which is always open to Sixth Form students. Pupils in Sixth Form undertake a programme which The department maintains links with numerous consists of careers classes, guidance interviews, work institutions and agencies including universities, placement, mock interviews, work related learning F.E. colleges, N.I. Careers Service, Eye4Education activities and university open day visits. Regular lunch and the Charter Work Experience programme. time seminars are held for guest speakers from university We work closely within the Ballymena Learning and from industry. Extracurricular sessions are held Together partnership to develop opportunities to share to prepare pupils for the H-PAT, UKCAT, St. Mary’s resources with other schools. We have also assembled interviews, Stranmillas interviews and teaching interviews a database of past pupils in work and higher education across the water. who are available to assist.
Particular attention is paid to the online process for university application, with all pupils receiving detailed instruction and assistance. Year 13 pupils are given the opportunity to visit a major UCAS careers convention which is attended by numerous UK universities.
Multi Mini Mock Interviews Interviews
Post 16 Prospectus Excellence, Endeavour, Empowerment
An Advanced Subsidiary (AS Level) This qualification forms the basis of all A Level subjects. It allows students to obtain interim accreditation as they progress to a full A Level (A2). AS specification comprises 2/3 Units which are completed 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. These final 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 qualification with its own value.
UCAS Points System A* grade: 140 points C grade: 80 points A grade: 120 points D grade: 60 points B grade: 100 points E grade: 40 points Defibrillator training
Multi Mini Interviews
www.stlouisgrammar.com St Louis Grammar School
Leadership within Sixth Form The Pupil Leadership Team 2014-2015
Eimear Higgins James McClintock Head Girl Head Boy
Sorcha Conlon Clare Joyce Shannon McNeilly Joseph Harper Jack Magill Conor Montgomery Deputy Head Girl Deputy Head Girl Deputy Head Girl Deputy Head Boy Deputy Head Boy Deputy Head Boy
All sixth Form students at St Louis Grammar are role Extra Curricular Activities in Sixth Form models and potential leaders. Our Sixth Form is led by our Head Boy, Head Girl and Deputies, thereafter At St Louis Grammar School all sixth Form students are all Upper Sixth students become prefects and are given encouraged to become involved in the wide range of positions of responsibility. The ethos within Sixth Form enrichments and extra-curricular activities available. is to foster and encourage each individual to fulfil his Extra curricular activities include: or her potential and also to play a part in the wider school community. Various Sports Pilgrimage to Lourdes Sixth Form students may be prefects with responsibility for any of the following areas: Drama School trips Choir Mentoring Hospitality Buses Orchestra Dance Classes Mentoring School Notice Boards Young Enterprise Work Experience Newsletter Sports Sentinus Sports Coaching Lockers Lunch/Break School Bank Challenge Generation Innovation School Formal Supervision First Aid and many more... Sixth Form Yearbook Reading Room/Study School Aid Romania
School Formal Thoroughly Modern Millie
Post 16 Prospectus Excellence, Endeavour, Empowerment
Senior Sports Options St Louis is proud of its sporting achievements over the course of the school’s history. We offer a wide range of sports and extracurricular activities and compete at various levels in numerous competitions over the course of the school year.
The activities currently offered within school and as extracurricular options include:
Gaelic Cross Country Hurling Athletics Camogie Swimming Ladies Gaelic Golf Soccer Show Jumping Basketball Fitness suite Handball Community Sports Certificate
St Louis is proud of its Gaelic Games tradition and competes in Ulster College’s competitions in all four codes. 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 Extra (Kirk Cup), junior camogie and Year 9 Gaelic Curricular (Corn Colmcille). In 2014, we have already won the Casement Cup (senior hurling) and Activities 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 Ulster College’s competitions in 2015/16. The U16 camogs won the Ulster 7’s and were narrowly defeated in the All Ireland final. In recent years the junior (2010) and senior (2011) camogie teams reached the All Ireland finals for the first time in the school’s history in their respective competitions. We are honoured to recognise our College’s All Stars in the four codes and many of these talented athletes have gone on represent their All Stars: county and province. The MacLarnon Cup team (senior 2 Gaelic football: football) commit a vast amount of time and effort Paul Doherty (2003) & Dermot McAleese (2013) throughout their campaign and have set themselves a high standard for 2015 in the hope of winning the 16 Camogie: competition. The majority of the current team played on 2008 – 2015 (Caitriona Graham 2015) the Herald Cup squad which reached the 2013/14 final 33 Hurling: only to suffer a one point defeat in the final. There are 1988 – 2015 (Keelan Molloy 2015) six senior football players involved with the County minor 1 Ladies Gaelic: squad and this is of huge benefit to the school team. Deirdre O’Kane (2012)
www.stlouisgrammar.com St Louis Grammar School
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 respective NI Cup finals but unfortunately were defeated. Sixth form student Michael McKenna has been selected on the NI U18 squad for the Centenary Shield which involves international matches against England, Scotland, Wales and Republic of Ireland. The school’s U18 team won the Northern Ireland Cup in 2008 and current Northern Ireland 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 Extra League and pupils have enjoyed playing at Curricular some of the top golf courses in the province. Activities 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 Jumping leagues and competitions for schools throughout the year.
A new fitness suite was installed in the school in 2013 and students are allowed to use it at scheduled times during the day and after school. Two new 4g pitches were developed in the summer of 2014 and this allows teams and PE students to train on fantastic, new surfaces regardless of the weather!
The PE and Games staff will endeavour to facilitate students in sports/activities which are not previously listed if offered by an organisation within the school year. Staff work closely with the Gifted and Talented team to ensure pupils are recognised for their achievements and ability within their sport/activity. To ensure maximum preparation and performance for games, students get provided with a meal before departing the school for their match/competition. All PE and Games staff are fully supportive of our students and fully encourage them to represent the school at all opportunities and events during their time in the school.
Post 16 Prospectus Excellence, Endeavour, Empowerment
Rotary Youth Leadership Congratulations to Ciara Dobbin who has won the regional final of the Rotary Youth Leadership Competition. After several intensive interviews with Rotary members and members of the local business community Ciara’s leadership qualities shone and she was selected as a deserving winner. Ciara participated in a week long Leadership Development Programme (LDP) with twenty three other students from across Ireland. LDP Week consisted of three days in Belfast Extra and Dublin before setting of for the European Curricular Parliament in Strasbourg to play a part in the Euroscola Programme early next year. The Activities winners debated major EU issues in the European Parliament Building with 600 other students from countries across the European Union.
Youth Volunteer recognised in Working with the charity on a fortnightly basis for two hours, Colm also attends outings during which he has Pramerica Spirit of Community the responsibility of looking after some members of the organisation. In his time with the Down’s Syndrome Awards Programme Association Colm has participated in a number of Colm Devine from Portglenone, Co. Antrim has been activities such as arts and crafts and dancing as well as recognised for the motivation, service and impact organising an indoor football event. Colm also assisted he has demonstrated for his local community as a a coach from the Irish Football Association who spent 2015 Pramerica Spirit of Community Awards top an evening teaching the members football skills. 20 finalist. Colm struggled with a speech impediment and as a result suffered from a lack of confidence and a hesitancy to get involved in activities with people he did not know. However since working with the Down’s Syndrome Association Colm’s confidence has grown significantly. Colm’s teacher Jacqueline O’Neill describes him as being “a shining example to his peers, with great courage and integrity,” mentioning that he prioritises volunteering over other commitments someone of his age may have.
“The caliber of entrants was exceptional this year and we’re delighted to recognise and showcase such exemplary young people,” said Andrea McBride, vice president, Pramerica. “Since we launched the programme in 2006, the awards has given us the opportunity to acknowledge the voluntary activities Colm who is a sixth year student at St Louis Grammar of hundreds of extraordinary youth ambassadors who School Ballymena, has been volunteering at the Down’s are actively making a difference in their communities. Syndrome Association of Northern Ireland for almost They are the future leaders in our society and they are two years. Colm sees volunteering as a positive way a benchmark for other young people to strive towards. to use his talents to give back to his community by We are thrilled to honour their commitment to helping those who may not have the same volunteerism through this awards programme.” opportunities as him.
www.stlouisgrammar.com St Louis Grammar School
Sixth Form Enrichments Within school we offer qualifications in First Aid, Money Management, Basic Computing/Typing skills, Health and Lower and Upper Sixth students at St. Louis Grammar Safety qualifications and nationally recognised Arts Awards. are given the opportunity to be involved in an enrichment As part of the programme students also work with local activity on alternate Wednesday afternoons. schools in the are through Faith Friends and Spred. This programme gives students the opportunity to gain The enrichment afternoon at St. Louis enhances pupil’s invaluable work experience as many have gained work interpersonal and organisational skills as well providing placements in disciplines such as accountancy, law an invaluable insight into the world of work for those on and veterinary. industry placements. In addition many students have opted to gain additional qualifications during their enrichments periods.
Natasha McDonnell My name is Natasha McDonnell. For the school enrichment programme I spent my time volunteering at Pinewood, 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 skills through 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 and worthwhile experience.
Weronika Slawinska My 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 tasks consist of putting stock up on shelves, collecting medicines according to prescriptions and doing small messages around the work place. It has been very informative as the Pharmacy staff are keen to answer all 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 experience within the pharmaceutical industry has been very beneficial.
Jack Magill For 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.
Post 16 Prospectus Excellence, Endeavour, Empowerment
Spred As volunteers we learn a lot from our friends with learning disabilities and we see how faith can bring people from all Spred stands for Special Religious Education. They are a walks of life together. We talk about friendship, love and charity whose mission is “To assist people with learning compassion and show us that everyone deserves to be disabilities achieve their rights to belong to and to grow, treated with dignity and respect. both within the local parish and wider communities. There by enriching the life of the whole community.” Spred is a very rewarding charity to be involved in. I get so much Every second Wednesday as part of the enrichment joy from seeing the excitement programme a group of St Louis Sixth Form students go to and happiness every time I meet Castle and Towers School in Ballymena to aid the delivery the children at Castle Tower of the Spred programme. Through Spred volunteers get School. I thoroughly enjoy the opportunity to help those with learning difficulties to this enrichment experience. develop their faith and find time in their lives for God. By Roisin Magee
St Louis Grammar School: Our long term partner school in the project has been Cambridge House Grammar School. In recent years Over 20 Years in Romania we have also travelled to Romania with staff and teachers In the winter of 1991, a courageous band of teachers and from St. Mary's College, Clady. The development of sixth formers from the school set out upon an exploratory cross-community friendships with staff and pupils from trip to the orphanages of Romania. The rest, as they say, is the other schools has been one of the very special history. Since this first, tentative trip many hundreds of our aspects of the trips. sixth formers have boarded planes for Bucharest with the aim of delivering aid and bringing friendship to the most None of this would have been possible without the help vulnerable members of Romanian society. of parents, parishioners, clergy and many others who have lent their support to fundraising over the years. Since the inception of the trips we have been based in the We wish to extend our thanks to all of these people. region of Brasov, a large city in Transylvania. Initially one trip We could not have achieved this work without them. was organised per year, but the overwhelming success of fundraising by our pupils soon resulted in both a winter and summer trip becoming the annual routine. It is estimated that our pupils have raised well in excess of a quarter of a million pounds for Romania.
www.stlouisgrammar.com St Louis Grammar School
Subject choices in Sixth Form at St. Louis Grammar School
Art and Design: AS & A2 Health and Social Care: AS & A2
Biology: AS & A2 Home Economics: AS & A2
Applied Business Studies Applied ICT: AS & A2
Business Studies: AS & A2 ICT: AS & A2
Chemistry: AS & A2 (CCEA) Irish: AS & A2
Construction and The Built Land Use, Environment Environment: BTEC Level 3 and Sustainability: BTEC Level 3
Drama and Theatre Studies: Mathematics: AS & A2 AS & A2 Further Mathematics: AS
Design and Technology: Moving Image Arts: AS & A2 Product Design: Edexcel GCE Music: AS & A2 Economics: AS & A2 Physical Education: AS & A2 English Literature: AS & A2 Physics: AS & A2 French: AS & A2 Religious Studies: AS & A2 Geography: AS & A2 Sociology: AS & A2 Government and Politics: AS & A2 Sport: BTEC Level 3 History: AS & A2
Post 16 Prospectus Excellence, Endeavour, Empowerment
The external paper will be taken at the end of the AS course and Art, Craft and Design: AS represents the culmination of your work so far. This is the first half of the Advanced GCE course. If you and your teacher agree that it is best for you, you can take the AS on its own, or you can decide at the end of the AS course to continue and take the full Advanced GCE. You do not necessarily have to take the full Advanced GCE qualification; you can still get a certificate just for the AS and your teacher will help you to decide what is best.
The AS is made up of two units.
Unit 1 Coursework - 25% of the AS or 30% of the Advanced GCE This unit is intended to form the basis on which pupils develop their knowledge, skill and understanding in creating a rich visual language within the context of selected ideas. Ideas or themes provide the starting point for the creative process covering all the assessment objectives. Pupils should learn how to carry out appropriate research and use this to inform the development of their ideas. Pupils will be expected to build on and develop their recording skills and demonstrate skilful use of the formal elements, including line, tone, colour, shape, pattern, texture, form and structure. In developing these skills, students will experiment with a wide range of media and methods, learning how to transform materials in order to reflect the different qualities of their observed forms and images. Within this unit it is essential that pupils learn the skills required for analysis of their own work and work from contemporary, historical and cultural contexts. Analysis of others’ work should always be made in the context of the students’ developing ideas. Within their own work, students are expected to show evidence for an ongoing critical and analytical review of their progress.
Unit 2 - Externally Set Assignment 25% of AS, 20% of Advanced GCE The question paper for this unit will provide you with a choice of questions. 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 to generate ideas from the theme, investigating a wide range of appropriate primary and other sources. Their developing ideas and exploratory visual work should be subject to ongoing critical review. All work produced during the preparatory period may be used during the Externally Set Assignment. Supporting studies must be submitted with the timed piece. Timed element is an eight hour unaided examination producing a final outcome.
Career Pathway 8 Are you aware that Artists and designers are involved in designing and creating almost everything we buy? E.g. Furniture, DVD covers signs, clothes and animations for computer 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.
www.stlouisgrammar.com St Louis Grammar School
Art and Design: A2 Communication This involves, amongst other skills, the ability to: The full Advanced GCE is made up of the two AS units, plus two • summarise the information found in many different types of more units studied at a higher level. These two units are known sources - e.g. books, paintings, as A2. museums, galleries, the Internet Unit 3 Coursework – 30% of Advanced GCE • use accurate and relevant information in the best format for the piece of work you are doing This unit incorporates two linked elements: • Practical work • make sure that written work is legible and that its • Personal study meaning is clear • choose suitable images to illustrate your ideas clearly. The unit 3 coursework elements have no separate weightings. The practical work and personal study may be approached in any Other Key Skills appropriate to the study of art and design are: order, or progress alongside each other. However it is essential that • Information Technology the two elements are interlinked. The supporting studies for this unit • Improving Own Learning and Performance will include sketchbooks, notebooks, draft writing, files, worksheets etc. The area of study, theme or focus chosen should link work • Working with others produced for both the practical and personal study. • Problem Solving Practical work; Students must demonstrate the ability to resolve issues and ideas that emerge as an inevitable part of the process of creating art and design work. Building on prior knowledge and experience gained during the course to produce a well considered conclusion or conclusions. The practical study should not be a pastiche arising from the personal study. As the practical work progresses, 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 dissertation on 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 links between their own work for this unit, with that of historical and contemporary references.
Unit 4 Externally Set Assignment – 20% of Advanced GCE The 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 for the given assignment. The delivery of this unit should be planned with appropriate guidance and technical support, to ensure students achieve the best possible grades, reflecting their true potential. You must submit one unaided final outcome produced under supervision in a period of 12 hours. This timed element will be taken at the end of the second term and beginning of third term. You will need to produce preparatory work and should undertake investigative preparatory work in your work journals throughout the course. The Externally Set Assignment (A2) is the culmination of your course and gives you the opportunity to show the extent to which you can use the language of the subject, the formal elements, processes and practices that you have developed during your course, and to display the personal style you should have developed 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:
Post 16 Prospectus Excellence, Endeavour, Empowerment
Biology: AS & A2 A2 course – 2 written modules and a coursework module. Grades AA or better in Double Award Science or Grade A in The A2 modules will be more demanding than those in AS. Biology will be needed in order to be considered for the 'AS' Unit A2 1 course. Single Award will not be considered. Physiology and Ecosystems; - This unit deals with Homeostasis, The topics in both AS and A2 build on the topics covered in GCSE. Immunity, Coordination and Control in plants and Animals, Some of the material will be very familiar to you and some will be and Ecosystems. completely new. The course is divided up as follows: Unit A2 2 AS course – 2 written modules and a coursework module. Biochemistry, Genetics and Evolutionary Trends; - This unit deals with Respiration, Photosynthesis, DNA as the Genetic Code, Unit AS 1 Gene Technology, Genes and Patterns of Inheritance, Molecules and Cells; This unit deals with Molecules, Enzymes, DNA Mechanism of Change, Kingdom Plantae and Kingdom Animalia. Technology, Viruses, Cells, Cell Physiology, Continuity of Cells, and Unit A2 3 Tissues and Organs. The problem solving/investigation skills of each candidate will be Unit AS 2 demonstrated by means of a practical investigation that is planned, Organisms and Biodiversity; This unit deals with Transport and implemented, analysed and interpreted by the candidate working Exchange Mechanisms in plants and mammals, Adaptations of independently. This investigation should be centred around the Organisms, and Biodiversity, with an emphasis on local contexts. testing of a simple scientific hypothesis derived from the candidate’s own biological knowledge or research. Unit AS 3 Students considering biological degree courses such as The specification requires that the practical skills of all candidates Biological Sciences, Environmental Biology, Marine Biology, are assessed by: Genetics, Microbiology, Biochemistry and Molecular Biology should (i) the internal assessment of practical tasks; and be aware that these courses may require Chemistry at either 'AS' (ii) by supplementary questions on examination papers. or 'A2' level. The level at which you decide totake Chemistry after GCSE might restrict your options for entry to biological degrees. 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.
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 always Ciaran McAteer at hand to help us with any problems we have with the course. Age: 16 I also chose Biology as it a key STEM subject and essential for Primary School: Mount St Michael’s P.S. Randalstown a career in the biosciences, which are a growing part of the A Level Subjects: local economy. Biology, Physics, Maths and Technology ”
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
www.stlouisgrammar.com St Louis Grammar School
in economic and market conditions, environmental issues, social Applied Business Studies (CCEA) and ethical issues and legal and self-regulatory constraints. Applied Business provides candidates with a broad introduction to the business sector and to encourage candidates to develop skills, A2 knowledge and understanding in realistic business contexts, such Unit 7 (Exam) – Finance . The focus of this unit will be the as discovering the problems and opportunities faced by local preparation and interpretation of final accounts from the trial businesses and organising an enterprise activity. balance to final accounts for a Sole Trader, Partnership and a Limited Company. Pupils will focus on investigating actual businesses in Northern Unit 9 (Coursework) – Enterprise In Practice . This practical Ireland and the actions businesses should take in response to unit is delivered through the planning and running of either a customer needs and competitive forces. They will investigate mini-enterprise or a virtual enterprise. enterprising managers and the impact of external conditions on Unit 10 – (Coursework) Investors in People . The students will businesses. Pupils will also learn about issues of motivation, use Liberty IT as their business casestudy. In this unit candidates staff welfare and training. will examine the case that investing in people makes sound A practical approach is encouraged through the use of mini business sense. They will consider the Investors In People (IIP) enterprise schemes in order to enable candidates to develop approach and explore issues of motivation, staff welfare and the skills, knowledge and understanding of the practices and development, analysing how both the business and its techniques required in realistic business contexts as well as to employees grow, develop and succeed. develop skills as entrepreneurs, managers or employees. Assessment is based on assignment work presented as portfolio evidence which is marked by the Centre, as well as an external assessments which are set and marked by the Exam Board.
AS Unit 1 (Coursework) – The Enterprising Business. This is an introductory unit, which gives the candidates an opportunity to gain an overview of the enterprising business and how it creates market opportunities. Unit 2 (Coursework) – The Enterprising Manager . This unit gives an overview of how the enterprising manager uses Finance and People effectively. Unit 3: (Pre Release Case study Exam) – External Influences on the Business Enterprise . Pupils will investigate the impact of external conditions on businesses and their responses to changes
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 knowledge of business topics through investigating and visiting local businesses such as Wrightbus, Chain Reaction, Coca Cola and Liberty IT thereby developing Ciara McKay an understanding of the key elements used in the development of a Age: 18 successful enterprising business. I feel that Applied Business Studies here Primary School: at St. Louis is an excellent A-level subject which I would greatly advise St Mary’s Primary School, Cargan all young students to take an interest in due to its extreme versatility A-Level Subjects: Applied Business Studies, and the engaging elements to our course. Home Economics and ICT. ”
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...
Post 16 Prospectus Excellence, Endeavour, Empowerment
Business Studies: AS & A2 Jack McDermott Business Studies is a practical subject which examines all Age: 17 aspects of business activity. Primar School: The course involves introducing candidates to the world of St Brigid’s Primary School, Ballymena business enterprise focusing on the environment in which business A-Level Subjects: activity takes place. Marketing strategies are also examined and Business Studies, the accounting and finance section focuses on the ability to Biology and Moving Image Arts plan 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. I started doing Business Studies at GCSE and Pupils find Business Studies a very interesting subject. They are it was my favourite subject. I’ve carried on encouraged to read widely to keep up to date with changing studying into A-level and still have that passion and business activity. The course requires pupils to write at length interest for Business Studies that I did before. I believe so pupils should possess adequate levels of literacy. “that Business Studies is a great A-level choice as not The subject is organised into four teaching modules. Candidates only do we get to learn about our constantly changing for the AS examination are required to study modules AS1 - The business environment but we also get to avail of Competitive Business, AS2 - Managing Business Resources in opportunities within our local economy and have the Lower Sixth. Candidates of the A2 examination are required to chance to get involved in many Business related study modules A21 - Making Business Decisions, A22 - The extracurricular activities. It is a challenging subject but Changing Business Environment in Upper Sixth. The content of the modules are set out below. if you are willing to do some work it can be interesting, enjoyable, and useful as it opens so many doors in AS Examination terms of university courses and employment. The teachers in the Business studies department at St. AS1 The Competitive Business Louis are dedicated to ensuring that all students are 1 hour 30 minutes able to achieve their full potential. The subject lets you 50% of the total AS marks 25% of the total A Level marks gain knowledge in the interesting world of how businesses function, everything the business must Case Study consider; for example motivation, finance, investment, Two Compulsory Stimulus Response Questions strategy and competition. Business Studies is my main AS2 Managing Business Resources subject and I think I will be pursuing a business related 1 hour 30 minutes university course so I can feed my interest even further 50% of the total AS marks and widen my knowledge. I would definitely 25% of the total A Level marks recommend Business Studies as an A-level because Case Study it is the most interesting of any subject I have ever Two Compulsory Stimulus Response Questions studied and it definitely helps in pursuing a career in any business related field. A2 Examination A21 Making Business Decisions 2 hours ” 50% of the total A Level marks Case Study with Compulsory Structured Response Questions. Extra-Curricular Activities: A22 The Changing Business Environment • School Bank Challenge 2 hours • Generation Innovation 50% of the total A Level marks • Create 2015 Unseen case study with problem-solving/decision making focus. • Enterprise Groups Candidates are required to produce a business report analysing • IFS Student Investors Challenge problems, evaluating evidence and proposing/justifying solutions. • Tenner Challenge
Career Pathway 8 • Business development manager • Chartered Surveyor • Commercial property consultant • Building Surveyor • Bank Manager • Teacher of Business Studies and many more.
www.stlouisgrammar.com St Louis Grammar School
Unit 3 Chemistry: AS & A2 (CCEA) 3.1A Assessment of Experimental Skills I (Practical Exam) What do I need to know or be able to do before taking 3.1B Laboratory Chemistry (Written paper) this course? A Level The full A level qualification is made up of the AS units The qualification builds on the knowledge, understanding and process plus three more units which are studied at a higher level. skills inherent in GCSE. It is expected that students will have achieved You don't necessarily have to take the full A level qualification; at least AA in Science: Double Award or grade A in Single Award. you can still get a certificate just for the AS, and your teacher will A score of 65% or better in the Chemistry paper is sought. advise you on what is best. The qualification integrates theory and relevant practical work, If you do decide to take the second half of the course which are developed at different levels throughout the course. it will cover the three units described below. Students will need to be able to communicate effectively, Unit 4 research and critically think about chemical problems. 4.1 Energetics II - lattice energies 4.2 Periodic Table II - chemical periodicity across Period 3 What will I learn on this A level course? 4.3 Chemical Equilibria II - quantitative The qualification aims to: 4.4 Acid-Base Equilibria • stimulate and sustain students' interest in, and enjoyment 4.5 Organic Chemistry II - acids, esters, carbonyls, of, chemistry acid chlorides, Fats and Oils • enables students to gain a knowledge and understanding of 4.6 Environmental Chemistry chemistry appropriate to AS/A level and to appreciate the 4.7 Chemical Kinetics II inter-linking patterns which are a distinguishing feature of Unit 5 the subject 5.1 Redox Equilibria • show the inter-relationship between the development of the 5.2 Transition Metal Chemistry subject and its application (social, economic, environmental and 5.3 Organic Chemistry III (aromatic and mechanisms) technological) and recognise the value of chemistry to society 5.4 Organic Chemistry IV (Nitrogen containing compounds) and how it may be used responsibly 5.5 Spectroscopy II - Mass spectrometry, NMR, Chromatography • develop students' skills in laboratory procedures and techniques • develop students' ability to acquire knowledge by means of Unit 6 practical work 6.1A Assessment of Experimental Skills II (Practical Exam) • 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? Ruairi McCallan Age: 17 This qualification is suitable for students who: Primary School: St Colmcilles • have an interest in, and enjoyment of chemistry A-Level Subjects: Chemistry, enjoy carrying out investigation by the application of Geography, Maths, Physics imaginative, logical and critical thinking • want to use chemistry to support other qualifications or progress onto further studies. I have found Sixth Form to be a large step What examinations will I have to take to get up from GCSE in terms of work. Despite my qualification? this however I have found Sixth Form to be much Unit 1 more enjoyable. I have had the opportunity to 1.1 Atomic Structure “choose the subjects that I really want to study. 1.2 Formulae, Equations and Moles Also there are plenty of study periods to keep 1.3 Structure and Bonding 1.4 Periodic Table up with the large amounts of work. 1.5 Introduction to Oxidation and Reduction - I have found chemistry to be an excellent subject basic ideas of redox 1.6 Group 1 to study and one which I find both interesting and 1.7 Group 7 (chlorine to iodine) useful. With a mix between practical and theory Unit 2 lessons, there is always something new to learn. 2.1 Energetics - Hess's law Some topics in the subject are difficult to grasp 2.2 Organic Chemistry I - introduction, alkanes, but with plenty of hard work and support from alkenes, halogenoalkanes and alcohols 2.3 Kinetics I - qualitative the teachers I am confident that I will 2.4 Chemical Equilibria I - qualitative achieve in this subject. 2.5 Group 2
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 • Biochemist Other: • Astronomer • Astrophysicist • Game Developer • Programmer • TV Presenter • Systems Analyst • Financial Consultant • Market Analyst • Forensic Scientist and many more...
Post 16 Prospectus Excellence, Endeavour, Empowerment
Students obtaining a Subsidiary Diploma can also progress to a Edexcel Level 3 Higher National Diploma or Certificate (HND, HNC) in a range of BTEC Subsidiary Diploma in disciplines relating to construction and the built environment professions. Construction & the Built Qualifications Environment An Edexcel BTEC Subsidiary Diploma in Construction and the Built Environment Duration (Equivalent to 1 A Level - 120 UCAS points) Two years Entrance Requirements Bearnard Entrants should normally possess at least four GCSE passes at grade C or above, including Mathematics and English or equivalent. McLaughlin Course Content Age: 16 Primary School: The Subsidiary Diploma in Construction and the Built Environment is composed of a selection of vocationally related St Joseph’s Primary School, Dunloy modules which are assessed through work realistic assignments A-Level Subjects: and projects. Six modules are required for the achievement of a Applied Business Studies, Subsidiary Diploma. Applied ICT and Construction Modules offered are as follows: • Construction Technology & Design in Construction Construction is a very useful subject that & Civil Engineering expands your knowledge on the building • Sustainable Construction environment it is very enjoyable with lots of • Building Technology in Construction practical work involved. I really enjoy the subject • Science and Materials in Construction “ and would recommend it for A level. I continued and The Built Environment the subject from GCSE because I really enjoy the • Surveying in Construction & Civil Engineering practical and coursework aspect of the subject. • Computer Aided Drafting and Design for Construction I enjoy learning about the design aspects of Career Prospects building houses and commercial buildings. I have The course is primarily designed for those who wish to progress to also learned about being environmentally friendly university to study degrees in construction related disciplines during the construction process by using including, architecture, civil engineering, building surveying, suitable materials. quantity surveying, planning and property investment. The Subsidiary Diploma is equivalent to 1 A’ Level and as such is a great supplement to a pupil’s portfolio of two or three other ” traditional A’ Levels. The University of Ulster and Queens University recognise the combination 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 career within construction the further advantage of undertaking the Subsidiary Diploma is that when they arrive at University they already understand the fundamentals of what they will be studying, which will ultimately give them a massive head start over their other colleagues.
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
www.stlouisgrammar.com St Louis Grammar School
Drama and Theatre Studies: 'A2' Examination At 'A' level, candidates are required to show a deeper knowledge AS & A2 and understanding of dramatic texts, conventions and styles, theatre practitioners and the skills taught at 'AS' level. The minimum qualification for this course is GCSE Drama and Theatre Arts, Grade B; alternatively, Grade 6 LAMDA Unit 3 or comparable examining board is acceptable. Exploration of Dramatic Performance: AS Examination creation and performance of original piece of drama. The aims of this course are: to encourage candidates to develop Unit 4 their interest in and enjoyment of drama and theatre; to encourage Theatre Text in Context: 2 hour written examination on candidates' knowledge and understanding of the social and cultural a set text and historical performance conditions. contexts of drama and theatre; to develop candidates' ability to respond critically and sensitively to a range of drama texts and Unit 3 is internally assessed and externally moderated whilst to theatre in performance. Unit 4 is externally set and assessed. Two units are studied at this level: Unit 1 Exploration of Drama and Theatre: practical drama activities with supporting Exploration Notes; evaluation of live theatre. Unit 2 Theatre Text in Performance: monologue/duologue performance and group performance.
Unit 1 is internally assessed and externally moderated whilst Unit 2 is externally assessed. Thoroughly At the end of the 'AS' year, students may opt to continue studying Modern Millie this subject to achieve a full A level.
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 release some energy in committing yourself to either a practical workshop, or an “emotionally compelling play. I chose Drama as it not only allows your creativity to come into action; it allows you to step out of your world into another world. Drama gives those who may not be the most confident a chance to express themselves and feel more comfortable in their daily life. Just because you choose Drama, doesn’t mean you aspire to be an actress or actor; it can develop your confidence and your ability to be more open in life. I was given the opportunity to have a role in a school production, which was something I will always remember. As a result of Aisling Laverty being a Drama student, I have found that Drama enables you to forms Age: 17 friendships and you are able to perform with those friends- creating an excellent chemistry on the stage and off. Drama and Theatre Studies Primary School: also furnishes you with many of the creative skills future employers St Colmcille’s Primary School are looking for as well as honing your communication skills A-Level Subjects: Business Studies, making you a self- assured ,confident individual. 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.
Post 16 Prospectus Excellence, Endeavour, Empowerment
Design & Technology: Unit 4 Commercial Design Content summary: 60% of the total A2 marks - 30% of the Product Design total GCE marks Resistant Materials Technology In this unit students are given the opportunity to apply the skills they have acquired and developed throughout this course of Edexcel’s GCE in Design and Technology: Product Design study, to design and make a product of their choice that comply specification seeks to develop students’ knowledge, with the requirements of a resistant materials technology product. understanding, skills and application for designing products. Product design encompasses a wide range of design disciplines but is firmly rooted in the skills required to design and make high quality products. Products that are fit for purpose, satisfy wants Terry Wilson and needs, enhance our day-today lives and, most importantly, Age: 16 give students the opportunity to demonstrate their design and Primary School: technology capability. St Colmcille’s Primary School Unit 1 Portfolio of Creative Skills A-Level Subjects: Biology, Chemistry, Design Content summary: 60% of the total AS marks - 30% of the total GCE marks and Technology and ICT In this unit students are given the opportunity to develop their creative, technical and practical skills through a series of product Catherine Laverty investigation, design and manufacturing activities. Students will Age: 16 produce one portfolio with three distinct sections which will Primary School: demonstrate their creativity and flair when investigating, designing St Colmcille’s Primary School and making product(s). A-Level Subjects: Unit 2 Design & Technology in Practice Biology, Chemistry, Design Content summary: 40% of the total AS marks - 20% of the total and Technology and Maths GCE marks In this unit students will develop their knowledge and A-level Technology is a great subject for anyone who understanding of a wide range of materials and processes used in loves practical work. We love the hands on approach the field of design and technology. It is important for students, as with the work we do in Technology as it is something different designers, to learn about materials and processes so that they can than just sitting in a classroom every lesson. At both AS and develop a greater understanding of how products can be designed A2 level you have to make a personal project accompanied and manufactured. Students will also learn about industrial and “with a design portfolio and then there is an exam in May or commercial practices, and the importance of quality checks and June; all of which makes up your final mark. Quite a bit of your the health and safety issues that have to be considered at all times. final mark is coursework which is good for those who prefer Unit 3 Designing for the Future coursework over exams. A-level Technology offers a gateway to many great career choices and pathways such as the Content summary: 40% of the total A2 marks - 20% of the different types of engineering, whether it is Mechanical, total GCE marks Civil or Electrical, Manufacturing, Construction and of In this unit students will develop their knowledge and course Teaching Technology. At A-level you are given more understanding of a range of modern design and manufacturing independence and freedom to do things the way you want practices and contemporary design issues. The modern designer to do them, it also means getting to use some of the more must have a good working knowledge of the use of ICT and complicated machines in technology as you are using systems and control technology in the design and manufacture of different materials other than wood. Technology is our products. They must also be aware of the important contributions favourite subject and we look forward to our daily classes of designers from the past which may provide inspiration for future in the Technology Department. design. It is increasingly important that students develop an awareness of the impact of design and technological activities We would recommend Technology as an A-level choice on the environment. Sustainable product design is a key feature as great support and help is given, it is an enjoyable of modern design practices. course and we love it so much that we plan on keeping it on at A2 level next year. ” 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
www.stlouisgrammar.com Yet again the class of 2013-2014 has achieved outstanding results! The school achieved 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 of excellence 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 in GCSE 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 NI in GCSE Drama. These are just a few examples of the amazing results that the students at GCSE Level achieved and we couldn’t be prouder! We further congratulate 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 only achieved 4 A*s at A Level but was also awarded 4 trophies at prize giving as top achiever in each of his subjects. In addition to Michael an amazing 22 students achieved 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!
Hannah McCormick 1st in NI Aisling Laverty Emma Devlin A Level Applied Buisness y Joint 3rd in NI Cathan Gormle Joint 1st in NI CSE Drama 1st in NI GCSE Irish G GCSE Further Maths
St Louis Grammar School
These include critical investigation, analytical thinking, oral and Economics: AS & A2 written communication, numeracy, research, ICT and handling of The Economics Department delivers Economics at both data. What’s more, the potential earnings for students with a AS and A2 Levels. Students of Economics study how individuals degree in Economics are among the highest for all graduates. and groups of people make choices about what to do with their A Level Economics is organised into four teaching and learning limited resources. Economics is, therefore, not just about money, modules. Candidates for the 'AS' examination are required to business and the stock market. Though these are important study Modules 1, and 2 in Lower Sixth. Candidates for the 'A2' aspects of the subject, economics also deals with wider social examination are required to study Modules 3 and 4 in Upper Sixth. and environmental issues including climate change, globalisation, sustainable development and the distribution of income and wealth. The content of the modules is set out below. Students of economics develop a host of practical and transferable skills that benefit them in education and in the world of work.
Assessment Unit Teaching and Method of Assessment Examining Time Learning Module 'AS' 1 Markets and Prices External examination: 1 compulsory data 1 hour response question and one structured 30 minutes essay from a choice of three 'AS' 2 The National Economy External examination: 1 compulsory data 1 hour response question and one structured 30 minutes essay from a choice of three
'A2' 1 Business Economics External examination: 1 compulsory data 2 hours response question and one structured essay from a choice of three 'A2' 2 The Global Economy External examination: 1 compulsory data 2 hours response question and one structured essay from a choice of three
I have extremely enjoyed my time in Sixth Form at St.Louis. I have chosen subjects which will really “help my future career plans; this was with the help of my teachers at my interview into Sixth Form. I thoroughly enjoy Economics; it is my favourite subject I have chosen for A-Level. I have learned a lot about the economy and how it functions. Mrs O Neill tries to help all of us in anyway she can to achieve the best grades. This means we always have support when we need it. Catherine Nelson Age: 18 All the Teachers are very encouraging and help as best Primary School: St Brigid’s Primary School they can throughout my progression in Sixth Form. A-Level Subjects: They are always encouraging us to set our targets Business Studies, Economics high and to reach out full potential. and Maths ” Career Pathway 8 Finance, Law, Accounting, Retailing, Civil Service, Banking, Teaching & more.
Post 16 Prospectus Excellence, Endeavour, Empowerment
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 AS assessed externally. This one year course encourages students to develop their Section A: The Study of Poetry from 1300-1800. interest and enjoyment in literary studies through reading widely, independently and critically. Students should develop as confident, (‘The Pardoner’s Tale’ – Chaucer) Pupils will study from a independent and reflective readers of a range of texts, learning to prescribed list of texts. Open book - extract or poem will be express their responses effectively through speech and writing. provided. The Advanced Subsidiary GCE builds upon, but does not depend Section B: Drama Pupils will study from ONE of a prescribed upon, the knowledge, understanding and skills developed within set of paired texts (‘Murder in the Cathedral’ and GCSE English Literature. Hence, it is not essential for a student to ‘A man for all Seasons’ – Bolt, – Eliot) Closed book. have studied English Literature to GCSE level. A student who has attained an A grade in English and who is determined to work hard Unit A2 2 The Study of Prose – theme based. should have no difficulty with the Advanced Subsidiary course. Section A: Close analysis of an extract from a post-1990 The Subject Content is divided into 2 Units, Unit AS1 and Unit AS2. novel. (‘The Butcher Boy’ – Mc Cabe) Pupils will study ONE from a prescribed list of novels. Closed book. Unit AS1 is divided into 2 sections and will be assessed internally i.e. as coursework. Section B: Comparison of 2 novels on the same theme as that chosen for Section A. (‘Catcher in the Rye’ – Salinger and Section A: The Study of Shakespeare – ‘Antony and ‘The Outsider’ – Camus) Pupils will study 2 novels from a Cleopatra’ OR ‘As you like it’ . Students will study ONE of prescribed list. Closed book. these prescribed Shakespeare plays and produce ONE piece of written coursework chosen from titles set by teacher. Section B: The Study of a Twentieth Century Dramatist Eimer McAuley (Arthur Miller) Students will study 2 plays and produce ONE piece of coursework chosen from titles set by teacher. Age: 17 A-Level Subjects: Unit AS2 is divided into 2 sections and will be assessed St John’s Primary School, Carnlough in an external examination. A-Level Subjects: Section A: The Study of Poetry written after 1800. (Frost Drama, English Literature, Government and Thomas) Students will study from a prescribed set of paired and Politics and History texts. Open book. Section B: The Study of Prose 1800-1945. (‘The Great I chose English literature as an A level subject Gatsby’) Students will study ONE from a prescribed list of texts. because I have always had an interest in reading Closed book. and a love of good books. English is a subject where I found you have more freedom of expression to get The 'AS' is the first part of the full Advanced GCE course. It will across your ideas and think for yourself. We are currently be assessed at a standard appropriate for students who have “ completed half of the full Advanced course. The 'AS' can be taken studying The Great Gatsby; I found the colourful and as a 'stand alone' qualification without progression to 'A2'. accessible American literature on the syllabus very engaging and inspiring. We also study “As You Like It” A2 by Shakespeare which is challenging but very interesting The Advanced course seeks to broaden and deepen the knowledge, once your understanding of the language grows. As an skills and understanding developed in the Advanced Subsidiary and AS level student, I find English Literature manageable enable students to gain a wider sense of the scope of literary study. because of the combination of coursework with exams, Students will be encouraged to use their detailed knowledge and which eases the pressure. This subject improves your understanding of individual texts to explore comparisons and communication skills and your understanding of connections between them, and to appreciate the significance of language through a wide variety of literature. After Year cultural and historical influences upon readers and writers. 14 I hope to pursue a degree in either Law or English For those students wishing to progress to 'A2' it would be a Literature with Creative Writing, in both cases considerable advantage to have obtained an A Grade in English Literature is an excellent A level choice, GCSE English Literature. and in the latter, essential. ” Career Pathway 8 English and English Literature remain some of the most sought after subjects for admittance to University and to the working world. The written and oral communication skills acquired through the study of English and Literature are essential in all professions. The analytical and creative skills nurtured in both subjects are greatly desired in the working world. Some of the many 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.
www.stlouisgrammar.com St Louis Grammar School
French: AS & A2 Module 2 Listening, Reading and Writing – 32.5% Assessed by: The study of French at AS or A2 Level enables students to: • listening • develop their interest in and understanding of the language; • reading • translation into French • communicate with speakers of French; and • writing – 1 essay in French based on a set literary text • acquire knowledge and skills that will help them progress to (300 - 350 words) further study and/or employment. Language learning can open up a world of opportunities to The contexts for learning at AS and A2 level are: students. Acquisition of AS/A2 French will help students avail • Relationships of these opportunities and take their place in a multilingual, • Health and Lifestyle global society. • Young People in Society • Local and global Citizenship The study of French at Advanced level consists of four teaching • Environmental Awareness and learning modules, two for AS and two for A2.
AS - a self-contained course Nicole Traynor - standard closer to GCSE than to A level Age: 16 - skills and content built on GCSE Higher Tier Primary School: St Joseph’s Primary School, Module 1 Speaking –17.5% Dunloy A-Level Subjects: Assessed by: Economics, English, • presentation (prepared) French, History • Conversation
Module 2 Listening, Reading and Writing – 32.5% Assessed by: After choosing to study A-Level French, I was • listening (individual CDs,) somewhat sceptical in regards to the amount of • reading work required and the standard that would be expected at • translation into English this stage. However, in the first few months, your fluency in • one structured essay response in French to a “French dramatically increases and you develop the ability stimulus text. (200 – 250 words). to understand and respond to questions spontaneously. A2 - the second half of the study of the language This year, for the first time, our studies in French have leading to the qualification of Advanced GCE been more heavily focused on grammar, enabling us to (AS 50% and A2 50%). create our own sentences which is something we weren’t exposed to at GCSE level. The study of French at A-Level Module 1 Speaking – 17.5% not only enables you to speak an interesting and highly Assessed by: desirable modern language but it also introduces you to • discussion of a societal theme new cultures and various topical issues, you wouldn’t • conversation otherwise be exposed to. The ability to speak a modern language provides individuals with a wider spectrum 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 successfully combined 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
Post 16 Prospectus Excellence, Endeavour, Empowerment
Geography: AS & A2 Key Skills: This subject allows students to: Geography is a popular choice for 'AS'/'A' level. The CCEA • Develop as individuals and in their roles as contributors specification is followed at this level and continuity is maximised to society, the economy and the environment. as students build on the solid foundation gained at GCSE. • Address moral, ethical and social issues associated Fieldwork is an essential element of the course and prepares with the use and management of resources and candidates for the skills elements which they take at AS and at A2. • Develop skills that will enhance their employability e.g. communication, numeracy, the ability to think logically Course Content: and rationally, decision making, problem solving ICT skills 2 areas of study must be completed for the AS Level qualification, and team work. the first of these the Physical and Fieldwork is examined in January of L6 with the second, Human Geography and Geographical Skill being examined in June of that year. For those wishing to continue with Geography into Upper Sixth all papers are taken in June. These final components make the final element of the A level qualification. Paper Course Content Time Dervla AS Unit 1 Section A - Fieldwork skills 1 hour Physical Section B - Physical Processes and Systems 30 mins Donaghy Geography • Processes and features in exam Age: 18 & Fieldwork Fluvial environments Primary School: skills • Ecosystems - study ecosystems and soils Glenravel Primary School • Atmosphere A-Level Subjects: Business Studies, AS Unit 2 Section A - Skills and Techniques 1 hour English Literature Human • Mapping presentation & data handling skills 30 mins and Geography Geography & Section B - Human Processes, systems exam Geographical and outcomes human interactions. Skills • Population - distribution, change Since studying Geography from and composition First Year my interest grew more • Settlement - characteristics, development and problems and more each year. I think it is a great • Development-nature of, measurement of etc. “subject because it applies to everyday A2 Unit 3 Section A - Impact of Population Change 1 hour life and you learn more about the world Human • Planning for sustainable Settlements. 30 mins around you. The highlight for me studying Geography exam Section B - I of the following 4 elements Geography was our trip to London this & Global • Air Pollution Issues • Nuclear Energy year where we observed urbanisation • Ag Change and its impact and yuppification. From studying coasts • Issues in Tourism and weather in Physical Geography to A2 Unit 4 Section A - Fluvial and Coastal Environments 2 hour population change and development in Physical • The Dynamic Earth 30 mins Human Geography, Geography tackles Geography Section B - Decision making. Students are exam & Decision presented with information about a live issue, everyday issues and is a subject Making based on this they must make a decision and I thoroughly enjoy and would justify their position on it. strongly recommend. ” 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
www.stlouisgrammar.com St Louis Grammar School
• acquire knowledge and informed understanding of the rights and Government and Politics responsibilities of the individual; and • develop an interest in and take part in contemporary politics. Through studying the CCEA Government & Politics specification, students will develop knowledge and understanding of the political The specification is divided into four units. Students study two units systems in which they live. In particular, this specification will at AS and two units at A2. encourage students to: • develop a critical awareness of the nature of politics and the AS1: The Government and Politics of Northern Ireland relationship between political ideas, institutions and processes; AS2: The British Political Process • acquire knowledge and understanding of the structures of A2 1: Comparative Government authority and power within the political system of the United A2 2: Political Power and Political Ideas Kingdom, and how these may differ from those of other political systems;
Politics enables students to formulate a coherent understanding of the world around us, affecting our every day life. It is a hugely interesting subject “which enabled me to further understand the Irish/UK and American systems of government. I always had a natural interest in the workings of government and current political affairs and feel that politics gave me the perfect opportunity to debate and learn more about these current events. Kevin O’Kane Age: 17 I would encourage any student interested in world Primary School: St. Colmcille’s P.S. affairs to study Government and Politics and can A-Level Subjects: Business Studies, guarantee it is an enjoyable, worthwhile subject. Government & Politics and History ”
Politics Workshop
Career Pathway 8 Law, Business, Finance, Government Services and in Politics.
Post 16 Prospectus Excellence, Endeavour, Empowerment
History: AS & A2
There are normally two A level History classes in both Lower and Upper 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 and Germany (1815-1871) with one teacher and then study AS:2 France (1815-1871) with another teacher. This culminates in two separate exams at the end of Lower Sixth, both of which are worth 50% 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 two separate exams, however this time A2:1 is worth 20% of the final A level and A2:2 is worth 30% of the final grade. Your A Level in History gives you knowledge and skills which will prepare you for higher education, and which are also useful in any Pupils who achieve highly at this subject have a committed work career. Students who specialise in history can go on to become ethic and the capacity for effective revision and independent study. historical researchers, work in heritage organisations or become Those who have honed individual study skills will succeed in the teachers. History also supports other career paths, like journalism, exams due to demands of learning content from two distinct politics, law, social work and public services. historical periods.
Pupils will develop the ability to analyse and form judgements on complex issues from the chosen period. Extended writing with specific examination focus is the key to success throughout the course.
History is not like other subjects which are often a mere barrage of facts and figures. History transports you to another time and place and “that is what makes it special. For me personally there is also a certain fascination that comes 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 us Mark Crawford from making the same mistakes that were made by Age: 17 our forebears. Primary School: St. Colmcille’s P.S. Frankly it is beyond me how anyone could not A-Level Subjects: Biology, Chemistry, History, Maths enjoy history! ”
Career Pathway 8 The study of History, with its acquisition of knowledge and transferable skills, 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.
www.stlouisgrammar.com St Louis Grammar School
Units 1 and 2 involve assignment work which is assessed by the Health and Social Care: AS & A2 teacher and then externally moderated (similar to coursework) GCE Applied Health and Social Care is an exciting course that allows Second Year students to gain knowledge and understanding of the health, social care and early years sectors. Three further units studied to complete full Advanced Level Qualification: - In GCE Applied Health and Social Care, students learn about health • Unit 9 Providing Services and well-being. They examine the rights and responsibilities of • Unit 10 Health and Promotion both patients and service providers. Students also look at the • Unit 11 Supporting the Family importance of communication in care settings and how positive care can be promoted. Unit 9 is assessed by external examination Units 10 and 11 are assessed by assignment work Through practical activities, students apply their knowledge and understanding to work-related contexts and develop research, Students do not require GCSE Home Economics to study for AS evaluation and problem-solving skills. or A2 in Health and Social Care. This course provides students the opportunity to develop skills, What can students do with a qualification in knowledge and understanding that provide a broad educational Health & Social Care? basis that will advantage them when entering into employment This is an ideal course for students who want a broad background or higher education within the Health and Social Care sector. in health and social care. Many students with a qualification in GCE First Year Applied Health & Social Care go on to degree-level study in a variety of subjects such as health studies, Health Education and Promotion, Three units are studied to complete the AS qualification: Counselling, Social and Community work, Child Development, Early • Unit 1 Promoting Positive Care Years, Government, Teaching, Occupational Therapy, Speech and • Unit 2 Communication in Care Settings Language therapy and Physiotherapy. Other students go on to • Unit 3 Health and Well-being complete a BTEC Diploma in Health and Social Care. Some students Unit 3 is assessed by an external examination. go straight into employment in the fields of health and social care.
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 my “chosen career as it will allow me to explore the different emotions of individuals and how we can help them. I really enjoy health and social care as it opens your eyes to how different groups in society can benefit others and it also makes us more aware of all the different initiatives available to help those in need in Northern Ireland. Sorcha Crawford I thoroughly enjoy this subject as it is predominately Age: 17 Primary School: coursework based and has one exam at the end of the year. St Patrick’s Primary School, Rasharkin By studying health and social care it provides you with A-Level Subjects: the opportunity to enter into health related jobs and Biology, Health and Social Care, university courses in the future. Home Economics and Sport ”
Career Pathway 8 HR, Nursing, Social Work, Law, Community Planning and many more.
Post 16 Prospectus Excellence, Endeavour, Empowerment
The OCR specification allows candidates to develop an understanding Home Economics: AS & A2 of issues relating to society and health, resource management, AS' Home Economics builds on the knowledge, understanding and nutrition and food production. It provides excellent preparation for skills developed within GCSE Home Economics and related subjects. students wishing to pursue careers in nutrition, food science, sports science, food technology and consumer protection. The AS (Advanced Subsidiary) is the first part of the full A level course. It accounts for 50% of the A level in terms of teaching time The AS GCE forms the first half of the Advanced GCE course in terms and content. of teaching time and content. In the AS GCE candidates will complete Unit G001 Society and Health and Unit G002 Resource Management. The full A level comprises of the AS and the second half of the A level AS Unit G001: Society and Health is an externally assessed unit and course referred to as A2. The AS can be taken as a 'Stand-alone' includes health, social and environmental issues, family and society qualification without progression to A2. It provides a basis and demography. AS Unit G002: Resource Management is an for those seeking employment in a wide range of careers such as externally assessed unit and includes food safety and hygiene, industry, commerce, education and the health and social services. food provision and preparation, financial awareness and retailing. The aims of this specification are to encourage candidates to: The A2 GCE forms the second half of the Advanced GCE and • develop and apply knowledge, understanding and skills candidates will complete Unit G003 Home Economics (Food, to meet human need in a broad range of activities; Nutrition and Health) Investigative Study and Unit G004 Nutrition • develop an awareness of the management of resources and Food Production. to meet an identified human need in a diverse and A2 Unit G003: Home Economics (Food, Nutrition and Health) ever-changing society, including values issues; Investigative Study is an internally assessed unit and is of an • take account of rapid technological changes and the investigative nature. Candidates select their own content and develop growth of scientific knowledge and understanding; their own task to include practical work. • critically evaluate evidence to justify informed decisions; use information and communications technology (ICT) A2 Unit G004: Nutrition and Food Production is an externally where appropriate; assessed unit and includes nutrients and energy, properties of food, • develop innovative, creative and original ideas through dietary needs and development and production of food. active investigations; • make use of their wider knowledge and understanding. Candidates will have an understanding of a variety of issues including nutrition, food production, food safety and hygiene, social and As Home Economics adopts a modular approach, candidates are environmental issues and family and society issues. required to study two teaching and learning modules for the AS course and a further two modules for the full A level GCE course.
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 Career paths, from Dietetics and Nutrition to roles in Food Safety and Environmental Health. The subject provides the opportunity for individual research at A2, meaning you Emma Martin can choose for yourself something that interests you! Age: 18 Primary School: Personally, I think Home Economics is beneficial St Comgall’s Primary School, Antrim and fun, especially during the practical sessions. A-Level Subjects: Biology, History, Home Economics. ”
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.
www.stlouisgrammar.com St Louis Grammar School
In addition, the aims of the Advanced GCE specification in Applied ICT: AS & A2 Applied ICT is to encourage candidates to: GCEs in vocational subjects are broad-based vocational qualifications • apply their knowledge and understanding of ICT and use skills designed to widen participation in vocationally-related learning (e.g. planning, research, evaluation, problem solving) in post-16. They have been designed to build upon a broad range vocational contexts; of ICT skills and knowledge of the uses of ICT in vocational contexts, • develop an understanding of the impact of information systems on studied in this subject for GCSE organisations’ personnel, policies and practices; Specification Aims • develop project management skills and an understanding of All specifications in Applied ICT aim to encourage candidates to the need to work with others. develop broad skills, knowledge and understanding of the ICT sector. AS They are to prepare candidates for further study or training. Unit 1: Information and Communication (16 2/3%) Internally Assessed Structure of Assessment Portfolio For the Advanced Subsidiary GCE two units will be assessed This unit will help candidates understand the importance of internally, through a teacher-assessed portfolio and one unit will be information and communication within an organisation. assessed externally with the assessment set and marked by OCR. Unit 2: Software Applications and Tools (16 2/3%) External Computer These three units will be equally sized and equally weighted. Based Examination 2 1/2 hour paper External Assessment This unit will develop skills and understanding in the most commonly Advanced Subsidiary GCE: Candidates take one unit of external used software applications and communications technology. assessment at AS and one at A2. Unit 3: Organisations and Information Systems (16 2/3%) Internally Assessed Portfolio Portfolio Assessment This unit will help develop an understanding of organisations and the Internally assessed units take the form of a portfolio of work designed information systems necessary for their support. to enable the candidate to demonstrate understanding of the content of the unit. A2 The aims of these specifications in Applied ICT are to encourage Unit 7: Investigating Systems (16 2/3%) External 2 hour paper candidates to: In this unit candidates will learn why it is important to fully understand • develop as a basis for progression into further learning in the systems development process, the role of Systems Analysis and ICT-related fields, including progression from AS to A2; Design and the importance of the User, in the creation of the best working solutions to business problems. • develop knowledge and understanding of the components, functions and applications of information Unit 8: Database Development (16 2/3%) Internally Assessed systems within a range of organisations; Portfolio This unit will examine database technology and develop database skills. • develop an understanding of the main principles of solving problems using ICT and develop the skills necessary to apply Unit 9: Website Design and Management (16 2/3%) Internally this understanding. Assessed Portfolio. In this unit candidates will learn how to develop and design websites using appropriate tools.
I choose to study Applied ICT as I enjoy “practical subjects which are mainly coursework based. This subject allows me to work James independently and develop McNaughton my own ideas with relation Age: 17 to specific organisations Primary School: St Anne’s Primary School, Corkey I have studied. A-Level Subjects: Applied ICT, RE, PE ” Create 2014
Post 16 Prospectus Excellence, Endeavour, Empowerment
ICT: AS & A2 A2 ICT Module 1 – Information Systems (Worth 50% of A2, 25% of A Level) The pupils will be prepared for the AS/A2 ICT course provided by CCEA. AS and A2 are each subdivided into two modules: Module 2 – Approaches to Systems Development Internal assessment of a project. (Worth 50% of A2, 25% of A Level) AS ICT Course Entry Module 1 – Components of ICT. 2 hour examination. (Worth 50% of AS, 25% of A Level) Entry to the course will be restricted to pupils who have attained at least a grade B in GCSE ICT or equivalent. 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 AS qualification or they may use the marks obtained to go towards 50% of the full A Level.
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 our own personal touch to the database. We also learn about the applications of ICT in society and businesses and we Matthew King see how it impacts our everyday life. Age: 18 I feel A Level ICT allows me to further my knowledge of Primary School: St Colmcille’s Primary School the ICT world in an enjoyable and interactive way and A-Level Subjects: would very much recommend it to anyone thinking of English Literature, pursuing a computer related career. Government & Politics and ICT. ”
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
www.stlouisgrammar.com St Louis Grammar School
Irish: AS & A2 ‘A2’ The second half of the study of the language leading to the The study of Irish at Advanced level consists of four teaching and learning qualification of Advanced GCE (AS 50% and A2 50%). modules, two for AS and two for A2. Both courses aim to engage students’ imaginatively and provide opportunities for differentiation. Module 1 Speaking –17.5% A good GCSE standard is required to study Irish at AS and /or A2 level. Assessed by: This ensures continued success in the subject. • discussion of a societal theme ‘AS’ • conversation • a self-contained course Module 2 Listening, Reading and Writing – 32.5% • standard closer to GCSE than to ‘A’ Level Assessed by: • skills and content built on GCSE Higher Tier • listening • reading Module 1 Speaking –17.5% • translation into Irish Assessed by: • writing – 1 essay in Irish two essays based on a • presentation (prepared) set literary text (300 - 350 words) • conversation The contexts for learning at AS and A2 level are: Module 2 Listening, Reading and Writing – 32.5% • Relationships Assessed by: • Health and Lifestyle • listening (individual cds, answers of gap-filling type answers in English) • Young People in Society • reading • Local and global Citizenship • translation into English • Environmental Awareness • one structured essay response in Irish to a stimulus text. (200 – 250 words).
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 are “continuously learning; you really notice your improvement through the years, especially throughout lower and upper sixth. We get the chance to go to our language assistant for conversation classes twice a week and this really help build your confidence with speaking Irish. Of course, there’s opportunity to visit the Gaeltacht, this experience really improves your Irish and is so enjoyable! You can meet new Eimear Higgins people who also love the language. There’s lots going on Age: 18 in Irish at the minute, like TV and radio programmes and Primary School: Glenravel Primary School campaigns and the language is ever-growing. A-Level Subjects: It’s exciting and satisfying when you see Irish in Biology, Chemistry and Irish. the media and you can understand it. ”
Career Pathway 8 Irish is recognised as the national language of Ireland and has recently achieved ‘official language’ status in the EEC. People who are well qualified in Irish are in demand in the traditional fields of education, the media, the arts and translation, but also in public 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.
Post 16 Prospectus Excellence, Endeavour, Empowerment
Land Use, Environment Year 1 • Principles of Plant Science and Sustainability • Business management for land based science • Agriculture and the Environment The agri-food sector is currently one of our most important indigenous manufacturing sectors, accounting for the employment Year 2 of 54,000 people in Northern Ireland and 150,000 in the Republic • Agricultural Organic production of Ireland. Northern Ireland Farming and its related service and • Pollution Control & waste management processing industries produce a gross output of just over £1.2 • Farm Diversification billion and in 2011 Ireland’s agricultural exports were valued at • Investigative Project almost 8 billion. This subject will provide you with the necessary knowledge and skills to start a career in the food and land-based (These units may be subject to change) sectors. Over the 2 year applied programme the broad-based syllabus will help you appreciate the great opportunities that this Assessment is portfolio based and independent research will industry presents and help you understand some of the challenges be encouraged and supported. that it faces Career Pathways Combined with other complementary subjects’ Exam board Edexcel e.g Geography/ Business Studies/Home Economics this subject can lead to third level or further education. If you have a particular Course description course in mind check its particular entry requirements. A variety A variety of units are undertaken, 3 in year 1, 3 in year 2 along of careers throughout the agri-food industry in areas such as the with an investigative project. The proposed units for Sept 2015 feed, agrochemical and fertiliser sectors are other career pathways are as follows: as are opportunities in farm or enterprise management.
Career Pathway 8 Agri-Food Industry & opportunities in Farm or Enterprise Management.
Mathematics: I’m one of these people who love AS, A2 & Further Maths. I’d even go so far as saying Courses will be provided in AS it’s fun. Sad? Maybe. Helpful? Definitely!! Mathematics, A level Mathematics and AS Further Mathematics. “I did Further Maths at GCSE so it was kind Based on the CCEA modules, the AS of a ‘no-brainer’ that I’d keep it on for A-Level. Mathematics course will consist of modules Although I was a bit worried about the C1, C2 and M1, and the A level course will be completed by modules C3, C4 and S1. step-up from GCSE, the change has actually been smoother than I thought. A lot of the (C = Pure Mathematics, M = Mechanics, S = Statistics) . course is similar to Further Maths with some tricky bits – just in case you get bored. AS Further Mathematics will consist of Rían three appropriate modules, and will be I think that, if you enjoy Maths and are taught in the Upper Sixth year. Patterson prepared to do the work when it needs done, While good results in both GCSE Age: 16 Mathematics and GCSE Further Primary School: A-Level Maths is a brilliant choice; no matter Mathematics will be the standard St Brigid’s Primary School, what career you plan to do. entry route to A level Mathematics, Cloughmills we will be prepared to consider A-Level Subjects: After all, you get to do quadratic indices students who have not done Further French, Business Studies, or better yet sequences and Sigma Mathematics provided they have Economics and Maths notation! What’s not to love? obtained Grade A in GCSE Mathematics and have studied the higher option (T4). ”
Career Pathway 8 Mathematics is an important foundation for many courses and careers. Almost all jobs and 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
www.stlouisgrammar.com St Louis Grammar School
This A’ Level is designed to help students develop their creative Moving Image Arts (CCEA) and critical abilities through hands on learning in the craft of The art of moving images can range from film, television moving image arts. programming, advertising and web streaming and is a medium that resonates with people because its combination of all other art forms. (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 the creative industries increasingly accessible and attractive to young people. The impact of these developments is being felt within the classroom, where students are seeking opportunities to learn technical skills and express themselves creatively.
Unit Description AS: Creative Production: Film Language Foundation Portfolio Film Planning Film Production AS: Critical Response Critical analysis of three unseen moving image clips (film & animation) A2: Creative Production Film Language and Research: Film Planning Advanced Portfolios Film Production A2: Critical Response Critical analysis of three unseen moving image clips (film & animation)
Career Pathway 8 Teaching, Advertising, Graphic Design, Photography and many more.
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 Lower “Sixth. Moving Image Art is the most interesting subject that I have studied and I would definitely consider it as my favourite. In Moving Image Art you learn about filming, editing and you have the opportunity to be creative. Peadar Devlin From someone who doesn’t know what they want Age: 17 to do as a career, I believe that Moving Image Art Primary School: has opened up many career pathways for me, Millquarter Primary School A-Level Subjects: including digital media technology. Economics, History and Moving Image Arts ”
Post 16 Prospectus Excellence, Endeavour, Empowerment
Music: AS & A2 A2 Music Candidates are required to undertake two assessment units. The course has been designed to build upon the knowledge, skills and understanding promoted by the programmes of study for A21 Making and Appraising Music requires Music at Key Stages 1 - 3 and required by GCSE Music. Core solo or ensemble performance lasting 10 – 12 mins At AS level candidates are required to undertake two including a viva voce plus one of the following options: assessment units. A 1 piece of free composition using tonal harmony lasting 2 – 3 mins with commentary. AS1 Making and Appraising Music requires B Multi tracking task lasting 2 – 3 mins Core solo or ensemble performance lasting 5 – 8 mins including a viva voce plus one of the following options: C Sequenced realisation of an extract from a set work lasting 2 – 3 mins A one piece of free composition lasting 1&1/2 – 2 mins with commentary 60% B Multi-tracking task lasting 1&1/2 – 2 mins OR C Sequenced arrangement of a prescribed D Core composition based on a given stimulus lasting stimulus lasting 1&1/2 – 2 mins 3 – 4 mins plus solo or ensemble performance lasting 64% 5 – 8 mins (Grade 6 minimum standard) OR AND D Core composition lasting 2&1/2 – 3 mins plus solo or ensemble performance lasting A2 2 Test of aural perception lasting 1 hour 3 – 5 mins (Grade 4 minimum standard) (based on unfamiliar Music) 64% Written examination lasting 1&1/2 hours (set work and area of study) AND 40% AS2 Responding to Music A pupil taking Music as an AS/A2 subject should have a natural Test of aural perception lasting 1 hour (based on the flair for performance, enjoy composing, and should have good Music for Orchestra and general listening) aural perception skills. It is recommended that they have achieved Written examination lasting 1& 1/4 hours (one question on a good grade at GCSE and preferably have a pass in Grade 5 Music for Orchestra and one question on chosen topic. Theory of Music. 36%
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 we “study five set works in which you are given in depth notes and revision guidance. The essay topic we study is ‘The development of the Musical’, and, we have been very fortunate this year to attend various musical productions in the Grand Opera House in Belfast. Ernine Darragh As part of our coursework we focus on Multi-track Age: 17 recording where you select any song and record an Primary School: arrangement of it live. After it is recorded we then St Colmcille’s Primary School mix the recording to achieve the best possible A-Level Subjects: quality of sound. Government and Politics, History and Music ”
www.stlouisgrammar.com St Louis Grammar School
drawn from a wide range ofdisciplines, with the focal point Physical Education: AS & A2 being the performer and the performance. A level Physical Education takes a multi-disciplinary approach, Summary of course below. encouraging the development of different methods of enquiry AS Examinations Unit 1 – PHED1 Opportunities for and the effects of leading a healthy Josh Henry and active lifestyle Age: 17 60% of AS, 30% of A Level Primary School: 2 hour written examination St Comgall’s Primary School, Antrim 84 marks A-Level Subjects: Two sections: PE, Biology, Maths, Section A – six structured questions Government and Politics Section B – application of theoretical knowledge to a practical situation Available in June only Currently I am really enjoying 6th year, Unit 2 – PHED2 Analysis and evaluation of physical activity as a performer with the smaller classes you can better and/or in an adopted role/s your relationship with the teachers and this 40% of AS, 20% of A Level “has helped me improve my knowledge of my Internal assessment with external moderation 100 marks A-Level subjects and it makes my learning a Candidates perform, analyse and evaluate the execution of core lot more fun and engaging. skills/techniques in isolation and in structured practice as either a player/performer and in an adopted role or two adopted roles. Available in June only For A-Level I choose PE even though I had not done it for GCSE. So far I am really A2 Examinations enjoying the subject as it has a mixture Unit 3 – PHED3 Optimising performance and evaluating contemporary of both practical and theory. It has also issues within sport furthered my knowledge of sports and 30% of A Level increased my understanding of the factors 2 hour written examination 84 marks that affect performance and participation Three sections: in Physical Education. Section A – how exercise physiology can optimise performance Section B – how application of physiological knowledge can optimise performance I also really enjoy studying Biology as it ties Section C – contemporary influences in sport and their impact into PE and because the subjects overlap it on the performer Available in June only gives me a greater understanding of both. I would highly recommend St.Louis because Unit 4 – PHED4 Optimising practical performance in a competitive situation there is a friendly atmosphere in 6th form 20% of A Level and it is evident that our motto of excellence, Internal assessment with external moderation 120 marks endeavor and empowerment is really Candidates perform, analyse and evaluate their own put into practice. performance, identify areas of performance that they could improve, and suggest causes and appropriate corrective measures. Available in June only ”
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 Education teacher; 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; Sports Marketing; Sports Retailing; Sports Publishing and to gain entry into higher qualifications.
Post 16 Prospectus Excellence, Endeavour, Empowerment
Students wishing to take the full A level do two further modules, Physics: AS & A2 and another practical exam in May. The A level and AS level course followed at present is the AQA The minimum grade required to study Sixth Form Physics is a (AEB) specification A syllabus. The course covers traditional areas grade AA in Double Award Science. In addition to this it would be such as mechanics, thermodynamics and electricity as well as the preferable that students wishing to take A level Physics would have exotic quantum world of photons and quarks. at least a grade B in Maths GCSE, or be studying Additional Maths The AS course is completed in the Lower Sixth year with two or A level Maths. terminal modules and a practical exam taken in June. Joseph Harper Age: 17 Primary School: AS Examination Seaview Primary School Unit 1 - PHYA1: Particles, Quantum Phenomena and Electricity A-Level Subjects: Written Examination – 70 marks, 6 or 7 structured questions Geography, Maths 1 1/4 hours / 40% of the total AS marks / 20% of the total A-Level marks and Physics Unit 2 - PHYA2: Mechanics, Materials and Waves Written Examination – 70 marks, 6 or 7 structured questions 1 1/4 hours / 40% of the total AS marks / 20% of the total A-Level marks Physics is crucial to understanding the world around us, the world inside us, Unit 3 - PHA3X : Investigative and Practical Skills in AS Physics Externally Marked Route X – 55 marks and the world beyond us. As the most basic Practical Skills Verification (PSV – teacher verification) and fundamental science, upon which all other Externally Marked Practical Assessment (EMPA – 55 marks) “science subjects are based, Physics covers 20% of the total AS marks / 10% of the total A-Level marks anything and everything, from the minute scale of the quantum world to the incomprehensibly large world of the universe and beyond. A2 Examination Physics is a subject that covers everything on Unit 4 - PHYA4: Fields and Further Mechanics how the world functions and works as we know Written Examination – 75 marks it. It was for these reasons that I chose to study 1 3/4 hours / Section A is 25 multiple choice questions, each worth one mark / Section B is a written paper of 4/5 structured questions Physics for A level, and have not regretted it and consists of 50 marks since my first day walking into room 31. 20% of the total A-Level marks People often view physics as a very boring and monotonous subject, but they could not be Unit 5 - One of Units PHA5A, PHA5B, PHA5C, PHA5D Written Examination – 75 marks further from the truth. One day in class we could 1 3/4 hours / Section A: Nuclear and Thermal Physics – 40 marks be learning about nuclear reactors while the next Compulsory section 4/5 structured questions we could be firing a rocket on the all-weather Section B one of the following options. pitch to learn about momentum, or producing Each paper has 4/5 structured questions and 35 marks. electricity solely from a wire coil and a magnet. Options: A - Astrophysics B - Medical Physics C - Applied Physics It is this diversity in the subject that I enjoy D - Turning Points in Physics 20% of the total A-Level marks (Section A 10%, Section B 10%) tremendously, as each class is different from the next. Unit 6 – PHA6X: Internal assessment - I would encourage everyone to study Investigative and Practical Skills in A2 Physics physics here at St Louis, as it is, and Externally Marked Route X – 55 marks Practical Skills Verification (PSV – teacher verification) will remain to be, my favourite subject. 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 • Nanotechnology Medical: • Consultant • Nurse • Doctor • Surgeon • Cardiologist • Physiotherapist • Radiologist • Pharmacist • Pharmacologist • Pharmaceutical • Chemist • Biochemist Other: • Astronomer • Astrophysicist • Game Developer • Programmer • TV Presenter • Systems Analyst • Financial Consultant • Market Analyst • Forensic Scientist and many more...
www.stlouisgrammar.com St Louis Grammar School
Religious Studies: AS & A2 A breakdown of the options: (1) The CCEA option: This subject is both challenging and interesting. A genuine interest AS: Each unit is 50% of AS, 25% of A Level in R.E. as well as a good academic background is essential. Each unit is a 1 hour 20 minute written examination It will appeal to students who have an inquiring and critical mind. Each unit is worth 100 marks The course is open to those who wish to deepen their faith as well In each unit, candidates answer two essay questions, one from as those who wish to treat it as a purely academic exercise. section A and one from section B. Religious Studies is an A Level which is considered one of the A2: Each unit is worth 25% of A Level result. ‘significant’ subjects at University level. Over the two years the Each unit is a 2 hour written examination pupils should expect to develop their analytical skills. Each unit is worth 150 marks Religious Studies is a subject pupils can enjoy at A Level and use In each unit pupil will answer 2 essay questions from a choice for many courses at University level. It is useful for courses such of four in section A and will then answer a synoptic question as Law (due to the analytical nature of the subject), Philosophy, from section B. Teaching, Psychology and Sociology to mention a few. Pupils will answer two structured essay questions from a AS: An introduction to Acts of the Apostles combined with The choice of four. Origins of the Celtic Church in Ireland and the beginnings of its Prospective candidates must realise that there is a considerable missionary outreach. difference between the standard at GCSE and A Level. A2: A study of Acts of the Apostles, 1 Corinthians and Galatians The minimum requirement for entry into the course is a grade B combined with a study The Celtic Church and its Missionary in GCSE Religious Studies combined with a grade B in English. Outreach in the 5th, 6th and 7th Centuries
Lourdes 2014
Career Pathway 8 There are a number of transferable skills developed as a result of studying Religious Studies. These skills are not limited to your academic study as they can be applied to other contexts. Popular career pathways for those who study Religion are Teaching, Law, Social Work, Counsellor as well as careers in the Church or working with charitable organisations.
Post 16 Prospectus Excellence, Endeavour, Empowerment
Candidates choose one topic (Education or Health) and Sociology A Level answer tour questions on the chosen topic, one question on Simply put, Sociology is the study of society. This study uses a lot sociological research methods in context, and four questions of different methods in order to investigate the way society works on research methods. and why humans do the things they do as a society. Sociology is a very broad term that covers a wide range of areas. A2 Sociology Sociology looks at the social lives of individual people, groups of At this level, candidates will continue to focus on contemporary people and entire societies. It takes a look at and studies our social society but they should demonstrate a wider range and greater behaviors, whether they are short interactions between people that depth of knowledge and understanding and more highly developed dont know each other or social processes that span the entire skills of application, analysis, interpretation and evaluation. planet. It studies social aggregations from a scientific point of view to look at the groups and social circles that people move through Unit 3 – SCLY3 during the course of their lives. Beliefs in Society; Global Development; Mass Media; Power and Politics The course outline is as follows: • 20% of A Level AS Sociology • Written paper, 1 hour 30 minutes At this level, candidates will acquire knowledge of contemporary • 60 marks social processes and social changes. Candidates will be • Candidates choose one topic from four and answer two encouraged to develop their own social awareness through compulsory questions and one question from a choice of two. active engagement with the contemporary social world. AS Examinations Unit 4 – SCLY4 Paper 1 – Education with Methods in Context Crime and Deviance with Theory and Methods; In this unit we look at the role and functions of the education Stratification and Differentiation with Theory and Methods system, differential educational achievement of social groups by • 30% of A Level social class, gender and ethnicity, teacher/pupil relationships, • Written paper, 2 hours subcultures, the hidden curriculum and the significance of • 90 marks educational policies. • Candidates choose one topic from two and answer two questions on the chosen topic, one question on sociological 50% of AS, DO NOT contribute to A’Level research methods in context, and one question on theory Written paper, 90 minutes and methods. 60 marks Paper 2 – Education with Research Methods; Health with Research Methods 60% of AS, 30% of A Level Written paper, 2 hours 90 marks
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 lets Aime O'Neill you see the reasons why people commit the crimes that Age: 18 Primary School: they do. I would highly recommend this subject if you St Patrick’s Primary School, are looking for something interesting and exciting. Rasharkin A Level Subjects: Economics, Maths and Sociology ”
Career Pathway 8 Social Work, Nursing, Law, Policing, Journalism, Media presenting, Personnel and Teaching.
www.stlouisgrammar.com St Louis Grammar School
At the BTEC Diploma and Extended Diploma level, BTEC Sport Level 3 there are three specific specialist pathways to choose from: The BTEC qualifications in this specification are QCF level 3 • Performance and Excellence qualifications designed to provide highly specialist, work-related • Development, Coaching and Fitness qualifications in a range of vocational sectors. They give learners • Outdoor Adventure. the knowledge, understanding and skills that they need to prepare The specification has been structured to allow learners maximum for employment. These qualifications accredit the achievement for flexibility in selecting optional units, so that particular interests and courses and programmes of study for full-time or part-time learners career aspirations within the sport and active leisure sector can be in schools, colleges and other training provider organisations. The reflected in the choice of unit combinations. qualifications provide career development opportunities for those already in work, and progression opportunities to higher education, The BTEC Certificate in Sport is designed to give learners a degree and professional development programmes within the same basic grounding in understanding and knowledge of the sport or related areas of study, within universities and other institutions. and active leisure sector. The BTEC Subsidiary Diploma, and Diploma (90 credit), in Sport will give learners a solid foundation Key features of these BTEC qualifications in Sport in the sector, enabling them to develop essential skills required for The BTEC qualifications in this specification have been developed gaining employment, securing career progression, or progressing in the sport and active leisure sector to: to further qualifications and training required to achieve their goals. • provide education and training for sport, leisure and The BTEC Diploma and Extended Diploma in Sport allow learners recreation employees to select optional units that reflect their aspirations, and the diverse • give sport, leisure and recreation employees opportunities to nature of the sector. achieve a nationally recognised level 3 vocationally For example, those wishing to pursue a career in the fitness specific qualification industry could complete the following units from the Performance • give full-time learners the opportunity to enter employment in and Excellence pathway: the sport and active leisure sector or to progress to higher • Unit 1: Principles of Anatomy and Physiology in Sport education vocational qualifications such as the Edexcel BTEC • Unit 2: The Physiology of Fitness Higher Nationals in sport or related areas • Unit 3: Assessing Risk in Sport • give learners the opportunity to develop a range of techniques, • Unit 4: Fitness Training and Programming personal skills and attributes essential for successful • Unit 7: Fitness Testing for Sport and Exercise performance in working life. • Unit 11: Sports Nutrition • Unit 17: Psychology for Sports Performance Rationale for these BTEC qualifications in Sport • Unit 27: Technical and Tactical Skills in Sport Year on year the sport and active leisure sector outperforms the • Unit 28: The Athlete’s Lifestyle rest of the UK economy; this has been a trend since the end of the • Unit 12: Current Issues in Sport economic recession of the late 1990s, and researchers predict will • Unit 15: Instructing Physical Activity and Exercise continue to be the case for years to come, long after the sports • Unit 18: Sports Injuries legacy of the London 2012 Olympic and Paralympics Games. • Unit 39: Sports Facilities and Operational Management. The annual contribution of the sport sector to the UK economy is over £8 billion. This sector has more than 36,000 employers creating work for more than 600,000 full-time and part-time employees, and 5 million plus volunteers. A significant proportion of the total volunteer workforce is volunteering in sport, with most of them involved in sports coaching or activity leadership.
Despite the prevalence of this sector, a third of the workforce in the sector have either no formal qualifications or are only qualified at level 1. In addition, feedback from employers suggests that skills shortages are responsible for a large proportion of the vacancies in this sector. These factors highlight the importance of formally recognised level 3 qualifications in this sector, such as these BTEC qualifications in Sport. Recent years have seen bold attempts to regulate the sport sector and the employees and volunteers who work within it. This has included the UK Coaching Certificate (UKCC), an endorsement of coaching qualifications aligned to a nationally agreed framework, and the Register of Exercise Professionals (REPs), a process of self-regulation recognising industry-based qualifications and practical competency, requiring fitness professionals to work within a Code of Ethical Practice. These BTEC qualifications in Sport provide an introduction to the sector for learners looking to build a career in sport, within one of its occupational areas. These areas include careers in exercise and fitness, coaching and leadership, sports development and the Community Coaching outdoors.
Post 16 Prospectus Excellence, Endeavour, Empowerment
Class of 2013/2014 Third Level Education and Beyond
Surname Forename Leaving Date Destination Birt Cormac 30-Jun-14 Q.U.B. - Accounting Blaney Paul 30-Jun-14 Manchester University - Chemical Engineering Boyd Naomi 30-Jun-14 Q.U.B. - Psychology Boyle Kathryn 30-Jun-14 Administration - Woodhall Kilrea Burns James 30-Jun-14 Q.U.B. - Mechanical Engineering Caldwell Emma 30-Jun-14 Q.U.B. - English and History Carey Shari 30-Jun-14 Q.U.B. - Mathematics Casey Michael 30-Jun-14 Cambridge - Natural Sciences Chylinski Adrian 30-Jun-14 Q.U.B. - Computing Information and Technology Cochrane Paul 30-Jun-14 Q.U.B. - Mechanical Engineering Connolly Katherine 30-Jun-14 Q.U.B. - Geography Craig Thomas 30-Jun-14 U.U.J. - Business Studies Curry Lauren 30-Jun-14 Q.U.B. - Psycholog De la Cruz Francesca 30-Jun-14 Q.U.B. - Biomedical Science De Los Santos Frantia 30-Jun-14 Q.U.B. - Nursing Dempsey Michael 30-Jun-14 Q.U.B. - Aerospace Engineering Devlin Jade 30-Jun-14 St Mary's Belfast - Teaching Devlin Roisin 30-Jun-14 Liverpool - Psychology Dobbin Grainne 30-Jun-14 John Moore's Liverpool - Teaching Primary Dobbin Leona 30-Jun-14 Administration Doherty Catherine 30-Jun-14 Q.U.B. - Economics Dooey Alastair 30-Jun-14 U.U.J. - Engineering Dooey Conal 30-Jun-14 Q.U.B. - Finance Dougan Eilish 30-Jun-14 Glasgow - Art & Fashion Design Downey Lee-Ann 30-Jun-14 U.U.J. - Esler Matthew 30-Jun-14 Q.U.B. - Land use & Environment Management Ferris Ciaran 30-Jun-14 Q.U.B. - Engineering Fyfe Hannah 30-Jun-14 Trinity College Dublin - Business Economics & Social Studies Gillan James 30-Jun-14 Q.U.B. - Accountancy Goldring Maria 30-Jun-14 U.U.J. - Speech and Language Therapy Gormley Erin 30-Jun-14 U.U.Magee - Music Gosch Justyna 30-Jun-14 London - School of Creative & Expressive Arts Gould Catherine 30-Jun-14 Q.U.B. - Geography Hasson Celine 30-Jun-14 Liverpool - Business Management Heatley Shannon 30-Jun-14 U.U.J. - Business Studies Heffron Alisha 30-Jun-14 Q.U.B. - Nursing Heffron Rory 30-Jun-14 Q.U.B. - Geography Hillan Matthew 30-Jun-14 Q.U.B. - Mechanical Engineering Hughes Oonagh 30-Jun-14 Cardiff Metropolitan - Speech and Language Hunter Nicola 30-Jun-14 Q.U.B. - Accounting Hyland-Ross Ceara 30-Jun-14 Q.U.B. - Psychology Joyce Paul 30-Jun-14 Newcastle - Business Management Kane Emma 30-Jun-14 Q.U.B. - Law Kearney Aine 30-Jun-14 U.U.J. - Accountancy Kearns Erin 30-Jun-14 Belfast Metropolitan - App Accountancy Kearns Rachael 30-Jun-14 Liverpool - Business Management Kelly Bronagh 30-Jun-14 Q.U.B. - English Kelly Michael 30-Jun-14 Q.U.B. - Business Information Technology Kennedy Eoghan 30-Jun-14 Stranmillis - Maths and Science Kerr Laura 30-Jun-14 U.U.C. - English Kirk Lee 30-Jun-14 Q.U.B. - Business Economics Laverty Claire 30-Jun-14 Liverpool - Veterinary Laverty Niamh 30-Jun-14 Q.U.B. - Drama and English Laverty Nicole 30-Jun-14 Q.U.B. - Medicine Lemon Brendan 30-Jun-14 Stirling - Software Engineering Lemon Daniel 30-Jun-14 U.U.Magee - Creative Advertising Technology Loca Sophie 30-Jun-14 Q.U.B. - Zoology Logue Conor 30-Jun-14 Liverpool - Law with French Loughran Emma 30-Jun-14 Q.U.B. - Psychology Lynch Jack 30-Jun-14 St. Andrews Edinburgh - Chemistry
www.stlouisgrammar.com St Louis Grammar School
Surname Forename Leaving Date Destination Lyons Stephanie 30-Jun-14 Strathclyde - Teaching Primary MacAllister Rachel 30-Jun-14 U.U.J. - Business Management and Leadership Magee Catherine 30-Jun-14 Stirling - Journalism Maguire Sean 30-Jun-14 U.U.C. - Computing Mallon Aideen 30-Jun-14 Trinity Dublin - Music Marquess Natalie 30-Jun-14 Q.U.B. - Biomedical Science Martin Connor 30-Jun-14 John Moores Liverpool - Criminology Maskey Cliodhna 30-Jun-14 U.U.C. - Food Health Nutrition McAleese Emma 30-Jun-14 Q.U.B. - English and History McAleese Jane 30-Jun-14 Q.U.B. - Dentistry McAllister Emma 30-Jun-14 Q.U.B. - Electronic & Software Engineering McAllister Steven 30-Jun-14 U.U.J. - Software Engineering McAuley Caolan 30-Jun-14 U.U.J. - Bio Medical Engineering McAuley Peter 30-Jun-14 St Mary's Belfast - Liberal Arts McCarron Gary 30-Jun-14 Q.U.B. - Accounting McCavana Conor 30-Jun-14 Hoping to go to Perth University Austriala Feb 14/15 - I.T. McCormick Hannah 30-Jun-14 Q.U.B. - Law McCurdy Conal 30-Jun-14 U.U.J. - Quantity Surveying McDaid Blaine 30-Jun-14 Gap Year McDonnell Ciara 30-Jun-14 U.U.C. - Psychology McErlean Nicole 30-Jun-14 U.U.J. - Business Management McFadden Conall 30-Jun-14 Q.U.B. - Mathematics McFerran Christopher 30-Jun-14 Q.U.B. - Mechanical Engineering McGarry Connor 30-Jun-14 U.U.J. - Sports Technology McGarry Eimear 30-Jun-14 Q.U.B. - Finance McGarry Grace 30-Jun-14 Q.U.B. - Sociology McGarry Jack 30-Jun-14 Q.U.B. - Mechanical Engineering McIlwrath Jamie 30-Jun-14 U.U.Magee - Computer games design McKay Clare 30-Jun-14 U.U.Magee - Business Specialist McKay Declan 30-Jun-14 Q.U.B. - Business Economics McKay Peter 30-Jun-14 U.U.J. - Property Investment Appraisal Development McKeown Conor 30-Jun-14 Q.U.B. - Actuarial Science and Risk Management McKeown Gareth 30-Jun-14 St Mary's Bellfast - Teaching Business Studies and I.T. McKeown Lucia 30-Jun-14 Q.U.B. - Pharmacy McKernan Cora 30-Jun-14 Q.U.B. -Business Management McKillop Sinead 30-Jun-14 Liverpool - Nursing McLarnon Ciaran 30-Jun-14 U.U.J. - Business Studies McLarnon Shauna 30-Jun-14 U.U.Magee - Sociology Psychology McLaughlin Anna 30-Jun-14 Q.U.B - Business Information Technology McLaughlin Caitlin 30-Jun-14 Q.U.B. - Business Management McLaughlin Cathair 30-Jun-14 Q.U.B. - Finance McLaughlin Michael 30-Jun-14 U.U.J. - Marketing McLaughlin Sinead 30-Jun-14 St Mary's Belfast - Teaching Business Studies McLernon Peter 30-Jun-14 John Moores Liverpool - Pharmacy McNaughton Lucia 30-Jun-14 U.U.J. - Physiotherapy McQuillan Michael 30-Jun-14 Q.U.B. - Pharmacy Michaels Kiera 30-Jun-14 U.U.J. - Radiography Mitchell Laura 30-Jun-14 U.U.Belfast - Foundation Art and Design Mulholland Turlough 30-Jun-14 Liverpool Hope - History Murray Charlotte 30-Jun-14 U.U.Magee - Music Murray Conor 30-Jun-14 U.U.J. - Finance Investment Mussen Darragh 30-Jun-14 U.U.J. - Business Economics Accounts Nelson Peter 30-Jun-14 Q.U.B. - Computer Science O'Boyle Angela 30-Jun-14 King's College London - Politics with International Economy O'Boyle Tara 30-Jun-14 Q.U.B. - Nursing O'Brien Catherine 30-Jun-14 U.U.C. - Psychology O'Callaghan Sarah 30-Jun-14 Hoping to apply 2015-2016 at university O'Connell Aidan 30-Jun-14 Q.U.B. - Mechanical Engineering O'Connell James 30-Jun-14 U.U.J. - Computer Science O'Dea Kathryn 30-Jun-14 John Moore's Liverpool - English & Creative Writing O'Donnell Niamh 30-Jun-14 Q.U.B. - English O'Donnell Rebecca 30-Jun-14 U.U.J. - Occupational Therapy O'Flaherty Eimear 30-Jun-14 Q.U.B. - Business Management
Post 16 Prospectus Excellence, Endeavour, Empowerment
Surname Forename Leaving Date Destination O'Hara Catherine 30-Jun-14 Dundee - Art O'Kane Conor 30-Jun-14 Q.U.B. - Psychology O'Mullan Erin 30-Jun-14 Plymouth - Nursing O'Mullan Siofra 30-Jun-14 Gap Year O'Neill Gary 30-Jun-14 Q.U.B. - English O'Neill Niamh 30-Jun-14 U.U.J. - Language & Linguistics O'Neill Ryan 30-Jun-14 U.U.J. - Business Quinn Raymond 30-Jun-14 Q.U.B. - Economics with Finance Rafferty Noeleen 30-Jun-14 U.U.J. - Law Reilly Niamh 30-Jun-14 Q.U.B. - Economics Reilly Sarah 30-Jun-14 St Mary's Belfast Teaching Rush Joshua 30-Jun-14 U.U.Belfast - Foundation - Art Scullion Caoimhe 30-Jun-14 U.U.J. - Speech Language with Logistics & Counselling Scullion Sophie 30-Jun-14 Q.U.B. - Architecture Sharpe Conor 30-Jun-14 Q.U.B. - Philosophy Smiley Chantelle 30-Jun-14 John Moores Liverpool - Nursing Stuart Patrick 30-Jun-14 Q.U.B. - Economics with Finance Weir James 30-Jun-14 Solent Southampton - Computer & Game Design
St. Louis Grammar School Cullybackey Road Ballymena Co. Antrim BT43 5DW
Telephone: (028) 2564 9534 Fax: (028) 2563 0287
E-mail: [email protected] www.stlouisgrammar.com
www.stlouisgrammar.com 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 prior to receiving your results, do not hesitate to contact us.
When you receive your results in August, contact the School immediately for details.
n: e us o Phon 534 2564 9 28) tment (0 appoin ke an to ma ard to k forw e loo you! W from hearing