Saint Patrick's College Maghera Post 16 Options Booklet 2020/2021
Saint Patrick’s College
Maghera
Post 16 Options Booklet
2020/2021
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FOLLOW US Main Site St. Patrick’s College On Instagram: 25 Coleraine Road st.patrickscollege Maghera BT46 5BN
On Twitter: Telephone No: (028) 796 42451 @StPatsMaghera E-mail: [email protected] www.stpatricksmaghera.org On Facebook: StPatricksCollegeMaghera First Year Wing Online: The St. Mary Building http://www.stpatricksmaghera.org/ Tullyheran Road Telephone No: (028) 796 42464
2 Principal’s Address
Dear student,
Sixth Form in St. Patrick’s College provides many opportunities to achieve success both academically and in our wide extra-curricular provision. We are current holders of the Senior Ulster Camogie and the MacRory Cup titles. Year on year I see our pupils experiencing success at a high level and achieving the dream of being the best that they can be in whatever they do. Whilst this last year has been very different for all of us, it has been particularly challenging for young people and you have not had the same opportunities to develop your talents. We do hope that this will be different in the academic year of 2021/2022.
Whatever 2021/2022 brings, the pupils of St. Patrick’s College are always supported by a dedicated staff to be hard working, highly skilled and articulate young people. Staff set high expectations for our pupils in order to achieve this. We expect the best from you and in return we will give you our best.
Your educational journey in the College will lead to your personal growth and success. Take advantage of any opportunities that come your way, should it be applying to be a Prefect or Peer Mentor, taking part in our Guardian Angel Programme, getting involved in the John Paul II Award scheme or going on the Derry Diocesan Youth Pilgrimage to Lourdes. The opportunities are too numerous to list, but I can assure you that involvement in these enables you to develop as a well- rounded young person. Follow in the steps of previous
Sixth Formers in the College and go on to achieve at a high level in university and/or the workplace. The world is your oyster and it is about setting your aspirations at a high level and believing in yourself, alongside a strong work ethic. You will be the doctors, dentists, pharmacists, teachers, nurses, social workers and engineers of the future. The list of careers and professions that you will be part of is indeed lengthy and you will see the potential for that in this prospectus. Our future is in very safe hands – your hands! Remember where it can all start – right here in St. Patrick’s College.
Be part of the St. Patrick’s Sixth Form family and experience happiness and success.
Best wishes,
Mrs B. Mussen Principal
3 Introduction
All Year 12 pupils have now come to the end of their statutory schooling. Some will decide to leave and seek employment or find a place on a Job Skills or Modern Apprenticeship programme. Others may decide to follow a course at another institution. The Vice Principal for Curriculum or the Head of Careers, who interviews the pupils, will explain the options available. However, the vast majority will return to St. Patrick’s and take up Sixth Form studies.
The College offers a very diverse choice of courses. Pupils should consider these options in the light of their interests, abilities and career aspirations. Pupils who have coped well with GCSE should not be discouraged from attempting Sixth Form studies, provided they are well motivated. The rewards for continuing education are worth considering. The average graduate from University is earning considerably more than other young people of the same age. The Career prospects for graduates are much better than those for non-graduates. Pupils should also be aware that this level of study is more intensive, involves wide reading and a greater emphasis on independent study.
Finally pupils are accepted into Sixth Form on the understanding that there is a commitment to completing their chosen course of study.
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Sixth Form Entry Requirements
2021-2022
In order to study A Levels, pupils must gain a minimum of five GCSE passes at Grade A*-C in separate subjects, including English and Mathematics. A repeat facility is available for English or Maths (Not both). Please contact the College if you have five passes in other subjects to be considered for a place. Pupils must also meet the subject specific entry criteria for their selected subjects. It is expected that most pupils will study three A Levels. In some circumstances, targeted students may be encouraged to study four A Level subjects.
Please note that the subjects offered may be subject to change. Some subjects may be withdrawn if student demand is low and the class is not viable. Class size will also be important as some will have a maximum number due to health and safety reasons and access to equipment.
All students in the Sixth Form will need to follow the Core Learning Programme consisting of General RE and Careers, in addition to the curriculum choices made.
Optional Additional Learning may be chosen in September after enrolment.
Please note that certain 3rd level courses have very specific entry requirements. Choosing more than one of the courses below marked as Applied MAY limit your access, particularly the BTECs, to any of the Russell group Universities e.g. Queen’s Belfast, and other selective universities. Therefore, check entry requirements carefully.
Entry Requirements:
1. Pathway 1: Average GCSE Score – 7 or above Students will study 3 or 4 AS Levels of their choice.
2. Pathway 2: Average GCSE Score – 5.5 to 7 Students will study one or two AS level of their choice and a combination of vocational qualifications from BTECs and Applied A Levels.
3. Pathway 3: Average GCSE Score – Below 5.5 Pupils will follow either one agreed A Level and two vocational or a totally vocational route.
GCSE A* A B C* C D E F G
Points 9 8 7 6 5 4 3 2 1
5 GCSE A* A B C* C D E F G
Points 9 8 7 6 5 4 3 2 1
Use this table to Example: calculate total points
Ben gained the following GCSE grades: Maths B 7 English Language B 7 English Literature A 8 Religious Studies A 8 DA Science BB 14 Geography B 7 Product Design B 7 Music A 8 Total points score 66 Average score 66/9 7.3 = 7 Ben would be able to follow Pathway 1
Cara gained the following GCSE grades: Maths B 7 English Language C 5 Religious Studies C 5 DA Science CC 10 ICT B 7 Childcare C* 6 Performing Arts B 7 Total points score 47 Average score 47/8 5.8 = 6 Cara would be following Pathway 2
Paul gained the following GCSE grades: Maths C* 6 English Language C 5 Religious Studies C 5 DA Science CC 10 ICT C 5 Childcare C* 6 Performing Arts C 5 Total points score 42 Average score 42/8 5.2 = 5 Paul would be following Pathway 3
6 Specific Post 16 Subject Entry Requirements
For each course you must also meet individual subject entry requirements published in the Course Information Booklet. Final decisions on which subjects or courses can be followed will be made in light of examination results and career aspirations.
Subject Entry Requirement – GCSE Grades Biology BB in tested DAS Biology units or a grade B in Biology. Chemistry (1) For DA entrants - a Grade B in the actual C2 written paper (Year 12 unit), rather than an overall grade BB. (2) For TA entrants – A grade B overall. (3) For all – a minimum of grade B in Maths at GCSE. Physics BB in tested DAS Physics units or B in Physics B in Maths at Higher Tier. BTEC Science Double Award CC in DAS OR grade A*/A Single Award Science Level 3 Business Studies B in Business Studies or 5 A*-C including B in English Language and C in Maths. Applied Business Studies Single Open Entry or GCSE Business Studies. Award Digital Technology (formerly ICT) B in ICT. Applied ICT (Single Award) C in ICT OR Distinction at Occupational Studies Level. Systems Software Development B in Further Mathematics and also opting to study A Level Mathematics at Post 16. Product Design B in Product Design or other related course. C in Maths and C in English Language. Performing Arts C in English Language and B in Performing Arts If no GCSE Performing Arts, students must have experience including a background in acting/singing/dancing. An audition is required for external candidates and for any student who has not studied GCSE Performing Arts. English Literature B in English Language and B in English Literature OR A in English Language for students who did not study Literature. Geography B in Geography and C in Maths and C in English Language History B in History and B in English Language Irish B in Irish and C in English Mathematics A in Maths with compulsory M4 & M8 Modules. GCSE Further Maths preferred. A diagnostic test will be taken in the first two weeks of term and a minimum of a Grade C must be achieved to continue on this AS course. Music B in Music and C in Maths and C in English Language. Proficiency in at least one instrument to Grade 5. PE B in English Language and B in Maths. RE B in Religious Studies and C in English. Applied Health and Social Care Open Entry. (Single and Double Award) BTEC Sport (Double Award) 5 C grades at GCSE to include GCSE PE and English. A GCSE Science qualification is required at Double Award. BTEC Construction and the Built 5 GCSEs at GCSE to include Maths and GCSE English at a Environment Level 3 minimum of Grade B. BTEC Engineering 5 GCSEs at GCSE to include Grade B Maths in a higher tier Level 3 paper and GCSE English at a minimum of Grade B. BTEC Travel and Tourism 5 C grades at GCSE and must continue to study GCSE Level 3 Mathematics and GCSE English Language if a C Grade has not been achieved. Courses offered through the Magherafelt & Rural Learning Partnership (MRLP) Art and Design (St Pius X) 5 GCSEs at GCSE to include Grade B Art and Design French (St Mary’s, Magherafelt) 5 GCSEs at GCSE to include Grade B in French Sociology (St Mary’s, Magherafelt) 5 GCSEs at GCSE to include Maths and GCSE English at a minimum of Grade B. 7 Leadership in Sixth Form
Jacob Tohill-Reid (Head Boy) Anna Rafferty (Head Girl)
Aaron Mc Elhinney Cliodhna Hughes Matthew Downey Maeve Mc Gilligan
In St. Patrick’s College, all Sixth Form students are Extra-Curricular Activities given an opportunity to take up positions of There are lots of extra-curricular activities that responsibility and each Sixth Former is viewed as a students can get involved in once they reach role model for our younger pupils. At the end of Sixth Form and pupils are encouraged to get Lower Sixth, pupils can apply to become prefects involved to help develop a wider skill set. These and it is from this application process that Head Boy and Head Girl are selected. Those pupils who are extra–curricular activities include: selected as prefects help by giving back to their school community and they have general duties, as well as being assigned to a specific area.
Sporting Activities Lourdes Pilgrimage trip Music and drama
School Aid Romania Peer mentoring Annual school pantomime
Amazing Brains Sports coaching Musicals
Young Enterprise Available work-experience Various charity fundraising
Choir St Vincent de Paul Various school trips
I have so much to be thankful for in my sixth form experience at St. Patrick’s despite covid-19 interruptions. The School Aid Romania experience in Year 13 was life-changing and provided me with development of skills that can be brought forward in later life. The opportunity to experience new cultures, make life-long friends and leave an impact on the less privileged was something I owe all thanks to the college. Preparing and fundraising for this trip by organising the well-known school talent show ‘Rising Stars’ will also be an experience I will greatly remember from my time at St. Patrick’s. Furthermore, the opportunity to be part of the team titled Ulster Camogie Champions 2020 is something I am proud of and was something that could not have been achieved without the hard work and determination of the staff and pupils in our college. I would greatly encourage any sixth form student to get involved in all the wider aspects of school life at St. Patrick’s as it has so much to offer for all interests. I know these experiences will be something I will treasure when I reflect on my time at St. Patrick’s.
Anna Rafferty, Year 14
My time in 6th form has been quite an interesting and unique time for me and every other 6th former. Covid-19 has defined my last two years of education. Despite this I have thoroughly enjoyed my time. Even though we did not have the opportunity to partake in lots of activities that we usually would have, 6th form has given me so many good memories and experiences. I have made new friends during 6th form; I enjoy the subjects that I chose to study, and I have a clear sense of direction of what I want to do after school. However, a lot of this is thanks to the teachers at St. Patrick’s College and they have helped me a lot through 6th form. I will always reflect on my last years at school as I have made many good friends and memories. It is a fun, memorable time and I wish future 6th forms the best of luck.
Jacob Tohill-Reid, Year 14 8
Sixth Form Enrichment
Senior Sporting Excellence Alongside the many other opportunities, St. Patrick’s is also very well renowned for the standard of extra-curricular provision for the student body – this is particularly strong in sport. St. Patrick’s serves an area which is very steeped in Irish sporting culture, and the College draws tremendous support from the many local GAA clubs. Such sporting heritage and tradition has seen many St. Patrick’s players don the Oak Leaf jersey and saffron of Antrim in all three codes with tremendous success coming at underage especially. St. Patrick’s pupils have risen to international prominence in the Australian Football League, Anton Tohill and Conor Glass recently joining Derry legends Dermot McNicholl, Anthony Tohill, and present Derry senior football captain Christopher McKaigue in securing professional opportunities for themselves. St. Patrick’s has also benefitted recently from the installation of new, up to date gym equipment which was planned by renowned fitness expert Ollie Cummings. Ollie has also been a regular contributor to the strength and conditioning programme for the College Senior footballers, with the newly refurbished gym offering all the equipment needed. Alongside those most widely recognised aspects of Sixth Form sporting life in St. Patrick’s, the College also makes provision for pupils from many other sports. For example, Athletics, Cross-Country, Equestrian, Swimming and Golf competitions are all open to Sixth Form pupils who have the required background and expertise in these or indeed, other sports. Whether it be the study of sport, performance in sport, recognition in sport, opportunities for personal development or just belonging to a community where sport is valued as a means of developing the whole person, we feel St. Patrick’s has a lot to offer any pupil who chooses to join us for Sixth Form Study.
GRADE A Competitors in 3 GAA Codes Ulster Schools’ Grade A Ulster Schools’ Grade A Ulster Schools’ Grade A Football Camogie Hurling MacRory Cup – 16 times Corn Uan Uladh – 17 times Mageean Cup – 13 times Champions Champions Champions Rannafast Cup U16 7-a-side Foresters Cup Brock Cup Corn Eimear Leonard Cup Corn na n-Og U14 Camogie Gallagher Cup D’Alton Cup Year 8 Camogie MacNamee Cup Nannery Cup Thompson Cup O’Farrell Cup Oisin McGrath Trophy
This background has allowed St. Patrick’s to establish an enviable record of success across the age groups in Gaelic Football, Camogie and Hurling. St. Patrick’s is the only school competing at A Grade in all three codes with College achievements reflecting the reputation which the College enjoys at provincial and national levels. St. Patrick’s has won Ulster Senior titles in all three codes on over 40 occasions, the MacRory Cup resting in the College 15 times since first entering the competition forty years ago; and the College has adorned these Ulster titles by progressing to win the Hogan Cup on five occasions, 2013 being the most recent. The College Senior Camogie Teams have emerged as Corn Uan Uladh Champions on 16 occasions, while the Senior Hurlers have won 13 Mageean 9 Cup titles and been All-Ireland O’Keefe Cup Champions in 2006 and 2012, the class of 2018 reaching the newly named Paddy Buggy Cup All-Ireland final before losing narrowly after extra-time. The school year of 2019/20 saw the introduction of Ladies Gaelic Football and with continued investment by the College there are high expectations of this becoming another area of strength within the College.
ALL-IRELAND COMPETITION
HOGAN CUP – O’KEEFE/BUGGY CUP – All-Ireland SENIOR A All-Ireland A Football All-Ireland B Hurling CAMOGIE 5 times Champions 2 times Champions 3 Times Finalists 1989, 1990, 1995, 2003, 2006, 2012 2013
St. Patrick’s also has a tri-annual tournament with Australian school St. Patrick’s, Ballarat for the McGuigan Cup – Ballarat tour every three years and now offer the opportunity for two pupils to spend time in an exchange programme with the Ballarat school.
Ulster Schools’ Football All- Ulster Schools’ Camogie All- Ulster Schools’ Hurling All- Star Awards Star Awards Star Awards St. Patrick’s is the top achieving school across the three codes. 55 awards earned 47 awards earned 80 awards earned
10 Sixth Form Enrichment
John Paul II Award
The Pope John Paul II Award was created to commemorate the late Pope John Paul II who was so committed to young people and who had such belief and confidence in them. The Award is committed to helping young people enhance their spiritual, physical, emotional and social development through participation in school, parish and community activities. As well as the feeling of personal achievement that a participant will gain from taking part in the Award, participation will help demonstrate the young person’s commitment to a task and goal.
Awards – Gold, Silver & Bronze
“Through the Pope John Paul II Award, I was chosen by my College to serve as one of the two Diocesan Ambassadors for a two-year period. There are hundreds of young people each year that play a role in church and faith-based activities. All ambassadors are invited, through the Diocesan Youth Commission, to meet with Bishop Donal McKeown three times per year (once each term) to share views on faith matters and topical issues with the church. This will help to inform youth ministry policies and strategies in the diocese.” Ryan O’ Kane Y13
“My Name is Caitlin Talbot, and I am a current Year 13 Pope John Paul II Ambassador. I decided to become involved with the Pope John Paul group as I saw and heard great reports on the opportunities that come along with the Award. The Award is very prestigious as it can distinguish you from others in circumstances such as applying for jobs or completing UCAS forms. Not only can the Award further your understanding about Pope John Paul’s work, it also gives a great deal of understanding about the community that we as young people are living in and how there are so many less fortunate families living within the community that perhaps I wouldn’t have realised prior to the Award. Through the work of the St. Vincent de Paul appeal, we as Year 13 students helped in raising £1950 pounds, whilst also donating 70 hampers to those in need at Christmas. I enjoyed partaking in this activity as it was rewarding knowing that you were making Christmas better for other people. It also makes you overwhelmed with all that we have. I have developed a sense of gratitude and know not to take things for granted. I enjoy the Award for the social aspect as I love to engage and get to know others in the community. At Christmas, the College hosted its annual Tea Party for the elderly. This is a day that the College provides entertainment such as singing and dancing. I loved being a part of this as it brought everyone out of their comfort zones and seeing them enjoying their day was such a rewarding experience. For this reason, I would encourage everyone to become involved with the Pope John Paul Award, as it is such a fantastic opportunity for young people of my generation to get involved in their parish and community.” Caitlin Talbot Year 13
11 The Papal Cross Award Those that have completed the Gold Award have a further option of completing the Papal Cross Award
“I am completing the Papal Cross Award as I achieved a Gold Award in my Pope John Paul Award in Lower Sixth. I found the Pope John Paul Award very rewarding. It gave me opportunities to become more involved in my Parish and community. The Papal Cross Award is enabling me to continue my volunteering by reading at Mass, volunteering at SPRED and in my Parish activities. This is developing my confidence and skills such as communication and team work. I would encourage as many people as possible to complete the Pope John Paul Award and consider the Papal Cross Award also. After having received my Gold Award and listened to the presentation about Pope John Paul II, I feel more inspired to strengthen my faith and commit to giving my time to support those in need in my community.” Michaela Mc Kenna – Year 14
12 Sixth Form Enrichment
Young Enterprise (YE)
A great opportunity to develop skills, experience the running of a real business as well as the chance of making some money. The Young Enterprise option allows you to make decisions on the design, marketing and financing of a product or service. You will be part of a team who will work together to identify and solve real life business problems associated with setting up and operating a business for one school year. You will elect your peers to posts of responsibility within the company. Emma Shaw, the Sales Director of last year’s YE company describes her experience: “Our tasks included devising a business plan, identifying a target audience and of course finding and marketing a saleable product. When discussing what product to choose, we had a visit from a representative from O’Neill’s sports company who advised on their range and current trends. After much deliberation and market research, we decided to design a school jumper as we felt this was very popular and would suit our target audience. However, the task of designing took a lot longer; with everyone having multiple designs, it took a long process of elimination to decide on our final three. After this we asked members of the junior school on their view as their opinions were the ones which mattered most with the younger students being a very enthusiastic audience. Once the final design was chosen, it was all stations go with everyone being split into different teams. We had our managing director, our I.T team, a sales team, finance team, distribution team and marketing and advertising team. We found out that allocating roles to the right people was vital for the success of the company.” Emma Shaw Year 14
Maria Rafferty, Managing Director of SP Gear YE Company commenting on her year in YE said, “Overall this process was a fantastic experience for everyone involved. Among the skills we developed were team-work, resilience, problem solving and managing money. We also enjoyed it. Overall, I feel that we have all gained excellent employability skills through this process and I am delighted to have been a part of it.” Maria Rafferty Year 14
13 Sixth Form Enrichment School Formal
The night St. Patrick’s put the roar back into the 20s! On September 4th, 2019 by order of the Peaky Blinders the St. Patrick’s gangsters arrived to their night of glitz and glamour in true mob fashion. Met by a cocktail reception on arrival at the Tullyglass Hotel, you could tell the night was certainly set to go off with a roar.
But, before any of this was possible, background dealings and deliberations began with the newly appointed Student Leadership Team in early June. The Roaring 20s – ‘Glitz and Gangsters’ was chosen as this year’s theme to mark the centenary of the era that was glitz and gangs. From framing the teachers for gang crimes (or dodgy Facebook profile pictures) to strategically coordinating centre pieces with the unfailing help of Mrs Scott, the evening was set to be a hit and, a hit it was.
To set the night off, our Head boy: Seamus McKenna arrived in true style in a 1920s vintage vehicle which was offered by Barry Young to be used as a photoshoot accessory before everyone proceeded on to the buses to commence their night back in time. This blast from the past was accentuated by the 1920s themed decorations of flapper dresses, feather boas, pearls and golden tinted bottles – and not forgetting the candy cart that went down a treat (pardon the pun). As couples and groups posed for their red-carpet moment, dinner was ready to be served by the exceptional staff at the Tullyglass.
After voguing out, the Year 14s were quickly reminded by a compilation of photos and videos of their less attractive attributes. After embarrassing the whole year group, it was time for the Head Boy: Seamus McKenna and Head Girl: Mairèad Comer to embarrass themselves as they embarked on their first public speaking opportunity, one of many more to come. In such speeches, acknowledgements were made to our deputies: Laura Scullion, Céat McEldowney, Ryan O’Kane and Padhraig McNicholl for their support and ideas throughout the planning process and to our Sixth Form supervisor, Mrs Marie Bell for kindly choosing Prom King and Queen and Clare Glass and Geraldine Forsythe for their artistic input into the theme. The award ceremony swiftly followed having our witty compere Daniel Glass help with proceedings.
The awards saw our Prom King Eoghan ‘Beefy’ MacOscar swoop our Prom Queen Shannon Quigg on to the dance floor for their coronation dance with other awards greatly and not so greatly accepted there after… As renditions of 'Rock the Boat' and slightly out of shape dance moves given by both students and teachers were busted out on the dance floor, the DJ drew our evening to an epic close or so everyone thought… On behalf of the entire student leadership team, we would like to thank our Head of Year Mr McDaid and our Principal Mrs Mussen for their continuous support throughout this tedious process and helping the class of 2020 put the roar into the 20s.
Mairead Comer, Head Girl Seamus Mc Kenna, Head Boy 14 Sixth Form Enrichment
Every Child Matters
Why St Patrick’s College is Fantastic at supporting their pupils who have Special educational needs.
My name is Caoimhe and I’m a sixth form student at St Patrick’s College. My experience at St Patrick’s College has been life changing and I’m so incredibly lucky to receive so much support. I have a diagnosis of Aspergers, that I received in 2016 when I was 14. I attended a different secondary school before joining St Patrick’s College. I struggled a lot with social situations, friendships, managing my anxiety and being able to cope in a classroom setting. I had always wanted to go to St Patrick’s as my sister was already there; so when I got the opportunity to join, I grabbed it with both hands. Over these last few years I have struggled but I’ve conquered everything that I’ve found difficult and I’ve been able to do even more than what I imagined I could do, due to the support I’ve received at St Patrick’s College. St Patrick’s has given me so many opportunities to thrive and succeed at school. When I was in primary school and my previous secondary school, I was told that I would never sit my GCSEs. I’m proud to say that I achieved great GCSE results and I’m currently studying A Levels, with the hope to attend university in a few years. You may wonder how I was able to do this all, my answer to that question is; it was all down to the support that St Patrick’s College gave me because without it, I wouldn’t be where I’m at today. I thought that joining a bigger school would mean that I would receive less support, however I couldn’t have been more wrong. At St Patrick’s we have an amazing SENCO teacher called Mrs Fegan. She is absolutely fantastic at her job. She has been able to support me over these last few years. During my GCSEs, I struggled with my mental health, but without the support that Mrs Fegan and Mrs Walls (Mrs Walls covered for Mrs Fegan when she was off) I wouldn’t have passed my GCSEs. Some of the strategies that they put in place for me were; time out cards, sensory classes, a reduced timetable, Friday treats, daily catch ups while also keeping me on track and loads more. I do have to say, all my teachers that have supported me over the last few years have helped me. I found that all my teachers were very aware of Autism and how it can impact on a student in the class environment. All my teachers have been amazing, and even though some of my GCSE subject teachers don’t teach me anymore, they always check in with me to see how I’m doing. I’ve
15 honestly never seen so many people in one place be so extremely aware of SEN students. At the moment I’m in my last year of sixth form. I continue to receive the same support, if not more. I’m currently studying my favourite subjects while also feeling supported by my teachers. My head of year, Mrs Duddy, has played a huge role in my success in 6th form. I’m able to go to her anytime and I often spend my study periods in her class as I find it less difficult. I get on with my head of year very well and I enjoy being in her company as she’s always able to help me. Over the last four years, I’ve had 2 classroom assistants. One called Louise and the other Mary-Kate. They have also played a huge role in helping me. I am very lucky to be gifted a classroom assistant, I truly have and still do appreciate their help and support. In St Patrick’s College, there is various support that’s available for SEN students. One of these things is the sensory room. Recently our sensory room got updated and it’s utterly amazing. There’s various sensory toys, a projector that shows space and the ocean, lovely under the sea pictures painted on the wall along with bean bags and other comfy seating. I can honestly say that my experience at St Patrick’s College has been wonderful and life changing. I will remember my school days fondly. I’m an example of a student that St Patrick’s College has helped so much. I achieved things that I didn’t think that I could do, along with achieving things I would never have thought of. Because St Patrick’s is fantastic at supporting students with SEN needs, I’ve been able to accept and love my diagnosis of Autism. I now have a blog that I run weekly, I’m on the school counsel as a Autism representative and I’ve recently been chosen to work along with the Education Authorities Autism Advisory and Intervention Services. I really hope that you can all see of how amazing St Patrick’s College is, it’s truly the best school.
Caoimhe Canavan
16 Sixth Form Enrichment
Work Experience
In Sixth Form pupils get the opportunity to go out on work experience. It gives pupils a good insight into the World of Work and the different career pathways that are available. Not only do pupils find it informative but they gain confidence and practical skills that they will need for work or further studies. Often pupils impress when on work experience and build up good contacts with the employers and are able to gain full time employment after finishing school or a few years later after completing third level qualifications.
“I went to the Learning Ladder on my work experience. This is an inclusive afterschool childcare and education support centre based in Maghera. While I was there, I got to experience many facilities, such as, Lego-based Therapy. I thoroughly enjoyed my time here and at the end I got a part time job. This has showed me what future career I would like which is a special needs teacher. I love working with children and work experience reiterated that I would like that as a job in the future.” Anna Kelly Year 13
“For my Year 13 Work Experience I went to Eglinton Flying Club at City of Derry Airport. I am training here for my Private Pilot’s Licence. The school allowed me to obtain more hours for my PPL by taking lessons for the week of experience as well as taking two PPL exams. I have now completed over a third of my hours to get my licence.” Tiarnan Convery Year 13
“I have had many ideas of what I would like to do after finishing Sixth Form at St. Patrick’s, however I would really like to do an apprenticeship in Civil Engineering. To further understand what I could potentially be working as I wanted to have a bit of experience which is why I contacted a local firm outside of school and asked if I could complete work experience with them. They were happy to accommodate me and the school supported me fully allowing me to partake (during school hours) to help build on the skills and qualities I would need for the future.” Niamh Gribbin Year 14 17 Sixth Form Enrichment
School Aid Romania
Last November, I was one of the lucky people to be chosen for School Aid Romania. When I found out that I had been selected, I started to think of fundraising ideas. Within weeks, I held a Table Quiz and along with three other girls who were chosen, organised Rising Stars in the College. It was not long until Saturday 8th February when we departed for Dublin airport. We travelled for the entire day. When we finally arrived at the hotel in Romania on the Saturday night, we discussed what we were going to do the next day. Although we were exhausted, you could sense the excitement about the plans. From beginning to end, I loved every minute of the week in Romania. Each day brought something different and each day made me feel different. It was difficult to observe that some adults and children were so deprived of what we take for granted yet were so happy and grateful for whatever we gave them. There were days that were easier than others, but each day was as rewarding in different ways. Thursday 13th was the day that I found the most difficult. We went to a Gypsy Village and to see the poverty that these people live in was heart breaking. They had houses but with little-to-no basic essentials like lighting, heating or even a cooker. The children had very little but yet again were so happy. Although this was the hardest day, it was another one of my favourite days; it made me feel that I had done my part by seeing the children so happy with whatever we gave them. I gave a wee boy some bubbles and blew them - his face lit up like it was Christmas morning. I will always treasure this memory. School Aid Romania has been the best experience and has changed me as a person for the better. It has made me realise that we do not need big materialistic things to be happy and it has made me become so grateful for the simple things that we have. Romania will always be a memory that will stay with me forever; it was an unforgettable and most rewarding week. Katie Quigg Year 14
18 Ski Trip
On the 16th of February 2020 we were greeted by Mr McGale, Miss Gormley and Mr Quinn by the school gates at 2am as we began our journey to Pinzolo, Italy. We arrived at Dublin airport at around 6am to catch our flight at 8:20am. By this time, we were all exhausted, but it was well worth it in the end when we looked out the window and saw the mountains covered in snow. After a long bus journey up the Alps and the Dolomites, we soon arrived at our hotel, The Olympic Palace. The bags under our eyes were dreadful after a day of travelling but we soon settled down and got something to eat. Before we went to bed that night, we got our ski boots and skis fitted, we were now ready to hit the slopes. We were woke up by Miss Gormley banging on our bedroom door at 8am, but there was an excitement for the first day on the slopes! We were met by the ski instructors; Justín, Ráfael and Pávil. We were split into 3 groups and our group was taken Ráfael to the baby slopes. Although we fell countless time, we got used to the skis very fast. At 12 we ate our lunch. There was plenty to choose from, but most people went for the delicious pizza or else chips. The afternoon is where the fun began... we were finally allowed to hit the big slopes. Starting off easy we ensured to stick to the blue slope. It did take us an hour to get to the bottom, but that hour was filled with fun and lots and lots of laughs (mostly at the people who fell and came rolling down the mountain) but with all the times we were pulled to the side to make sure no one was going to go too far we finally reached the bottom of the slope. That first day really gave us an insight into the fun we would have in the next week. Every morning we woke up, excited for the day on the slopes. Once it hit 4 o’clock we were back down the gondola to the hotel. As soon as we arrived, we were running down the street to go to the village shop or to get a delicious ice cream. Each night there was always an activity to keep us busy as well, there was so much to do, quiz night, ice skating, disco, pizza night and hot chocolate in a cute little café in Pinzolo village. Skiing was never boring. You always had breath-taking views, new slopes to master, new challenges to overcome, but mostly it was the laughs we all had together. One lunch time a group of us even went sledding down a wee hill we found. The last day on the slopes came, the week gone way too fast, that day we mastered many slopes, ate our lunch in the café at the very summit of the mountain, a few lucky ones of us even got to ski off road (I can say it was absolutely amazing) and when the evening came around, we never wanted to leave this mountain, we had such an amazing time skiing that we wanted to keep going up the ski lift to ski down the routes on repeat. That evening we received our certificates and Mr Quinn treated us to the delicious ice cream from out the town after a mouth watering fresh Italian pizza. 5am Miss Gormley was knocking again… time to go home. That day we flew out of Venice Airport. We boarded our flight to Dublin, home from one of the most fun, action packed, friendship forming weeks. I would encourage everyone to experience skiing at least one. Looking back at how times have changed, turns out the people in the airport wearing masks (which we all laughed at) would be us in a few short months’ time. We also just got out in the nick of time... that day we flew out of Venice at 11.10am was the day Italy went into the national lockdown. The coronavirus was only starting to take shape and we learned that the Tuesday we were back at school. Were we to be sent home? Luckily, we stayed in school because in less than 2 weeks’ time we would be off for 6 months. Even with all this madness around us now, I know one thing for sure, I will be booking my spot for the next ski trip.
Aine Flynn Year 10 and Eimear Doherty Year 10
19 Sixth Form Enrichment
School shows and drama Opportunities to perform and excel outside the classroom are vast in St. Patrick’s. Pupils have had opportunities to perform in a wide range of productions, including pantomime, school musicals, Christmas performances and Rising Stars. PHOTOS
“My true love is Performing Arts. I have had opportunities to play the roles of Matilda, Mille, Velma Kelly and I ended my last school performance as a Disney princess and played my all-time favourite role of Belle. I hope to study musical theatre in London and I couldn’t have done it without the exceptional support and guidance that I received from my teachers. The extra-curricular opportunities have fuelled my love of the Arts even further. I feel honoured to have had the opportunities in my time in St. Patrick’s”. Enya Young Year 14
“I have played various roles through school productions and extra-curricular activities. I have had incredible opportunities all thanks to the teachers in the College. I have been afforded unforgettable experiences that I do not believe I would have had elsewhere. Studying Performing Arts at A Level has been fun and it has developed my performance skills.” Matthew Bradley Year 14 20 A.G.C.E. Subject details
Art and Design
Examination Board: BTEC
Overview: The course aims to help you develop a wide range of skills and develop your knowledge, understanding and application of art, craft, media and technologies in current and past societies and cultures. It will also provide you with a solid foundation in Art and Design if you wish to progress to further education or employment. If you have an interest in, enthusiasm for or simply enjoy art, craft and design then this GCE course could be right for you.
Course Content AS 1: Coursework Portfolio AS 2: Externally Set Assignment A2 1: Personal Investigation A2 2: Externally Set Assignment
Career Options: A GCE in Art and Design provides a solid foundation for further study of art, craft and design at a higher level and for degree courses in other fields. Qualifications in art and design can lead to employment in many areas such as architecture, graphic design and fashion. The course will also provide you with creative skills valued by many employers.
“As a Year 13 student studying A level Art, I have been given the freedom to be expressive with my art work which I thoroughly enjoy. The College has a committed team of teachers who believe in each pupil’s potential and strive to help you succeed. The teachers understand that each pupil is different and have different needs, therefore they dedicate their time to work with each pupil on a one to one basis, ensuring to give constructive criticism to help you achieve what you deserve. As a Year 13 Art student, I really appreciate the after-school Art classes that are provided in order to help us with our class work. Having access to the resources in school that we may not have at home, as well as the teacher’s helpful advice really aids in the progression of our projects.
I have found that A level Art is a lot different to GCSE, but in a good way. With A level Art we are given a lot more freedom with the direction that we want to take, and we are also given great access to different kinds of medias and resources such as ceramics, textiles and IT resources like Photoshop. I found that with my AS project, I took a more expressive route as I was encouraged to be more creative and think outside the box which gave me a new insight to how varied Art can be. The Art Department has a very positive, challenging and light-hearted atmosphere.” Cliona O’ Kane Year 13
21 Biology
Examination Board: CCEA Overview: This subject provides a useful foundation for many careers in a variety of sectors. In addition, we hope to promote an awareness of health issues and a concern for the environment. Prospective pupils should be aware of Chemistry and basic Mathematical content as well as a grounding in GCSE Biology. The content develops those themes begun in GCSE in more detail.
Course Content:
AS units: As Unit 1: Molecules and cells. Molecules, enzymes and cells. Cell physiology. Nucleic acids and DNA technology. Continuity of cells. Tissues and Organs. (37.5% of AS, 15% of A Level)
AS Unit 2: The principles of exchange and transport. Transport in plants and transpiration. Circulatory systems in mammals. The adaptation of organisms. The variety of life, and human impact on biodiversity. (37.5% of AS, 15% of A Level)
AS unit 3: External written examination assessing practical skills, and internal practical assessment. (25% of AS and 10% of A Level)
A2 units: A2 Unit 1: Homeostasis and the kidney. Immunity. Co-ordination and control in plants. Neurones and synapses. The eye and muscle. Populations and communities. Ecological Energetics and Nutrient cycling. The effect of human activity on the environment. (24% of A Level)
A2 Unit 2: Respiration and Photosynthesis. DNA as the genetic code. Gene technology. Genes and patterns of inheritance. Mechanism of change. Classification and statistics. (24% of A Level)
A2 Unit 3: External written examination assessing practical skills, and internal practical assessment. (12% of A Level)
Career Pathways: Biological sciences, Biomedical sciences, Medicine, Dentistry, Forensic science, Nursing, Pharmacy, Sports therapy/ science, Occupational therapist, nutritional therapist, Horticultural manager, Homeopathy, Farming, Botany, Agricultural science, Biochemistry, Genetics, Embryology.
“I loved Biology at GCSE getting an A grade. The teachers are really helpful and supportive and it gives you a good grounding for University. As I wanted to do Engineering Biology along with Maths allowed me to apply for a range of courses from Biomedical Engineering to Mechanical Engineering. Throughout the course I will continue to develop my understanding of Biology and the skills I need for University and the world of work. Biology rocks!” Orlaith Murphy Year 14
22
Business Studies
Examination Board: CCEA
Overview: Business Studies provides students with a unique insight into the world of work. Through its study, students will discover how businesses operate and learn about their key elements and essential business functions.
This knowledge, and the holistic understanding that develops, is invaluable to those students who are approaching or currently in the workplace. It offers an excellent foundation for those wishing to pursue careers in management, marketing, project management, business accounting, management consultancy, human resources, and business journalism as well as those interested in continuing on to further study. Content Assessment Weightings AS1 External written examination 50% of AS Introduction to 1hr 30 minutes Business 2 Compulsory structured data responses (40 marks each) 20% of A Level AS2 Growing the External written examination 50% of AS Business 1hr 30 minutes 2 Compulsory structured data responses (40 marks each) 20% of A Level
A21 Strategic External written examination 30% of A Level Decision Making 2 hours 5 compulsory structured data responses (90 marks) A2 2 The External written examination 30% of A Level competitive 2 hours Business Six compulsory data responses based on an external unseen Environment case study. (90 marks)
Related Subject Areas: Accounts, Economics, Geography; Employability;
Career Pathways: Business Management; Accountancy; Entrepreneur; Law; Politics; Administration; Teaching; Finance; Property Management; Economist; Construction; Manufacturing; Retail.
“I have enjoyed studying my A levels at St. Patrick’s College where I study Applied Business, Maths and Systems Software Development. I enjoy each of my subjects as they each complement each other, which makes it easier to understand each subject. I would encourage anyone to consider choosing Applied Business for A level as the teachers are friendly, approachable and helpful. Although there is a lot of coursework it is worthwhile in the long run as the hard work pays off with the grade achieved. The teachers are always there for advice and help if anyone is struggling which encourages everyone to meet their full potential. Hard work is needed throughout the year due to the coursework elements as it contributes to a large percentage of the overall grade and is of a high importance. The exam unit can be sat in January which takes off pressure for June exams.” Maria Rafferty Year 14
23 Chemistry Examination Board: CCEA
Overview: This course builds on the knowledge and process skills inherent in GCSE Chemistry. It integrates theory and relevant practical work, which are developed at different levels throughout the course. The prospective pupil will need to communicate effectively, research and think critically about chemical problems and will require good mathematical skills. The aim of the course is to stimulate and sustain the pupils’ interest in and enjoyment of Chemistry
Course Content and Assessment Weighting AS 1: Basic Concepts in Physical and Inorganic Chemistry 40% of AS External written examination: 1 hour 30 mins 16% of Students answer Section A containing 10 multiple-choice questions (10 marks) and Section A level B containing a number of structured questions (80 marks). AS 2: Further Physical and Inorganic Chemistry and an Introduction to Organic 40% of AS Chemistry 16% of External written examination: 1 hour 30 mins A level Students answer Section A containing10 multiple-choice questions (10 marks) and
Section B containing structured questions (80 marks). AS 3: Basic Practical Chemistry 20% of AS Practical Booklet A consists of practical tasks (25 marks). Assessed in the laboratory. 1 8% of hour 15 mins A level Practical Booklet B consists questions testing knowledge of practical techniques, observations and calculations (55 marks). Examined in examination hall. 1 hour 15 mins A2 1: Further Physical and Organic Chemistry 40% of A2 External written examination: 2 hours 24% of Students answer Section A containing 10multiple-choice questions (10 marks) and Section A level B containing a number of structured questions (100 marks). A2 2: Analytical, Transition Metals, Electrochemistry and Organic NitrogenChemistry 40% of A2 External written examination: 2 hours 24% of Students answer Section A containing 10multiple-choice questions (10 marks) and Section A level B containing a number of structured questions (100 marks). A2 3: Further Practical Chemistry Practical Booklet A consists of a variety of practical tasks (30 marks). The assessment is 20% of A2 in the laboratory. 1 hour 15 mins 12% of Practical Booklet B consists of questions testing knowledge of practical techniques, A level observations and calculations (60 marks). Examined in an exam hall. 1 hour 15 mins Related Subject Areas: Biology, Physics, to an extent Home Economics
Career Pathways: Pharmacist, Chemical Engineer, Medicine, Chemist, Analytical & Research Chemistry, Laboratory scientist
“Chemistry is one of the best subjects to study at the College. It helps you to become scientifically literate allowing you to understand the composition, properties and reactivity of matter. Although Chemical Engineers feature at the top end of high earners it is opportunity to study such an exciting subject with enthusiastic teachers that drives me along the Chemistry pathway.” Aidan Diamond Year 13
24 GCE Design and Technology: Product Design
Examination Board: Edexcel
Overview: This specification seeks to develop students’ knowledge understanding skills and application for designing products. Product Designs 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 and needs, enhance our day to day lives and most importantly give students the opportunity to develop their design and technology capability.
It is important to note that there will be no external AS assessment for this course at the end of Yr 13. Examination take place at the end of Yr 14.
Course Content and Assessment:
Assessment Teaching and learning Assessment Unit weighting Nature of Assessment unit (%)
Principles of Design and External written examination A2 Unit 1 50% of A Level Technology 2 hours 30 minutes
Internal assessment.
Independent Design and A2 Unit 2 50% of A Level Students complete one task, make project producing a practical outcome with a design folder.
Related Subject Areas: Art, Construction, Engineering
Career Pathways: Product design, Interior design, Engineering, Construction
“I wanted to complete the subject of Design and Technology because it gives the opportunity to use my creativity and to create the product I wanted. Something which can’t be achieved in other subjects. With having Design and Technology I feel it will benefit me for future job prospects as the technology/manufacturing industry is growing. This subject has given me the opportunity to be accepted into a range of courses that I hadn’t previously considered, for example, I have been accepted into Biomedical Engineering which is my firm choice. This demonstrates how more courses and degrees are asking for a practical element such as is shown through this course.”
Erika McGill Year 14 25
Digital Technology
Digital Technology aims to encourage students to: • develop a genuine interest in digital technology; • gain an understanding of the system development process; • gain an awareness of a range of technologies and an appreciation of the potential impact these may have on individuals, organisations and society; • participate in developing an application while adhering to the system development process; • develop an understanding of the consequences of using digital technology on individuals, organisations and society, and of social, legal, ethical and other considerations of using digital technology;
Students who choose to study Digital Technology will have opportunities to apply their skills to relevant work-related scenarios, to carry out research and development and present their findings in different formats.
The pupils who undertake this course will have developed their skills to help prepare them for third level education and will have demonstrated that they understand and can apply key concepts through both internal and external assessments.
The full Advanced GCE award is based on students’ marks from the AS (40 percent) and the A2 (60 percent).
Content Assessment Weightings AS 1: Approaches to External written examination 50% of AS System Development 1 hour 30 mins 20% of A level Students answer short and extended questions based on Approaches to System Development. External written examination 50% of AS AS 2: Fundamentals 1 hour 30 mins 20% of A level of Digital Technology Students answer short and extended questions based on the Fundamentals of Digital Technology. A2 1: Information External written examination 40% of A level Systems 2 hours 30 mins Students answer short and extended questions based on Information Systems. A2 2: Application Internal assessment 20% of A level Development Students compile a portfolio showing evidence of the analysis, design, development, testing and evaluation of an application for a specified end user.
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Complementary Subjects: Digital Technology would give you good exposure to the world of ICT and its application. This subject will enhance your university options for ICT. Subjects such as Maths and Physics would enhance eligibility for ICT courses in Third Level Education.
Career Pathways: Digital Technology can lead into either further education in a range of fields or directly into employment. An ICT qualification can lead to a wide range of careers including ICT management, multimedia, software design, games design, computer programming, graphic design, CAM engineering, CAD design.
Please check university prospectus if considering studying ICT related courses at university as some do not accept Applied ICT as a suitable qualification in place of the AGCE in ICT. Also, some do not accept ICT in place of Computer Science unless you are also studying Maths or Physics.
“I selected A Level Digital Technology, following completion of GCSE ICT, as I have an interest in ICT. Whilst the specification is challenging, I was attracted to the range of topics covered and how it is very much aligned to industry requirements. This course will help me to pursue either a career in ICT or underpin other career options given the ever-changing impact ICT has on our everyday lives and environment. The skills learned in this A level will be transferable into a wide range of opportunities.” A level subjects – Digital Technology, Religion, PE.” Clare Gunning Year 13
27 English Literature
Examination Board: CCEA
Overview: GCE English Literature will give you the opportunity to study a wide range of literature and different genres: drama, poetry and prose. This course will enable pupils to critically evaluate and analyse a writer’s methods, as well as developing your own creative skills. Through independent and critical reading, you will develop your interest and enjoyment in literary studies and become an accomplished, discerning reader.
Course Content and Assessment:
AS 1 For this unit you must answer 2 questions: The Study of Poetry (1) Poetry: Comparative Poetry of Robert Frost and Seamus Heaney 1900–Present and Drama 1900–Present (open book) (2) Drama: ‘The Crucible’ by Arthur Miller (closed book) 60% of AS 24% OF A2 Duration: 2 hours
AS 2 For this unit you must answer 1 question from a choice of two on the novel The Study of Prose Pre- ‘Frankenstein’ by Mary Shelley. (closed book) 1900
40% of AS, 16% of A2 Duration: 1 hour
A2 1 In this unit you will study Shakespeare’s classic tragedy ‘King Lear’. (closed
book) Shakespearean Genres
20% of A2 You must answer 1 question from a choice of two.
Duration: 1 hour 30mins A2 2 You will answer 2 questions:
The Study of Poetry Pre- 1900 and Unseen Poetry Section A: Based on a collection of poems by William Blake (closed book) Section B: Responding to unseen poetry. 20% of A2 Duration: 2 hours
A2 3: Internal coursework assessment.
Internal Assessment You will read 2 novels on the same theme and complete a 2500-word 20% of A2 comparative essay. This will be an independent study.
Career Pathways: English as a foreign language teacher. Lexicographer. Magazine journalist. Newspaper journalist. Publishing copy-editor/proof-reader. Secondary school teacher.
“I have never looked back from my decision to study A-Level English Literature at St. Patrick’s College. The teachers are very knowledgeable and are always willing to help students understand the enjoyable texts, including ‘The Crucible’ and ‘Frankenstein’. The subject has helped me to greatly enhance my analytical, critical and researching skills and has allowed me to form my own interpretations and think critically about other viewpoints. For a subject that facilitates independent thought and argument, while studying language and context, I would look no further!” Conor Mc Ateer Year 14
28 Geography
Examination Board: CCEA
Overview: Geography is described as a “soft science”. It is a subject, which attempts to develop a knowledge and understanding of the human and physical environments, their inter-relationships and how they change over time. Geography provides an opportunity for pupils to develop a sensitivity towards others who differ from themselves. This will be done on a local, European and Global scale. Pupils will be expected to develop competence in intellectual, practical, graphical numeracy and communication skills including ICT.
Course Content and Assessment: AS Units Assessment AS1 Physical Geography 40% of AS 16% of A Level AS2 Human Geography 40% of AS 16% of A Level AS3 Fieldwork Skills and Techniques in 20% of AS Geography 8% of A Level A2 Units Assessment A21 Physical Processes, Landforms and 24% of A Level Management A22 Processes and Issues in Human 24% of A Level Geography A23 Decision Making in Geography 12% of A Level
Related Subject Areas: Science; I.C.T; Business Studies; L.L.W
Career Pathways: Geography Teacher; Surveyor; Town Planner; Landscape Architect; Meteorologist; Estate Agent; Travel Agent; Transport Manager; Mapping and Charting Officer; Geologist.
“I selected Geography as one of my A Level subjects as I am considering a career in medicine. Geography is regarded by many universities as a soft science therefore I felt that it would be an accessible subject to study at A Level. I really enjoy the subject content both in physical and human geography and feel I could achieve well in it. The fieldworks days are great as we get out into the outdoor classroom to explore some of the concepts we learn in the classroom.” Seamus McKenna Year 13
I am currently in my A2 year of the Geography course. The topics we study ecosystems, atmosphere, settlement and development. Now in Year 14 I am studying volcanoes and tourism. The subject content is really interesting and it has actually made me take a greater interest in the world around me. Geography is a very versatile subject and the skills that we learn can be transferred into many other subject areas. I would most definitely recommend it as an option at A Level. Laura Groogan Year 14 29
History
Examination Board: CCEA
Overview: History requires a pupil to be able to communicate both in the written word and in discussion. Good overall literary skills are essential. The ability to learn facts and to analyse and evaluate evidence are skills both required and developed in this course. The recognition of change, continuity and motivation are important characteristics of the History pupil
Course Content Assessment AS1: Germany 1918-1945 External exam, 1hr 30mins, 50% of AS, 25% of A2 AS2: Russia 1903-1941 External exam, 1hr 30mins, 50% of AS, 25% of A2 A2.1: Clash of Ideologies 1900-2000 External exam, 1hr 15mins, 20% of A Level
A2.2: Partition of Ireland 1900-1925 External exam, 2 hrs, 30% of A Level
Related Subject Areas: Politics, Sociology and English
Career Pathways: Teaching, Conservation, Archaeology, Architecture, Law, Broadcasting. Publishing, Politics, Journalism, Librarian, Museum work, Civil Service and Tourism.
“History has always been my favourite subject, so it was a natural choice for me to study it at GCSE and A-Level. I have learned, through the study of topics such as Nazi Germany and the Cold War, to challenge conventional interpretations and to reassess my previous views of many historical events. The staff will always be willing to help with any difficulties and are passionate about the subjects that they teach. Away from the learning in the classroom, studying History also allows you the opportunity to travel further afield, as I did when I visited Auschwitz, Poland in Year 13. If you think that learning History simply involves names, dates and battles, at St. Patrick’s, you will definitely learn to think again!” Conor Mc Ateer Year 14
30 Irish Examination Board: CCEA
Overview: GCE Irish will give you a fascinating insight into the world of Irish. Whilst developing the ability to communicate confidently and effectively in Irish in both speech and writing, you will also learn about the contemporary society, cultural background and heritage of Ireland and communities where Irish is spoken. Your own personal development will also benefit greatly from taking GCE Irish. It will strengthen your confidence and help you gain a positive attitude to learning and independent study. The AS units can be taken separately as a standalone qualification or you can take the AS units combined with the A2 units to gain the full A Level qualification.
Course Content: AS LEVEL AS1: Speaking: Presentation and Conversation AS2: Section A - Listening: Students answer two questions based on two recorded passages. Section B - Reading: Two reading comprehension questions based on one text and one translation into English. AS 3: Writing: Extended Writing – an essay response to a set film or literary text. A2 LEVEL A2 1 Speaking: Discussion based on societal theme and conversation. A2 2 Section A - Listening: Students answer two questions based on two passages, one in Irish and one in English. Section B - Reading: Students answer three questions based on two texts and do one translation from English into target language. Section C - Writing: Students answer one essay response based on a literary text.
Assessment: Number of papers and their % AS 1 35%, AS 2 65% A2 1 35%, A2 2 65%
Related Subject Areas: At University you can combine Irish with other languages or with a range of other subjects, including American Studies, Computing, Design, Drama, International Politics, Irish History, Management, Law, Drama, Business, Marketing and Music.
Career Pathways: Genealogist, Interpreter, Library Assistant/ Manager, Translator, Teacher, Lecturer, Civil Servant, Diplomat, Journalist, Lawyer, Solicitor, Nurse, Social Worker, Secretary, Radio DJ, TV Presenter, Researcher, Jobs in Gaeltacht, Jobs in Irish Culture and Irish Language Organisations.
“I would encourage anyone to study Irish at A-Level because it is different from all other subjects. We have two teachers for Irish and they are both very helpful and friendly. It is also great to learn about your own culture and use our native language. I am really enjoying A-Level Irish.” A-Level subjects: Irish, Maths, Biology, Construction. Éadaoin Donnelly Year 13
31 Mathematics Examination Board: CCEA
Overview: Mathematics is a challenging subject at AS and A2 level and pupils would need to be sufficiently motivated to succeed. This course enables pupils to develop problem solving skills, an ability to reason, to classify, to generalise and prove. Mathematics is suitable for both specialists in the subject and those whose main interests lie in other spheres.
Course Content: Two AS units are studied in Year 13. Two A2 units are studied in Year 14.
Module AS1 – Pure Mathematics – laws of 1. Module A2 1 – Pure Mathematics – further algebra, indices, surds, quadratic functions, algebraic Partial Fractions, Modulus Function, functions, arithmetic manipulation, graphs of functions, coordinate and geometric progressions, binomial theorem, parametric geometry of lines and circle geometry, equations, trigonometry, radian measure, Compound and Binomial expansion, Solution of Triangles, Trig Double Angle formulae, Equations of the form - 푟cos(휃±훼), equations involving Sin, Cos and Tan, exponential functions, natural logarithms, differentiation Exponentials and Logs product rule, quotient rule and chain rule and integration, Differentiation, Integration on either axis solution of equations using iterative methods. functions, and vectors. trigonometry, differentiation, integration by substitution, Parts, Partial fractions, Differential Equations, Location of roots, Newton Raphson, Trapezium Rule 2. Module AS2 Module A22 Kinematics, Constant Acceleration, Variable Acceleration, Projectiles, Force, Resolving Forces, Moments (Ladders, Rods & Hinges) Newton’s Law 1,2,3, Connected Particles, Impulse and Momentum, Equilibrium, Friction, Conditional Probability, Statistical Sampling, Normal Distribution, Statistical Hypothesis Testing Standard Deviation and Variance, Product Moment Correlation, Addition and Multiplication Law Tree Diagrams, Venn Diagrams, Two way tables Binomial Distribution
Assessment: A-Level Mathematics
AS Pure External written examination 1 hour 45 minutes 60% of AS Mathematics Students answer all questions. 24% of A level
AS Applied External written examination 1 hour 45 minutes 40% of AS Mathematics Students answer all questions. 16% of A level
A2 Pure External written examination 2 hours 30 minutes 36% of A level Mathematics Students answer all questions.
A2 Applied External written examination 1 hour 30 minutes 24% of A level Mathematics Students answer all questions.
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Related Subject Areas: Physics, Chemistry, Technology, Geography, Economics, Business Studies, Computers and ICT.
Career Pathways: Engineering, Medical Careers, Banking and Finance, Accountancy, Insurance and Actuarial, Statistician, Teaching, Computers and ICT.
“I chose A Level Maths because throughout GCSE I always enjoyed Maths the most and I wanted to prove to myself that I didn't need Further Maths to do well in Maths. I do believe Maths was a good choice as I enjoy it and I'm willing to work hard in it and ask for help when I'm confused. What I enjoy most about A Level is the independency to be able to go and do work in study periods and be able to use the computer and other facilities.” Mairead McCloskey Year 13
“I found AS Maths easy. The specification is clear on what you needed to be able to do and I worked sufficiently at AS. I hope to get an A or A* at A2. Maths is a natural subject for me. I also liked the certainty of how you’re going to do in a test before you do it whereas if it were a literary subject, you’d be unsure what grade you’d get, even if you’ve put the work in. I am on track for reaching my target grade and the continual assessment has definitely helped.” Connor Corr Year 14
33 Moving Image Arts
Examination Board: CCEA
This course provides pupils with a deeper insight into the film making techniques and artistic direction with in film.
Pupils will be able to explore the different genres of film through the work of its major contributors. From Alfred Hitchcock, Saul Bass to Tim Burton and Danny Elfman students learn about the technical and creative aspects to all areas of film.
Course Content
A/S A2 AS 1: Moving Image Arts Creative Production: A2 1: Moving Image Arts Creative Production Foundation Portfolio and Research: Advanced Portfolio:
Making a film/Animation that reflects all the Making a film/Animation that reflects all the planning that the pupils have done in preparation. planning that the pupils have done in preparation. The film must have some influences of directors’ The film must have some influences of directors’ work and last 5 minutes. work and last 5 minutes. AS 2: Moving Image Arts Critical Response A2 2: Moving Image Arts Critical Response and Specialisation Online exam that lasts a hour and a half. Students will be asked about various film making techniques, Critical analysis of three unseen moving image clips the director’s reason for these techniques and chosen from the specification’s two compulsory pupils will have to answer using film language terms. moving image art forms: Film and Animation
The teacher will assess the portfolios at the start of each year, this will then be moderated by CCEA. The online exams are assessed by CCEA.
Career Pathways:
Production Designer, Director, Cinematography, Editor, Screen writer, Actor, Actress, Camera Operator, Producer, Sound Designer, Teacher, Artist, Photographer, Animation. “I decided to study Moving Image Art due to the success of the film industry in the North with productions like Game of Thrones filmed here. It is an exciting course with state-of-the-art Apple Computers and the accompanying software. We are guided through the specification by the teacher but are allowed to express our own interests and skills across a wide range of areas. It is a challenging, interesting and thoroughly enjoyable course.” DJ Mc Kendry Year 14
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Music Examination Board: CCEA
Overview: This course incorporates the three fundamental musical activities of composing, performing and appraising. It accommodates the needs and interests of a wide variety of students by providing flexibility within the units of assessment.
Unit Areas of Study
AS 1 – Performing Solo performance AS 2 – Composing Composition or composition with music technology AS 3 – Listening & written work Music for Orchestra 1700–1900 Sacred Vocal Music (Anthems) Secular Vocal Music (Musicals) A2 1- Performing Solo performance A2 2 – Composing Composition or composition with music technology A2 3- Listening and written work Music for Orchestra in the Twentieth Century Sacred Vocal Music (Mass/Requiem mass) Secular Vocal Music 1600 to the present day
How will I be assessed? Unit and Assessment Description Weighting
AS 1 – Performing 32.5% of AS A solo performance at a level equivalent to at least Grade 4 standard of 5 to 13% of A level 7 minutes duration and a viva voce assessed by a Visiting Examiner. AS 2 – Composing 32.5% of AS An internally assessed composition task or composition task with music 13% of A level technology of 1½ to 2½ minutes’ duration accompanied by a written commentary of no more than 1000 words. AS 3- Listening & written work 35% of AS A 1-hour test of aural perception and a 2-hour written examination. 14% of A level A2 1- Performing 19.5% of A level A solo performance at a level equivalent to at least Grade 5 standard of 8 to 10 minutes duration and a viva voce assessed by a Visiting Examiner. A2 2 – Composing 19.5% of A level An internally assessed composition task or composition task with music technology of 2 to 3 minutes’ duration accompanied by a written commentary of no more than 1200 words. A2 3 – Listening & written work 21% of A level A 1¼ hour test of aural perception and a 2-hour written examination.
Career Pathways: Music Teacher; Primary School Teacher; Nursery School Teacher; Teacher: Special Educational Needs; Community Development Worker; Computer Games Designer; Musician; Music Therapist; Disc Jockey; Musical Instrument Technician; Arts Administrator; Promotions Artist Manager: Music Industry; Film/video Editing Assistant, Music Dealer, Manager Retail Music, Sales
35 Advertising, Executive Booking Agent, Business Manager, Producer, Recording Engineer, Sound Technician, Mastering Engineer
“Music is my favourite A level subject. I am given the opportunity to not only learn and build upon my skills but to put these skills into practice and create my own music. I can use A Level Music to steer a full time or part time career in the future. The emotion expressed through music is truly beautiful, making it an easy subject to become motivated for.” Annie Mc Stocker Year 13
36 GCE Performing Arts
Examination Board: CCEA
This new Course will be based on the completion of four assessed Units completed over the two-Year Period and is equivalent to one A Level Grade.
Unit 1 and Unit 2 are internally assessed and externally moderated. Unit 2 and Unit 4 are externally examined by a visiting Examiner.
A practical examination is undertaken rather than a written examination in this subject. Previous experience in Performing Arts at GCSE, with Grade B or above in this subject is important for pupils hoping to follow this Course. It is also expected that all pupils choosing the subject will be able to demonstrate a genuine interest in the Performing Arts with present involvement in activities both inside and outside the College. Numbers in the Subject are limited to 12 in a class and should we exceed this. Pupils who have not studied Performing Arts at GCSE will be considered if they have a musical background, or other relevant experience in the Arts. These students will be expected to prepare a short audition piece in their chosen skill (Music, Dance or Drama).
Pupils taking this Course will be expected to get actively involved in all areas of the Arts within the College. This is a team-based subject and all pupils will be expected to commit to weekly rehearsals, during and after school.
DETAILS OF THE UNITS;
1. Developing Skills and Repertoire 2. Planning & Realising a Performing Arts Event 3. Planning for Employment 4. Performing to a commission brief.
Other related subjects; Drama, English and Music
Career Pathways Director, Playwright, Actor, Teacher: secondary, further and higher education, Drama coach, Music Coach, Dance Coach, Set Designer, Light Technician, Technical crew, Marketing and Publicity, Rigger, Community Arts Worker, Musical Therapist, Drama Therapist, Broadcast Presenter, Theatre Stage Manager, Classical Musician, Make-up Artist, Costume Designer, Screen Writer, Set Designer, Commentator, Video Editor, Web Designer.
“This course is an exciting practical course for students wishing to specialise in the Performing Arts. Students who have a real desire to perform and aspire for a career within the Performing Arts are suitable candidates for this course. This A Level subject allows pupils to select either a design or performance pathway. This means they can select their own area of specialism, from, acting, music, dance, set design or being a director. The opportunities are vast.” Ms M Higgins
37
Physical Education
Examination Board: WJEC
The WJEC ‘A’ Level PE Course offers the opportunity to continue with AS and A2 sittings for sit down exams at the end of each year. Practical performance and study of performance will comprise 40% of the overall qualification with the requirement for a 2000-word, (20 page) piece of coursework in each year of study.
Exams are 1¾ hours in the AS year and 2 hours in the A2 year covering a combination of four areas of study: 1. Exercise physiology, performance analysis and training 2. Sport psychology 3. Skill acquisition 4. Sport and society
Course Content Assessment AS 1 Exploring Physical Education Externally Assessed via 105-minute exam worth 72 marks 24% of full qualification AS 2 Improving Personal Performance in PE Internally Assessed Practical Coursework worth 48 marks 16% of full qualification A2 3 Evaluating Physical Education Externally Assessed via 120-minute exam worth 90 marks 36% of A2 level A2 4 Refining Personal Performance in PE Internally Assessed Practical Coursework worth 60 marks 24% of full qualification
Related Subject Areas: Science, Maths, ICT
Career Pathways:
Any non-specialist course asking for certain grades/UCAS points.
Also consider specialist courses such as:
Teaching, Physiotherapist, Sports Science, Sports Development Officer; or other Sport Related Careers.
“I found the AS/A2 PE Course to be very interesting and also very relevant to different aspects of my own sport. It also gave very good information on a lot of modern issues and concerns about sport and participation by people of different ages. These are things that I am interested in and enjoyed learning about, some of our discussions on these were very good. The coursework was very manageable and we were given good direction on the layout of it. I put a lot of work in to my AS course and I think that was a big help when it came to the A2 year. I was happy that I chose it as a subject and it gives me good choices for university also where I can choose courses to do with sport or other courses which are not sport related.”
Bronagh Feeney Year 14 38 Physics
Examination Board: CCEA
Overview: Unlike the other sciences, physics has no limits – everything in your life, on this planet, other planets, to the far reaches of universe and beyond is in physics’ job description. You will already have come across some of the concepts of physics at GCSE: forces, energy, waves, radioactivity, electricity and magnetism. At A-level you will start to see how these ideas work together, and begin to grasp the universal principles that apply to everything from the smallest atoms to the largest galaxies.
Course Content & Assessment:
AS Units 1. Forces, Energy and Electricity Unit 1: 40% of AS (16% of A2) 2. Waves, Photons and Astronomy Unit 2: 37% of AS (18.5% of A2) 3. Practical Techniques and Data analysis Unit 3: 20% of AS (8% of A2)
A2 Units 1. Deformation of Solids, Thermal Physics, Unit 4: 24% of A2 Circular Motion, Oscillations and Atomic and Nuclear Physics 2. Fields, Capacitors and Particle Physics Unit 5: 24% of A2 3. Practical Techniques and Data Analysis Unit 6: 12% of A2
Related Subject Areas: Maths, Technology, Chemistry and Biology
Career Pathways: Architecture, Industrial Design, Dentistry, Engineering (all types), Environmental Health, Food Science, Medicine, Ophthalmic/Optometry, Radiography, Radiotherapy, Medical Physics, Pharmacy, Quantity Surveying, Sport and Leisure Studies, Veterinary Medicine
“I enjoy Physics as I get to learn how the world works and the physics behind everything. I have learnt a lot about electronics and circuits which will help pursue a degree in engineering. I took on A-level Physics to get into my course at university as it is a specified subject” John Mellon Year 14
“I enjoy doing Physics as I am constantly learning new things every day. It has helped me develop various skills and knowledge which I will require in the future as an engineer.” Niamh Gribbin Year 14
39 Religious Studies
Examination Board: CCEA
Overview: AS and A2 Religious Studies provides candidates with the opportunity to learn about, discuss, evaluate and learn from religious beliefs, practices and values. It allows opportunities for candidates to engage with challenging questions about the meaning and purpose of life, our place in society and the world around us.
Religious Studies opens up a wide range of opportunities for further and higher education and interesting and rewarding careers. Candidates engage with debates and are therefore provided with the opportunity to develop their skills in arguing a case on the basis of evidence, a skill which is central to progress in the world of work.
Course Content and Assessment:
Unit Module Assessment Weighting
AS1 An Introduction to the Gospel of Luke Externally assessed 50% AS written paper 20% A level AS4 The Christian Church in the Roman Empire: Externally assessed 50% AS Beginnings, Expansion and External Pressure written paper 20% A level A21 The Theology of the Gospel of Luke Externally assessed 50% A2 written paper 30% A level AS24 The Continued Development of the Christian Externally assessed 50% A2 Church in the Roman Empire to 325AD. written paper 30 % A level
Related Subject Areas: Sociology, Geography, Psychology, History
Career Pathways: Teaching, Charity Fundraising, Community Development, Social Work Teaching, Charity Fundraising, Community Development, Social Work
“I decided to study A Level Religious Studies as it gives me the opportunity to develop skills needed for University and the world of work. The subject also opens up a lot of options for courses and careers. It is a subject I really enjoyed at GCSE level and it allows you to study other cultures and religious beliefs. The Religious Studies teachers are really supportive and the fact that the department gets outstanding results every year helps. I really enjoy the subject and would recommend it to anyone.”
Grace Mullan Year 13
40
Software Systems Development
The ability to write computer programs in languages that are used widely in the industry is one of the most valuable skills to have in the world today. Knowing languages such as Java and C# allows you to programme and develop applications on a range of platforms such as desktops and mobiles. Wouldn’t it be great to have the skills to become part of this growing industry?
This course will only be available for students who have successfully attained Additional Mathematics Grade B at GCSE Level or Digital Technology (Programming Pathway) Grade A and are hoping to study A Level Mathematics at Post 16.
Examination Board: CCEA AS 1: Introduction to Object Oriented Development In this unit you will develop a thorough understanding of Object Oriented systems. You will learn about: Software; Defining Data; Program Control Structures; Objects; Data Structures; Exception Handling; Managing Input/Output; Testing an Object Oriented Application
AS 2: Internal Assessment Event Driven Programming In this unit you will learn how to develop and implement Object Oriented technologies in an event driven environment such as creating an application with an appropriate user interface. You will learn about: Defining Graphical User Interface (GUI) Objects; Understanding Events; Using Multiple Forms; Designing an Event Driven Application; Linking an Object Application to Simple Files; Testing an Event Driven Application; Evaluating an Event Driven Application
A2 1: Systems Approaches and Database Concept This unit will provide you with a thorough understanding of the reasons for systems development. You will also be introduced to database concepts, enabling you to understand relational database systems. You will learn about: Reasons for Systems Development; Systems Methodologies; Managing Projects; Testing; Database Concepts; Entity Relationship (ER) Models; Normalisation; Structured Query Language (SQL)
A2 2: Internal Assessment Implementing Solutions In this unit you will learn to design and build a solution to a given problem using an RDMS through an event driven programming environment. You will learn about: Applying Project Management Techniques to the Development Process; Selecting a Systems Approach to the Solution of a Business Problem; Defining and Documenting User Requirements; Documenting the Design of the Solution and Testing the Design; Developing and Implementing a Desktop Solution Using an RDMS through an Event Driven Programming Environment; Testing the Solution; Evaluating the Solution
41 In Unit AS 1 - This unit is externally assessed through a two-hour examination paper. (50% of AS, 20% of A Level)
In Unit AS 2 This unit is internally assessed. (50% of AS, 20% of A Level)
In Unit A2 1 This unit is externally assessed through a two-hour examination paper with a pre-release case study. (30% of A Level)
In Unit A2 2 This unit is internally assessed with a pre-release case study. (30% of A Level)
Complementary Subjects: Software Systems Development would give you good exposure to the world of programming and strengthen your university options for
Software Engineering or Computer Science. Subjects such as Maths, Physics, and Chemistry would enhance eligibility for programming courses.
Career Pathways: Software Development can lead to a wide range of careers including: Systems Analyst or Systems Engineer, Software Systems Engineer, Solutions Architect, Programmer Analyst, Network Analyst or Network Engineer & Network Manager.
NB – This is an Applied subject but it will still be considered by universities in the ROI due to the level of content and practical skills required.
“I would encourage Year 12 students to study Software Systems Development because of the opportunities it will bring them in the future and they will learn helpful skills in programming if they are to study a computer degree at university. It is very practical and enjoyable.” Sarah Mallon Year 13
42 Applied G.C.E. Subject Details.
Introduction.
The crucial difference between Ap.G.C.E. and A.G.C.E. is the nature of study. All Ap.G.C.E.’s are work-related qualifications devoted to particular vocational fields. They allow you to gain experience of industry and commerce. You spend time on work-related assignments learning about an area of work such as business, I.C.T., leisure, science or health. You are involved in planning your own learning activities, which are likely to include: working alone and in groups, spending time out of the classroom visiting employers and other organisations, solving problems and meeting deadlines. As these courses are vocationally directed, preparing pupils for employment by developing the knowledge and skills demanded by industry, they could provide a headstart in the search for a job. Pupils develop a variety of transferable skills throughout these courses. They include gathering, analysing and interpreting data and communicating the findings in different ways as well as ICT and numeracy. The inclusion of these transferable skills allows pupils to go straight to employment after Sixth Form if that is the route they prefer. However, the vast majority of pupils studying vocational subjects at St, Patrick’s move on to Higher Education
The units of work are now more directed so that the pupil can show evidence of coverage. They must gather the stated assessment evidence for each unit. There is only one method of assessment for each unit. This can be:
Either Portfolio evidence produced by assignment i.e. coursework Or Evidence as a result of an external assessment.
The external assessments are set and marked by the Awarding Body. There will normally be two opportunities for pupils to take external tests – January and June.
Pupils will only be allowed one resit of an external test. Grading in individual units will be expressed as A, C or E. However, the overall grade for the Ap.G.C.E. will be reported as A, B, C, D, or E as a combined aggregate of all unit grades.
43
Health and Social Care
This course will appeal to students who:
Are interested in a career in the caring field Have an interest in people of different ages – children through to the elderly. Are reasonably competent in Biology.
The following are some of the areas covered:
Dealing with aspects of individual and community health. Factors that affect human growth and development. Equal opportunities and client’s rights Communicating in Health and Social Care
Pupils studying Ap.G.C.E. Health and Social Care have access to a wide variety of health related courses in Universities. However, the qualification can be used, in conjunction with other subjects, to support applications to non-health related courses. Pupils can also go directly to work in health and social services.
All units carry equal weighting. The units studied in the college are listed below.
Subject Content – Double Award: AS: AS: Unit AS 1: Promoting Quality Care Unit AS 1: Promoting Quality Care Unit AS 2: Communication in Health, Unit AS 2: Communication in Health, Social Care and Early Years Settings Social Care and Early Years Settings Unit AS 3: Health and Well-Being Unit AS 3: Health and Well-Being Unit AS 4: Safeguarding Children Unit AS 4: Safeguarding Children Unit AS 5: Adult Service Users Unit AS 5: Adult Service Users Unit AS 6: Holistic Therapies Unit AS 6: Holistic Therapies
Subject Content – Single Award: AS A2 Unit AS 1: Promoting Quality Care Unit A2 3: Providing Services Unit AS 2: Communication in Health, Unit A2 4: Health Promotion Social Care and Early Years Settings Unit A2 5: Supporting the Family Unit AS 3: Health and Well-Being
“I study Double Award Health and Social Care at St. Patrick’s College. I moved here at the start of Year 13 to study this A level subject because it was not offered at my previous school. The staff and pupils were very welcoming and made it easy for me to fit in. I have always had a desire to pursue a career in the health and social care sector and the enjoyment of studying the subject has lead me to apply for midwifery sciences at university. The support provided by my teachers proves how much they want me to succeed and with their encouragement and I am hopeful for what the future holds.” Chloe Bradley Year 14
44 Applied Business Level 3
Examination Board – AQA Focus is on four themes: people, markets, finance and operational delivery. The qualification is split into units to address these themes so that content is coherent and joined up. Studying this subject will provide a broad understanding of business knowledge and develop skills to support progress to higher education. It will prepare you to work in business and entrepreneurship after achieving the qualification or via university or college. The qualification is entrepreneurial and synoptic whilst being broad, practical and realistic in content.
BTEC Level 3 Business Studies at a Glance: Pupils can study single award (extended certificate) or double award (Diploma)
AS units Assessment Assessment Unit 1 – Financial Planning and Analysis Externally January & June Unit 2 – Business dynamics Internally June Unit 3 – Entrepreneurial Opportunities Externally June A2 Units Unit 4 – Managing and Leading People Externally January & June Unit 5 – Developing a Business Proposal Internally June Unit 6 – Marketing Communications Internally June
In the qualification, you will cover topics such as: the role of finance in planning an enterprise, analysing and making financial decisions how business organisations use the human, physical and financial resources at their disposal to achieve their dynamic goals the nature of enterprising behaviour and how this can be personally utilised to best exploit entrepreneurial opportunities within specific market conditions.
As this qualification also contains both examined and assignment-based assessment (both externally and internally-assessed), this should mean that you should be better prepared to make the adjustment to the learner-centred ethos of study at university.
This qualification supports entry to a range of business and enterprise associated higher education courses, such as management, finance, entrepreneurship, economics etc, when taken alongside other qualifications and is confirmed by the specific support of many universities.
“I would encourage anyone to consider choosing Applied Business for A level as the teachers are friendly, approachable and helpful. Although there is a lot of coursework it is worthwhile in the long run as the hard work pays off with the grade achieved. The teachers are always there for advice and help if anyone is struggling which encourages everyone to meet their full potential. Hard work is needed throughout the year due to the coursework elements as it contests to a large percentage of the overall grade and is of a high importance. The exam unit can be sat in January which takes off pressure for June exams.” Maria Rafferty Year 14
45
OCR ICT Cambridge Technicals Cambridge Technicals are targeted at students aged 16+ in a school environment. They allow for greater flexibility with the choice of units that make up the qualification and are wholly internally assessed. In addition, the Level 3 qualifications have UCAS points, supporting progression to higher education (HE). Cambridge Technicals in IT consist of a wide range of units such as installing hardware, creating a website, identifying an IT fault, computer animation and e-commerce. It is an ideal foundation for students entering the workplace, providing them with a theoretical background reinforced with practical skills that transfer into the modern workplace. Cambridge Technicals have minimal mandatory units, providing students with the ability to consider specialist pathways through the experience gained in a variety of units. This course is 100% Coursework
An example of the course structure may be as indicated below.
Cambridge Technicals Level 3 in IT (Single Award)
Year 13 Unit 01 - Communication and Employability Skills for IT Unit 02 - Information Systems Unit 12 - Website Production Year 14 Unit 06 - E-commerce Unit 17 - Interactive Media Authoring Unit 42 - Developing a Smarter Planet Pupils wishing to undertake this subject must have a GCSE in ICT
“The OCR Cambridge Technical in IT course is a great opportunity for individuals to develop their ICT skills from Year 12. This course covers 6 units, all with real life scenarios that help to develop skills in IT and in the workplace. The course involves using different software packages including, Microsoft Excel, Access and Word. We also have the opportunity to use Microsoft PowerPoint in order to create presentations and also deliver the presentation in front of the class. This develops communication skills and further helps us prepare for the real world after school. Guidance is given by the subject teacher and the deadlines are highlighted. This course requires the student to develop organisation skills and time management which helps when it comes to university. “ Therese McNicholl Year 14
46
BTEC National Subject Details
BTEC nationals are rather like ApGCE’s in that they are vocationally based within specific areas. However, unlike ApGCE’s all Units are assessed by Assignment / Coursework and not examinations. This type of assessment is very attractive for many pupils. At present the College offers two BTEC Nationals.
The following BTECs are on offer here in the college
Double Award Sport Construction Engineering Travel and Tourism Double Award Science
47 BTEC Level 3 Subsidiary Diploma in Construction and the Built Environment
This course will appeal to students who:
Have an interest in construction and the built environment Are quite competent in Mathematics and physics Are interested in design
Students will follow six units from the following options. These are determined by the college:
Health, Safety and Welfare in Construction and the Built Environment Sustainable Construction Mathematics in Construction and the Built Environment Science and Materials in Construction and the Built Environment Construction Technology and Design in Construction and Civil Engineering Building Technology in Construction Surveying in Construction and Civil Engineering Construction in Civil Engineering Building Services Control Systems Building Services Science
The BTEC Level 3 Subsidiary Diploma in Construction has been designed to provide a broad educational basis for further education or for moving into employment within the construction industry. Career opportunities are many, a few examples being civil engineering, architecture or quantity surveying.
“This course of study is entirely based on controlled assessment meaning that the outcome can be managed along the way and there are no worries about end of year tests. The teachers keep you up to date on your progress allowing me to plan my work in advance. The course has given me an insight to the different aspects of construction and will hopefully allow me to follow my career goals.” Tiarnan McHugh Year 14
“I have enjoyed this course due to the consistent management of assignments which have allowed me to make excellent progress through the course. The course will enable me to successfully pursue my chosen career goal of primary teaching.” Rachel Biggs Year 14
48 BTEC Level 3 National Extended Certificate in Engineering
The Extended Certificate is for learners who are interested in learning about the construction sector alongside other fields of study, with a view to progressing to a wide range of higher education courses, not necessarily in construction-related subjects. It is designed to be taken as part of a program of study that includes other appropriate BTEC Nationals or A Levels.
This course is equivalent in size to one A Level. Students will complete 4 units of which 2 are externally assessed. External assessment (67%)
Pearson BTEC Level 3 National Extended Certificate in Engineering Unit number and title Type Units 1. Engineering Written exam set and marked by Pearson. External Principles Two hours Units 2. Delivery of Internal Engineering Processes Internally set assignments.
Safely as a Team A task set and marked by Pearson and completed under supervised conditions. Prior to the supervised assessment, learners will be Units 3. Engineering Product provided with a case study in order to carry out research in External Design and Manufacture approximately 3 hours in a two-week period timetabled by Pearson. The supervised assessment period is 10 hours and can be arranged over a three-week period timetabled by Pearson. Units 10. Computer Aided Internally set assignments. Internal Design in Engineering
Unit 1: Engineering Principles (this unit has a substantial mathematical content) A Algebraic and trigonometric mathematical methods B Static engineering systems C Dynamic engineering systems D Fluid and thermodynamic engineering systems E Static and direct current electricity and circuits F Magnetism and electromagnetic induction G Single-phase alternating current
Unit 2: Delivery of Engineering Processes Safely as a Team A Examine common engineering processes to create products or deliver services safely and effectively as a team B Develop two-dimensional computer-aided drawings that can be used in engineering processes C Carry out engineering processes safely to manufacture a product or to deliver a service effectively as a team
49 Unit 3: Engineering Product Design and Manufacture A Design triggers, challenges, constraints and opportunities, and materials and processes B Interpreting a brief into operational requirements and analysing existing products C Using an iterative process to design ideas and develop a modified product proposal D Technical justification and validation of the design solution
Unit 10: Computer Aided Design in Engineering In this unit you will: A Develop a three-dimensional computer-aided model of an engineered product that can be used as part of other engineering processes B Develop two-dimensional detailed computer-aided drawings of an engineered product that can be used as part of other engineering processes C Develop a three-dimensional computer-aided model for a thin walled product and a fabricated product that can be used as part of other engineering processes.
What could this qualification lead to?
Progression from this qualification is either to a larger size qualification at Level 3 (e.g. BTEC National Extended Diploma in Engineering or other related subject (e.g. Computing) or if completed alongside other programs of study will lead to courses in higher education. The qualification is recognised by higher education providers as contributing to meeting admission requirements for many relevant courses in a variety of areas of the engineering sector, for example:
• BEng (Hons) in Engineering • BEng (Hons) in Electronics Engineering • BSc (Hons) in Computer Science • BSc (Hons) in Mathematics.
Learners should always check the entry requirements for degree programs at specific higher education providers
Subject Entry Requirements 5 GCSEs at GCSE to include Grade A Math’s and GCSE English at a minimum of Grade B.
“I chose the BTEC Engineering as I want to purse a career in Electrical or Mechanical Engineering. It is a thoroughly enjoyable course and if you keep on top of the assignments you have a very good indication of what grade you will achieve at the end of the course. I really enjoy the 3D computer modelling and design and the introduction to the whole design to manufacture process. The teachers are great and always go the extra mile.” Neil O Kane Year 14
50 BTEC Double Award Applied Science
Examination Board: EDEXCEL
Overview:
Applied Science refers to a large group of disciplines related to the delivery of health care to humans and animals through the application of science, engineering, technology and mathematics. It is the field in which knowledge is taken from science and applied to practical and clinical practices to maintain and improve the health of living things. Careers in life and health science are expected to see substantial growth over the next decade with job growth expected to double or triple over this period.
This course aims to encourage students to develop their interest in science including developing an interest in careers in research science. It will also aim to develop a deeper understanding of how science works and how the sciences contribute to the success of the economy and society. It will also help students to develop advanced study skills in preparation for higher education. The specification builds on knowledge, understanding and skills developed in GCSE Single Award Science, GCSE Double Award Science and GCSE Sciences (Triple Award). The knowledge and understanding developed in GCSE Mathematics are also relevant.
Key features:
The qualification allows learners to focus on different progression routes and focus on internally assessed units and externally examined units. This qualification is for post-16 learners who want to continue their education through applied learning. The qualifications prepare learners for a range of higher education courses and job roles related to the scientific sector. They provide progression either by meeting entry requirements in their own right or by being accepted alongside other qualifications at the same level and adding value to them.
From these specification students can take:
An AS course as a final qualification; or AS units plus A2 units for a full GCE A level qualification. For a full Double Award qualification students must complete twelve units: six at AS level and six at A2 level. The full Double Award Advanced GCE is based on students’ marks from the AS and the A2
Course Content and Assessment:
For internally assessed units in line with the requirements and guidance for internal assessment, departments will select appropriate assessment styles according to the learning set out in the unit. This ensures that learners are assessed using a variety of styles to help them develop a broad range of transferable skills. Learners will be given opportunities to: • write up the findings of their own research • use case studies to explore complex or unfamiliar situations • carry out projects for which they have choice over the direction and outcomes 51 • demonstrate practical and technical skills using appropriate equipment, procedures and techniques.
Externally assessed units follow the more traditional A level approach to assessment. All of the units developed for external assessment allow learners to demonstrate breadth and depth of achievement. Each assessment is taken under examination conditions. Learners are permitted to resist any external assessment only once during their programme.
The styles of external assessment used for qualifications in the Applied Science suite are: • examinations – all learners take the same assessment at the same time, normally with a written outcome • set tasks – learners take the assessment during a defined window and demonstrate understanding through completion of a vocational task.
Related subject areas: Biology, Chemistry, Physics, Mathematics, Technology, Psychology.
Career Pathways: Audiologist, Counsellor, Dietician and Nutritionist, Education, Health administrator, Health promotion specialist, Health service manager, Health and safety adviser, Occupational Therapist, Optometrist, Radiation Therapist, Registered nurse, Social Worker, Veterinary Assistant/Technician.
Please Note - In some cases, this is not in substitute for a Science subject and universities may still require you to have a Science A Level to study a Life and Health Science related course. Therefore, please check this with your Careers Teacher if you are thinking about this subject as an option.
“I loved science at GCSE and wasn’t sure what to specialise in so I chose the Double Award Science as it allowed me to concentrate on all three sciences. I find the course challenging but very interesting. The teachers are very good, approachable and always go the extra mile. It is brilliant to have the Double Award when applying for University as it gives you access to lots of courses. The skills learnt throughout the course will help me in my future studies.” Carrie Doran Year 13
52 BTEC NQF Level 3 Diploma in Sport
This is a Vocational Course with three externally tested units.
Tested units will require you to complete: One unit as a sit down, 90-minute test in your L6th year – Anatomy and Physiology Two units as controlled assessments – (one in each year of study), o Fitness Training and Programming in L6th o Investigating Business in Sport and Active Leisure
6 other Coursework based units will require you to Present all your work in assignment form throughout your two years of study These may be essays, PowerPoints, leaflets, documents, etc Practical activity and coaching performance will also be part of your assessments
For most students choosing this course You will have UUJ as a Third Level target destination You can access a range of sport and non-sport related courses if you score well in this subject area.
Over the two years of the course you will study 9 different units – 3 externally tested and 6 internally assessed. External units will have tests/tasks set by the examining board. Each internal unit will require you to complete between 4 and 6 pieces of work and these tasks, when completed, will make up your completed portfolio for that unit.
Information on all units covered, their assessment and their overall value to the final qualification are shown on the following page.
EDEXCEL BTEC NQF DIPLOMA in SPORT Year 13 Units to be covered
Unit Unit Name Other Info Overall Grade Calculation 1 Anatomy and Externally tested unit – to be done Pass = 12pts Mandatory Unit 120 hrs Physiology as written exam Merit = 20pts Must be passed Dist = 32pts 8 periods per 2 weeks
2 Fitness Training and Externally set unit – to be done as Pass = 12pts Mandatory Unit 120 hrs Programming for controlled assessment Merit = 20pts Must be passed Dist = 32pts Health Sport and 8 periods per 2 weeks Well-being 3 Professional Internally set Unit -Coursework Pass = 6pts Mandatory Unit 60 hrs Development in the portfolio Merit = 10pts Must be passed Dist = 16pts Sports Industry 4 periods per 2 weeks 8 Coaching for Internally set Unit -Coursework Pass = 6pts Optional Unit 60 hrs Performance portfolio Merit = 10pts Dist = 16pts 4 periods per 2 weeks
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EDEXCEL BTEC NQF DIPLOMA in SPORT Year 14 Units to be covered
Unit Unit Name Other Info 4 Mandatory Unit 60 Sports Internally set Unit - Pass = 6pts hrs Leadership Coursework portfolio Merit = 10pts Must be passed 4 periods per 2 weeks Dist = 16pts 5 Optional Unit 60 hrs Application of Internally set Unit - Pass = 6pts Fitness Testing Coursework portfolio Merit = 10pts 4 periods per 2 weeks Dist = 16pts 7 Optional Unit 60 hrs Practical Sports Internally set Unit - Pass = 6pts Performance Coursework portfolio Merit = 10pts 4 periods per 2 weeks Dist = 16pts 23 Mandatory Unit 90 Acquiring Skill in Internally set Unit - Pass = 9pts hrs Sport Coursework portfolio Merit = 15pts Must be passed 6 periods per 2 weeks Dist = 24pts 22 Mandatory Unit 90 Investigating Externally set unit – Pass = 9pts hrs Business in to be done as Merit = 15pts Must be passed Sport and Active controlled Dist = 24pts Leisure assessment 6 periods per 2 weeks
Units will cover such areas as sport as a business; sport as a career path; training and fitness for sport; fitness testing in sport; how the body works during and responds to physical activity; the learning of skills; leadership; practical studies and coaching in sport.
External units will be assessed by the examining board while internal units are assessed by your teachers and submitted for moderation. All units earn points towards your overall grade BUT be aware that externally tested units and mandatory units will have more points value – see the tables above.
“I have completed my two years of BTEC Sport in St. Patrick’s and would say that I really enjoyed the course and the way it is presented. I liked the fact that the new course has a mix of exams and coursework tasks as that meant I wasn’t always under pressure with assignments. The exam units are aimed at a higher level than GCSE PE but the GCSE is a good help. The coursework units are interesting for studying and give some very good ideas about careers or businesses in sport and how to be a good sports leader. They are also well directed by the teachers of the course. My interest in sport definitely helped but the course also gives me a wide range of courses to aim for at University, some sport and some non-sport. I definitely enjoyed the course.” Tiarnan McHugh
54 Pearson BTEC Level 3 Subsidiary Diploma Travel and Tourism
This course is ideal if you would like a career within the travel and tourism industry or is interested in this area but not completely sure you want to pursue this as a career. You will study a range of topics which include UK and European destinations, marketing, customer service, event management, holiday representatives, retail travel and cruising. The qualification is equivalent to one A level at grade A-E. You will be assessed via coursework. Learners have some opportunity to study in more depth a range of option areas of their choice, including:
• retail and business operations • European and long-haul destinations • cruising.
Unit Mandatory units Credit Level (all 4 must be covered) 1 Investigating the Travel and Tourism Sector 2 The Business of Travel and Tourism 3 The UK as a Destination 4 Customer Service in Travel and Tourism
Optional units (Teacher will pick two of the following) 6 Preparing for Employment in Travel and Tourism 7 European Destinations 8 Long-haul Travel Destinations 9 Retail Travel Operations 10 Business Travel Operations 11 Investigating the Cruise Industry 19 UK Visitor Attractions 22 Work Experience in the Travel and Tourism Sector 24 Airfares and Ticketing 26 Researching Current Issues in Travel and Tourism 28 Principles of Supervising Customer Service Performance in Hospitality, Leisure, Travel and Tourism
Career Pathways: Travel and Tourism covers a wide range of employment opportunities in one of the fastest growing industry in the UK. It includes jobs in airlines and hotels, with tour operators and travel agents or involving tourist attractions, conferences and events, hospitality and entertainment. Gaining a qualification in Travel and Tourism at this level can lead to Higher Education which should lead to higher paid jobs.
Many students choose to use their qualifications to go straight into employment; others choose to continue their studies at university. This course will equip you with
55 the necessary skills to succeed at Higher Education and you will be able to study at either HNC or HND, or at BA level (depending on their final grade).
“Tourism is one of the fastest growing sectors in Ireland. I therefore chose to study Travel and Tourism with the intention of getting a job in this fast-growing vibrant industry. The course really surprised me. It goes into great depth and covers a diverse range of topics. It is really interesting and the teachers provide excellent guidance and support. I would recommend the course to anyone.” Aine Mc Glinchey Year 13
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Higher Education Course Entry Requirements
Course Requirement Accountancy 3 A ‘levels - GCSE Maths grade B and one A level grade lower if offering Maths for Ulster Agriculture 3 A ‘levels – Preferably Biology or Chemistry + GCSE D.A.S. Anatomy 3 A ‘levels – Biology with preferably Chemistry Archaeology 3 A ‘levels Architecture 3 A ‘levels – Mathematics and Art are preferred (Art portfolio for interview) Art and Design 3 A ‘levels - including Art portfolio (most students take a Foundation Course in Art and Design) Fashion Design As with Art and Design Industrial Design 3 A ‘levels - Art and 2 others (Physics or Technology desirable) Finance 3 A ‘levels – ABB to include Maths Biochemistry 3 A ‘levels - Chemistry and one from Mathematics, Physics or Biology Biological Sciences 3 A ‘levels - including Biology and another science preferably Chemistry Biomedical Science 3 A ‘levels - 2 sciences Chemistry and Biology preferred Biomedical Engineering 3 A ‘levels - 2 science subjects + Maths or Technology Broadcast Production 3 A ‘levels - ABB Building Surveying BBB to include one from Mathematics, Physics, Chemistry, Biology, Engineering, Technology (including Digital Technology, Technology & Design and BTEC Construction or Engineering), Geography or ICT. Business Studies 3 A ‘levels - need to show a commitment to the subject in your personal profile i.e. work experience etc. Business Information 3 A ‘levels – GCSE Mathematics Technology Chemistry 3 A ‘levels - including Chemistry Computer Science 3 A ‘levels - Maths or I.C.T. or Chemistry or Physics (some will not accept ICT so check carefully) Communication, 3 A ‘levels Advertising & Marketing Consumer Studies 3 A ‘levels
57 Dentistry AAA at A-level including Biology/Human Biology and Chemistry. GCSE Mathematics minimum grade C is required if not offered at AS-level or A-level. (UCAT exam and multi-mini interview now involved) Dietetics 3 A ‘levels - including 2 sciences – Chemistry preferred BTEC Applied Science accepted Economics 3 A ‘levels - sometimes Maths preferred for some courses Engineering (all types) 3 A ‘levels – including Maths and Physics or Technology, BTEC Engineering also considered with Maths or Physics for some English 3 A ‘levels - including English Literature Environmental 3 A ‘levels - Science + Maths or Technology Engineering Environmental Health 3 A ‘levels - including 2 from Maths, Biology, Chemistry and Physics Environmental Planning 3 A ‘levels - GCSE Maths Environmental Science 3 A ‘levels - including 2 science subjects (which may include Economics and Geography) European Studies 3 A ‘levels – Language required Ethnomusicology 3 A ‘levels Film Studies 3 A ‘levels. Food Quality, Safety 3 A ‘levels - including Chemistry or Biology, preferably and Nutrition both French 3 A ‘levels - including French Finance 3 A ‘levels – Maths preferred Genetics 2 A ‘levels - including Biology + Chemistry Geography 3 A ‘levels - including Geography German 3 A ‘levels - including German Government and 3 A ‘levels - must show evidence of commitment to Economics + these courses in your personal profile i.e. work Government and Law experience etc. Health Studies - 3 A ‘levels - including 2 sciences Chiropractic History 3 A ‘levels - including History Hospitality Management 3 A ‘levels + Hotel&Catering / Tourism Housing 3 A ‘levels Celtic Studies / Irish 3 A ‘levels - including Irish Studies Law 3 A ‘levels Management 3 A ‘levels 58 Medicine AAA at A-level + A in a fourth AS-level subject including A-level Chemistry plus at least one other A- (this information is level from Biology/Human Biology, Mathematics or specifically for Queen’s Physics. If not offered at A-level, then Biology/Human Belfast other Biology grade A as a 4th AS-level or grade B as a 5th universities in the UK AS-level. will have different OR entry requirement so A*AA at A-level including Chemistry and Biology/Human important to do your Biology. research.) OR A*AA at A-level including Chemistry and either Mathematics or Physics + AS-level Biology grade B. (UCAT exam and Multi Mini Interview now involved) Microbiology 3 A ‘levels - Biology and Chemistry Molecular Biology 3 A ‘levels - Biology and Chemistry Music 3 A ‘levels - including Music Music Technology 3 A ‘levels – one from Maths, Physics or I.C.T. Nursing (Degree level) 3 A ‘levels - Biology preferred but not necessary, GCSE Science (SA, DA or TA) necessary. Interview very important. OCN Science not accepted. Nutrition 3 A ‘levels Chemistry and / or Biology preferred Occupational Psychology 3 A ‘levels Occupational Therapy 3 A ‘levels Ophthalmic / 3 A ‘levels - including 2 from Maths, Physics, Chemistry Optometry or Biology (Physics often required) Pharmacy 3 A ‘levels - including Chemistry + 1 from Biology (Required to at least AS level) Maths or Physics (GCSE DAS required) Physics 3 A ‘levels – including Maths and Physics Physiology 3 A ‘levels – preferably Biology and Chemistry Physiotherapy 3 A ‘levels - one or more science subjects required Podiatry/ Chiropody 3 A ‘levels - one or more science subjects preferred (GCSE DAS required) Product Design 3 A ‘levels – Maths and a science or Technical subject Psychology 3 A ‘levels Quantity Surveying 3 A ‘levels - some courses prefer Maths or Physics or Geography Radiography 3 A ‘levels - one or more science subjects required (GCSE DAS BB required) Social Work 3 A ‘levels - interview very important Sociology 3 A ‘levels Speech and Language 3 A ‘levels - including one from English, Maths, or a Therapy Science. 59 Sport and Leisure 3 A ‘levels - 2 from Biology, Business Studies, Studies Chemistry, Economics, English, Maths, Physics and Sociology. Teaching 3 A ‘levels – Including the subject you wish to teach + GCSE English and Maths – Interview very important Technology and Design 3 A ‘levels - including Design and Technology Technology Management 3 A ‘levels - including Design and Technology Theatre and Drama 3 A ‘levels - English Literature required for some Studies courses (GCSE Modern Language preferred) – Interview + personal profile very important Transport 3 A ‘levels - GCSE Maths and Science or Technology Veterinary Medicine 3 A ‘levels - 3 of the Colleges ask for Chemistry + Biology and one from Maths or Physics – 3 other Colleges ask for Chemistry and 2 from Biology, Maths and Physics (need veterinary work experience) Youth and Community 3 A ‘levels candidates must show knowledge and Work experience of working with young people – Interview very important
60 CAREERS DEPARTMENT
CEIAG @ St. Patrick’s
The Careers Department in the College works very closely with each one of our pupils to ensure that they are as informed as possible regarding their options at Post 16 and Post 18. Sixth form will be your final two years of formal education so we aim to make sure that you have a career plan in place for the next stage of your career journey.
Every student in Sixth Form will attend one Careers lesson per fortnight. During this class you will learn about the different pathways open to you after Yr14, complete a personal career plan, learn about work experience and how you organise it. You will be also guided through how to write a winning personal statement for your UCAS application and gain advice and tips on how to complete HPAT, UCAT, Multi-mini interviews and other university interviews. We will also keep you up to date with apprenticeships they you can apply to as an alternative to university. This year to date we have already 3 pupils accepted on apprenticeship programmes with PWC and Deloitte.
During your Sixth Form at St. Patrick’s there will be many opportunities to attend different events which will give you an insight into careers of interest to you. You will also be kept up to date with programmes organised by external bodies such as Generation Innovation, School Employer Connections and Career Encode to name a few who are all working to provide you with work experience opportunities and information regarding relevant careers.
We also have close links with local Colleges and universities who attend our annual Careers Convention in March so you can ask questions directly to them. Alongside them we will also have in attendance local companies who are keen to inform students of the variety of careers within their company and also about possible apprenticeship opportunities.
The College has a designated Careers Room which contains a large range of printed material and also multimedia resources which you can use to ensure your research is as up to date as can be. We also have two interview rooms, one which is used by our external careers advisor from the Department of Employment and Learning twice a week. Any advice or queries you can call in and we will support and guide you to the best of our ability.
Ultimately our aim is to provide impartial advice to each of our students and help them make decisions which they are confident and happy with.
Mrs C O Kane Head of Careers PHOTO
61 Important Considerations!
The requirements listed in the previous table are what is generally asked for admission to the Degree programmes. However, some institutions may differ slightly on admission policy. It is always best to check the current prospectus in the Careers Library or the most up to date method is to check this on the particular university website. It is also important to read if they have any specific GCSE requirements.
The lists of requirements do not differentiate between A.G.C.E. and Ap.G.C.E. It would be advisable to check for specific institution demands.
Two A ‘levels and five GCSE’s (including English and Maths) are the minimum entry requirement for Level 5 courses (HNDs & Foundation Degrees). However, three subjects are needed in order to gain entry to Level 6 courses (Hons degree courses)
Students applying to Teacher Training courses, outside Northern Ireland, must ensure the Institution offers the Catholic Certificate in Religious Studies in order to qualify to teach in the Catholic school system. Also, you need DA Science at GCSE level.
For courses like social work, nursing and teaching you need to get involved in your local community, doing voluntary work or caring for someone. This experience will form an important part of your UCAS personal statement!
Whatever you choose, be the best you can be, the world needs brilliant people like YOU!
Useful websites to help decide: https://www.nidirect.gov.uk/articles/and-levels https://www.nidirect.gov.uk/articles/options-after-year-12 https://www.ucas.com/ucas/after-gcses https://careeraz.cascaid.co.uk/#/menu
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Post 16 Qualifications
Post 16 education has changed in keeping with the demands of industry. It was felt that the traditional ‘A’ level route was too restrictive on the development of many young people. This conclusion has led to an increased breadth of the choices open to Sixth Formers. We, in St. Patrick’s, were ideally placed to implement these changes as the College has, for many years, offered our pupils a very wide choice of both academic and vocational courses. The changes can be summarised as follows:
All Sixth Form courses have been broken into specified Units or Modules of study
We offer both A’ Levels and BTEC/OCR Nationals
There are two types of A’ Level AGCE and Applied GCE
Advanced General Certificate of Education (AGCE) which is divided into two parts – an initial Advanced Subsidiary (AS) qualification, usually completed in Lower Sixth comprising of two or three units of study. Pupils can continue to full AGCE qualification in a subject by following an A2 programme of a further two or three units in Yr14. Pupils can finish with the AS qualification in a subject. However, most will carry their subjects on to A2 and full qualification.
Applied General Certificate of Education (Ap.GCE) which is divided into three parts – a three unit AS qualification, a six unit single A’ level and finally a twelve unit double A ‘level. Pupils can study to whichever award level they wish.
AGCE and Ap.GCE are graded in a similar way i.e. grades A,B,C,D and E. This will allow Universities to equilibrate the two types of course. It is the Government’s aim that both routes are given equal standing.
BTEC/OCR Nationals on offer are a Six Unit National Award and a Twelve Unit Level 3 National Diploma.
63 Why would you choose a BTEC/Applied/OCR over a traditional A Level?
This is a vocational method is more suited to the type of student who would prefer to complete portfolio work rather than ALL external tests. If you are interested in one of these courses and you know it would match your learning style and the university courses you are thinking of applying to accept this qualification then why not! A lot of the students who completed these types of qualifications are very successful and it improves their overall level of qualifications achieved.
The following table compares the qualification types.
Qualification type Level No of Units % A ‘level equivalence
AS 2/3 40% AGCE AS &A2 4/6 100%
AS 3 40%
Applied GCE A’ Level 6 100%
Double A’ Level 12 2 A ‘levels
National Award 6 A ‘level
BTEC/OCR Nationals Level 3 National Diploma 12 2 A ‘levels
Only one applied course is permitted for entry to QUB, St. Mary’s University College and Stranmillis University College. Two or more applied courses are accepted for a range of degrees in UU.
Medicine and Dentistry will not consider these qualifications as one of the main three A Levels.
BTEC and Cambridge Technical scores matched to A Level’s: Cambridge BTEC Subsidiary AQA Extended Overall A Level Technical Level 3 Diploma Certificate Grade Distinction * Distinction * Distinction * A* Distinction Distinction Distinction A Merit Merit Merit C Pass Pass Pass E
64 How do I choose?
The following criteria are useful to apply when choosing courses.
Choose subjects you like.
You will be studying a small number of subjects in considerable depth, so it is only sensible to choose subjects which you enjoy.
Choose subjects you are good at.
You are probably well aware of your best subjects. Certainly your GCSE results will provide a good guide. Generally you are expected to have a sound grounding in a subject to be able to cope with the level of work in Sixth Form. Expected GCSE grades for entry to AGCE subjects can be found in appendix 1. However, it should be noted that you may choose some AGCE subjects which you did not study at GCSE level. But you need to choose subjects which you know you can get a good grade in.
Choose subjects which you will need for a specific career
A few Careers / University courses demand that certain subjects have been studied. If you are determined to pursue one of these Careers / courses then you will be required to study the specified subjects. Provided these subjects match the above criteria then you have no problem.
If you are undecided about your Career then try to keep your options open. As can be seen in the appendix most courses at University demand good grades rather than specific subjects.
Important to check thoroughly course combinations accepted by courses at university that you are already considering.
https://digital.ucas.com/search - this is an excellent search tool provided by UCAS to search all university courses in NI and across the UK. You can use it to learn about course content and to help check subject requirements for specific courses.
If considering studying in the South of Ireland, most university courses will be needing you to complete 4 A Levels to match the points score set by the universities. NUI Galway have an A Level Entry Scheme so check this one out for definite as a very good option. Also, the more prestigious course will require you to have a second language. So, lots to research!
65 Repeat Facility
Pupils with a good GCSE performance but who failed either Maths or English are not discouraged from joining the Sixth Form. We provide an opportunity for such pupils to join Yr13 repeat classes and resit the examination in November or June. Students will only be allowed to re-sit either English or Maths, not both. Other subjects may be repeated where timetable provision allows. These facilities are provided at the discretion of the College and each case is assessed on its individual merits.
KEEP UP TO DATE WITH EVENTS, ADVICE AND ALL THINGS CAREERS….
CAREERS SPC
ceiag@spc
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