CONTENTS
FOREWORD
2
GCSE SUBJECT CHOICE, GENDER STEREOTYPING
AND EQUALITY OF OPPORTUNITY
3
GUIDANCE FOR YEAR 10 PUPILS AND PARENTS
4
CURRICULUM ORGANISATION
9
YEAR 10 MOCK OPTIONS FORM
SUBJECTS OFFERED
Additional Mathematics
11
Art & Design
15
Business Studies
17
Drama
20
English
22
English Literature
23
French
25
Geography
27
German
30
History
32
Home Economics
35
ICT (Computing)
39
Irish
41
Mathematics
43
Music
46
Physical Education
49
Religious Studies
51
Science
52
Spanish
54
Technology & Design
56
Queen’s University Belfast Entrance Requirements
1
58
13
FOREWORD
Our GCSE Options Booklet has been produced to help you choose the subjects you
may wish to study during Years 11 and 12. Key Stage 4 is every bit as important as
your final two years, and it is vital that you now make every effort to choose wisely,
so that you don’t have any regrets later on and so that you get the grades you deserve.
The curriculum is divided into compulsory and optional GCSE subjects. The
compulsory GCSE subjects include English, English Literature, Mathematics and
Religious Studies and every student is required to study these.
There are nineteen optional GCSE subjects from which you may choose five or six
subjects. I strongly recommend that you choose at least one science subject and a
modern language and that you try to have a broad and balanced curriculum. This will
mean that you are not closing off career opportunities at an early stage.
It is our expectation that each student will obtain at least a grade C in each subject
studied. This is part of our target setting and with your help and cooperation we will
do our level best to ensure you get high grades.
This is a good time to remind you that standards are on the increase and that in a
competitive educational environment you need to attain high grades to be able to
cope with the demands of A-levels, AS-levels and Vocational A-levels.
So this is the target set by us. I know that most of you will set even higher targets for
yourselves. However what we expect is that you do your best academically and still
leave time to enjoy participating in extra-curricular activities. We want you to really
enjoy the experience of being a senior student at Our Lady and St Patrick’s College
and I think that this little booklet may help you to make an informed choice. Please
discuss its contents with your family, friends and teachers and then make the choices
that will help you prepare for the next two years at Knock.
I wish you every success.
John Allen
Principal
2
GCSE SUBJECT CHOICE, GENDER STEREOTYPING
AND EQUALITY OF OPPORTUNITY
What’s Stopping You?
What is gender stereotyping?
It is making assumptions that men and women play different roles in society. Such assumptions restrict
individual choice, which leads to wasted talent and unfulfilled potential, to skills gaps and to lower pay
for those jobs which are seen as ‘women’s work’. In short, gender stereotyping results in discrimination
against both women and men.
So you think inequality is a thing of the past?
I.
By the age of 20, young women will already be earning on average 10% less per hour than the
young men they used to sit next to in the classroom.
II.
There is a skills shortage in the computer industry, yet the number of women entering this industry
is falling.
III.
In some parts of Northern Ireland, industries that were traditionally dominated by men simply
don’t exist any more. But the new jobs that are being created, such as those in the service sector,
are not seen as ‘men’s’ jobs’ so male unemployment persists.
IV.
In N. Ireland at A-level in 2005, 70% of students who took English Literature were female while
68% of those who took Physics were male.
How can it be challenged?
Year 10 pupils should consider all of the available GCSE subject choices and career options, and should
not limit their opportunities because they are male or female. Are you really picking optional subjects that
you like and are good at, or are you simply following the crowd. For example, if you are a boy, are you
refusing to choose Home Economics because you think that it’s a ‘girls’ subject? If you are a girl, have
you decided not to choose ICT because you see it as a ‘boys’ subject? Remember that you are unlikely to
fulfil your potential unless you consider all of the options!
Parents are the single most important influence on pupils’ GCSE subject choices. They should encourage
their sons and daughters to widen their subject choices at school and beyond, and provide a home
environment where girls and boys are encouraged to share all tasks equally,
Teachers and Careers advisers at Knock also have a duty to present unbiased information and to
support those pupils who step beyond traditional GCSE subject and career choices.
3
GUIDANCE FOR YEAR 10 PUPILS AND PARENTS
What is GCSE?
GCSE stands for the General Certificate of Secondary Education. It replaced GCE
O-levels and CSEs a number of years ago.
Who are GCSE subjects for?
You! They are designed as two-year courses of study for students primarily in Years 11 and 12. At Key
Stage 4, GCSE is the main means of assessing attainment.
When do I take my GCSE subject exams?
The usual age to sit the end-of-course exam is 16, but there are no hard and fast rules. You can take it
before or after that age; for example, some students will take GCSE Mathematics in November of Year
12. The Additional Mathematics will be taken at the end of Year 12, when all subjects are on offer. A few
subjects can be sat at other times of the year. The second sitting is in either November or January,
depending on what course you are taking, but not all subjects offer a second sitting.
Why do I need to take GCSE subjects?
Sixteen is a turning point in every young person’s life. It is a time of change. Some of you may leave
school and take a job or start on a training placement. However, you must first complete another two
years of compulsory education, either at Our Lady & St. Patrick’s or elsewhere. This will enable you to
improve your range of skills and qualifications. For some the aim will be to take further examinations,
like A-levels or the new Vocational A-levels (formerly GNVQ level 3), and perhaps go on to university
or a college of higher education. For all, GCSE offers an opportunity to assess your skills and abilities
and help you to decide how these may be sharpened and directed along more specific career lines.
What makes the GCSE different from examinations in the past?
GCSE is designed to relate to students’ everyday lives. For example, syllabuses address economic,
political, social and environmental matters, where these are appropriate and relevant to the particular
subject. They are also expected to provide opportunities for the appropriate use of Information
Technology, to complement and reinforce work done in that particular subject.
Most GCSE subjects include coursework – that’s work that you do during the two years; and the marks
for your coursework count towards your final result. Exams are fine for testing knowledge and, to some
extent, understanding. But they favour people with a good memory, and there are many skills that an
exam can’t test at all. How, for example, can an exam show how good you are at looking up information
and using it? Or at carrying out your own project? The GCSE format will not only test your knowledge of
formulae for scientific experiments, but also how well you apply them in the lab - after all, what use is it
being able to remember something you don’t understand and are not able to use?
What is the National Curriculum?
The Education Reform Act of 1988 requires all schools to provide a broad and balanced curriculum for
students of compulsory school age. This is known as the National Curriculum. There are National
Curriculum guidelines as to the knowledge, skills and understanding that all students are expected to have
acquired in each subject by the ages of 11, 14 and 16. GCSE is at present the main means of assessing
what students have achieved in each subject during KS4.
4
What are the alternatives to GCSE?
The General National Vocational Qualification (GNVQ) has already become a popular alternative to Alevel or GCSE study, post-16, in school sixth forms and in colleges.
GNVQ courses are offered at Foundation, Intermediate and Advanced levels (now as vocational A-levels)
and provide a broadly based vocational education. Students are expected to acquire the basic skills and a
body of knowledge relevant to a particular vocational area, such as Art and Design, Business, Health and
Social Care, Leisure and Tourism or Manufacturing.
In addition to acquiring the basic skills and a body of knowledge relevant to one of the vocational areas,
all students have to achieve a range of key skills. Evidence of achievement, at an appropriate level is
required in three mandatory key skill units: Communication, Application of Number and Information
Technology. For more information about GNVQs and the vocational areas available, ask your Careers
teacher.
How are GCSEs graded?
GCSE certificates are awarded for achievement at grades A* - G. Grades A*, A, B and C are regarded as
the ‘pass’ grades that pupils must aim for in order to consider studying them at A-level study. To study a
subject at A-level in Our Lady & St. Patrick’s, a pass at grade A*, A or B is usually required. Examiners
decide the grade boundaries for the award of grades A, C and F. The remaining grades are then awarded
on an arithmetical basis. For example, for a particular syllabus the grade A boundary might be set at 300
marks and the grade C boundary at 220 marks; the grade B boundary would then be set halfway, at 260
marks.
How difficult is it to achieve A*? There is no limit to the number of A* grades that can be awarded in a
particular subject. Results depend entirely on the quality of the candidates’ work. About 4 % of GCSE
candidates achieve A* compared with 13% achieving the normal A grade.
Will I lose marks for bad spelling?
For each GCSE subject, where candidates are required to write in sentences, 5% of the marks for each
written paper will be allocated to spelling, punctuation and grammar.
What is coursework?
Coursework is work that is integral to the course. It is done in class and at home and is closely supervised
by teachers. It can take various forms such as assignments in English, History and Religious Studies; field
work in Geography; practical and project work in Art, Mathematics, Technology and Science;
compositions in Music.
Throughout your two years of study for GCSEs your teachers will set specific coursework topics for you
to do. Your teachers will mark these topics and the marks will go towards your final GCSE results.
Why is coursework necessary?
There are many skills that can’t be tested by the traditional written exam - practical and oral skills, for
example. Coursework gives you the chance to demonstrate the many abilities you have and so makes the
final mark you receive much fairer.
5
Which skills and abilities are tested through coursework?
Your coursework assesses your ability to: research, collect, compare and organize information; work in a
group and make accurate records; use your powers of observation through laboratory and field work; plan
and organize a long piece of work; use apparatus and machinery; communicate - and that means to listen
as well as to talk; discuss, investigate, plan and design. These are exactly the vocationally related skills
that employers value.
Coursework also encourages students to work independently and assists in their preparation for higher
level studies, such as A/AS-levels.
It sounds as though I am going to have to take a lot of exams!
It depends on how you look at it. Your ability will be tested throughout the two years - but your
coursework performance will in some cases enable you to go into the examination well on your way to a
good grade.
What if eight different teachers give coursework at the same time?
Coursework overload is a possible hazard of GCSE. However, if you take direction from your teachers,
you should be able to spread it out throughout the two years of Key Stage 4. Look in your College
homework diary for coursework deadlines and try to plan ahead. If you are worried about coursework,
discuss it with your teacher at the earliest opportunity. If you can manage your time efficiently, you will
have few problems with coursework.
Coursework is to your advantage!
GCSE has been widely praised for allowing candidates to demonstrate what they know, understand and
can do. Coursework allows a wider range of skills to be assessed than is possible in a written
examination. Evidence suggests that coursework assessment has the effect of increasing candidates’
motivation.
• If you are a good communicator you’ll have the chance to prove it;
• If you are a painstaking perfectionist you’ll have the time to perfect your work and so
earn marks for it;
• If you are a thinker you’ll have time to think;
• If you are a problem solver you’ll get the time to find the solution;
6
How to choose the right subjects
Because young people frequently change their career ideas at this stage, most schools have always put
some restrictions on their choice of subjects. The introduction of the National Curriculum has gone much
further in ensuring that you keep your options open by not specializing too narrowly at an early stage.
The National Curriculum has greatly limited the number of choices that have to be made by young people
during Year 10, but when there are still choices to be made, how should you set about choosing? Briefly,
you should take account of:
(a) The Colleges subject requirements - see the GCSE Options Form;
(b) Subjects that you like;
(c) Subjects that you are good at;
(d) Subjects that you may need for your career;
(e) Subjects that keep your options open;
(f) What your teachers say;
(g) What parents and friends say.
What questions should I ask my teachers?
Your teachers will see it as part of their responsibility to see that you are entered for the most appropriate
subjects and syllabuses available. So, before opting for, or committing yourself to any course, make sure
that you ask each subject teacher:
• How much reading is involved?
• How much writing is involved?
• How much coursework is involved?
• What percentage of the marks is given for coursework?
• Is there the option of different tiers of assessment?
• Is there an oral test?
• Will I have to gather information for myself?
• Are projects involved?
• What practical skills are involved?
• How much laboratory or fieldwork is involved?
Armed with this information, you should be well placed to begin to make your GCSE decisions.
Good Luck!
Careers Staff
7
YEAR 10 CAREERS TEACHERS
OTHER CAREERS STAFF
Mr Swail
Ms Devlin
Ms McLaughlin
Ms McAlary
Ms Sweeney
Ms Moley
Mrs White
Mr McCormick
Mr Hughes
10-1
10-2
10-3
10-4
10-5
10-6
10-7
Mrs McGlade – DEL Careers Officer
If you or your parents need specific help or advice, you are welcome to talk things over with a Careers
teacher. The GCSE Options Day in February will be used to help pupils and parents make the right
decisions about GCSE subject choice.
All pupils are interviewed in the second term regarding their personal career plans.
YEAR 10 GCSE OPTIONS DAY
Friday 17 February 2006 (9.15am – 1.00pm)
8
CURRICULUM ORGANISATION
YEAR 11 2006/2007
The Year 11 Curriculum caters for a wide range of interests and is designed to give you as much choice
as possible while confirming to statutory requirements. You may study nine, ten or eleven GCSE
subjects. The curriculum possesses a number of Learning Areas. The Learning Areas include English,
Mathematics, Physical Education, Religious Education, The Arts, Environment and Society, Modern
Languages and Science and Technology. You should aim for breadth and balance in your curriculum so
that career opportunities are not closed off too early We have divided the curriculum into two parts –
compulsory core subjects and optional subjects.
Compulsory GCSE Subjects
All students must study the following core subjects:
English
Mathematics
English Literature Religious Education
Other compulsory core subjects (Non Examination)
All students will take courses in Careers Education, Citizenship, Physical Education and the College
Tutorial Programme.
Optional GCSE Subjects
These are listed within their respective Learning Areas:
The Arts
- Drama, Music
Environment and Society
- Business Studies, Geography, History, Home Economics
Modern Languages
- French, German, Irish, Spanish
Science and Technology
- Biology, Chemistry, Physics, Science Double Award,
Technology and Design
Other GCSE Optional Subjects
- ICT and Physical Education
It is strongly recommended that you chose at least one Science course form Biology, Chemistry,
Physics or Science Double Award and a modern Language from French, German, Irish or Spanish.
If you are not proposing to choose either a Science course or a Modern language subject you must
first seek advice from your careers teachers.
9
Additional Mathematics and Music
You may be offered the opportunity to study for Additional Mathematics in Year 12 if you have
obtained level 7 in the Key Stage 3 Mathematics assessment. If you are offered the option of
Additional Mathematics you will take the GCSE Mathematics examination at the end of Year 11
and do the Additional Mathematics examination in May of Year 12.
Music – One Year Course
Music may be chose as an extra GCSE subject. This is in addition to the subjects studied on the
main timetable.
The one year course is taught over three lunch periods and students take the GCSE Music
examination at the end of Year 11.
10
OUR LADY AND ST PATRICK’S COLLEGE KNOCK
CHOICE OF GCSE SUBJECTS FOR YEAR 11 STUDENTS
Year 11 students may study nine, ten or eleven GCSE examination subjects.
All students must take a core of four GCSE subjects: English, English Literature, Mathematics and
Religious Education.
It is strongly recommended that students choose at least one science from group 1.
It is strongly recommended that students choose a modern language.
Students in Year 10 who obtain Level 7 in the CCEA Key Stage 3 Assessment in Mathematics, may take
GCSE Mathematics at the end of Year 11 and study Additional Mathematics in Year 12.
In addition to GCSE subjects, Careers Education, Citizenship, Physical Education and the College
Tutorial Programme are compulsory for all students.
GCSE SUBJECT CHOICE OPTIONS
Five GCSE courses must be selected:
Group 1
Group 2
Science Double
Award (Two GCSEs)
Biology
French
Art & Design
Home Economics
German
Business Studies
ICT
Chemistry
Irish
Drama
Music
Physics
Spanish
Geography
Physical Education
History
Technology and
Design
Group 3
Year 11 lunch-time GCSE subject
Music
11
SUBJECTS OFFERED
12
ADDITIONAL MATHEMATICS
ENTRY REQUIREMENTS
The opportunity of taking GCSE Mathematics and Additional Mathematics course will be offered to
those students who obtain Level 7 in Key Stage 3 Mathematics. The Additional Mathematics
specification is designed to broaden the experience of students whose mathematical ability is above
average and who:
(i) will follow mathematical courses at AS/A Levels; or
(ii) will follow courses at AS/A level that require mathematics beyond GCSE; or
(iii) wish to extend their knowledge of mathematics
The course in Additional Mathematics aims to enable students to:

extend the foundation from which they may embark on higher studies in mathematics

extend the base in mathematics from which they can progress to higher studies in subjects other
than mathematics such as science, geography, technology, business, which contain a significant
requirement in mathematics beyond GCSE

develop further their mathematical knowledge by enhancing their ability to read mathematics and to
write and talk about the subject - in short to further their liking for mathematics

develop mathematical concepts, skills and experiences through practical activities which reflect life
and living and which are associated with the application of mathematics in a range of subjects

develop their mathematical abilities by considering and solving problems individually and through
co-operative enquiry and experiment

apply a broader range of mathematics to a variety of situations associated with living and working
in modern day society

appreciate the role that mathematics plays in the world around them

enhance their use of mathematics as a means of graphical communication

appreciate the need for clear expression in communicating their mathematical ideas

enhance their appreciation of the interrelationship between different areas of mathematics

appreciate further patterns and relationships in mathematics

gain a greater insight and understanding of the principles on which mathematical topics are based

develop their ability to reason logically, to classify, to generalise and to draw valid conclusions

design and develop mathematical models from which they can investigate situations and solve
problems
EXAMINATION BOARD ASSESSMENT
Grades Available
The grades available for Additional Mathematics will be E-A*.
The scheme of assessment will comprise two written papers each of two hours duration.
Examination components
There will be two papers:
Paper 1 (2 hours): 50%
Paper 2 (2 hours): 50% (25% Mechanics, 25% Statistics)
13
Paper 1 (Pure Mathematics)
This paper will examine topics in Pure Mathematics. All questions must be answered. Normally the
question paper will include up to twelve questions. Questions will be awarded between four and sixteen
marks. The total marks for the paper will be 100.
Paper 2 (Mechanics and Statistics)
This paper will examine topics in Pure Mathematics and Statistics. All questions must be answered.
Normally the question paper will include up to twelve questions. There will be equal numbers of
questions in Mechanics and Statistics. Questions will be awarded between four and sixteen marks. The
total marks for each of Mechanics and Statistics will be 50, making the total for the paper 100. For both
papers a supplementary answer booklet containing skeleton tables and/or graphs will be provided if
appropriate.
SCHOOL ASSESSMENT
The internal scheme of assessment will reflect the examination board scheme while at the same time
conforming to the College assessment scheme.
CAREER IMPLICATIONS
The study of Additional Mathematics provides students with a useful preparation for further study in
Mathematics, at Advanced Subsidiary level and Advanced level, and in Higher Education. Those who
qualify in mathematics are in the fortunate position of having a wide range of career choices. The abilities




to use logical thought,
to formulate a problem in a way which allows for computation and decision,
to make deductions from assumptions,
to use advanced concepts,
are all enhanced by the study of mathematics. It is for this reason that mathematicians are increasingly in
demand. With a mathematics degree, you should be able to turn your hand to finance, statistics,
engineering, computers, teaching or accountancy with a success not possible to other graduates. This
flexibility is even more important nowadays, with the rapidly changing patterns of employment. The most
recent surveys show graduates in mathematics and computer science at the top of the earning lists six
years after graduation.
14
GCSE ART AND DESIGN
OUTLINE OF THE COURSE
Examining Board - NICCEA (Northern Ireland Council for the Curriculum Examinations and
Assessment).
The course is designed to allow students to explore the visual world by means of personal enquiry
and expression. Students are encouraged to investigate themes which are relevant to them and,
through study and experiment, they should be able to communicate ideas and feelings using a
variety of media, materials and processes. Students must also be prepared to research and relate
their own work to historical and cultural influences in both written and visual form.
EXAMINATION BOARD ASSESSMENT
The assessment objectives for the course are divided into the two areas of INVESTIGATING and
REALISING and both carry equal marks.
Candidates are assessed through two units of work:
Unit 1: Coursework. This accounts for 60% of the total overall marks and consists of two
outcomes, one in fine art, the other in design, of which one must be two-dimensional, the other
three-dimensional. The total work for this unit is marked as a whole;
Unit 2: Externally Set Assignment. This unit requires candidates to respond to a given theme
within a specified time limit. The outcome may be either fine art or design, two-or-three
dimensional.
The total submission for this examination is initially marked by the teacher and moderated by
CCEA.
SCHOOL ASSESSMENT
The coursework element for Art & Design (Unit 1) makes up 60% of the total marks for this
examination and careful monitoring of coursework is an important element. Specific deadlines
are set throughout the course and must be adhered to.
From the start of Year 11 specific tasks are set for homework. This work is checked regularly
and, over the duration of the course, enables each student to complete the coursework.
15
WHAT IS EXPECTED OF A STUDENT
Coursework unit 1 consists of 2 outcomes, one in fine art, the other in design, of which one must
be two-dimensional and the other three-dimensional. These two outcomes must be accompanied
by a number of relevant preparatory study sheets which show the student’s ability to research,
record and experiment with ideas, materials, and processes. Candidates must explore the use of a
variety of media in both two and three dimensions and be able to evaluate ideas and approaches
and make final pieces.
Outcome No. 1 should be completed by Easter of Year 11 and Outcome No. 2 by January of Year
12.
The Externally Set Assignment (Unit 2) will be completed during March and April of Year 12.
GCSE Art and Design is a demanding option and requires motivation, self-discipline and an
organised approach to all areas of study.
CAREER IMPLICATIONS
GCSE Art and Design provides a sound foundation for further study at Advanced GCE and is a
particularly good match for AS GCE in Art and Design. It is a necessary step to be taken by any
student thinking of a career in the visual arts e.g. graphic design, jewellery, ceramics, fashion
design, textile design, furniture design, interior design, fine art painting and sculpture. It is a
subject which is important to anyone interested in product design or advertising and is also a
requirement for those wishing to study architecture and landscape architecture.
16
GCSE BUSINESS STUDIES
ENTRY REQUIREMENTS
No specific subject background or previous experience is required for entry into a GCSE
Business Studies class. However candidates would be expected to have developed competence in
literacy and numeracy in order to study at this level. Some prior competence in the use of IT
would be of benefit in meeting the coursework criteria. Also entrants will be expected to have a
genuine interest in business affairs.
1 OUTLINE OF COURSE
We follow the NICCEA GCSE Business Studies specification which covers the main topic areas
and activities of business:
Business Aims; Types and Organisation; Human Resources; Production; Marketing and Finance.
The course will be delivered using case studies; investigations and simulations.
Simulation
Pupils will be involved in assuming different roles which are presented in business situations.
For example, by acting out the roles of a business owner and a trade union official, pupils will
have opportunities to analyse and suggest solutions to a problem which may arise within the
business environment.
Investigation
This involves pupils in the setting of aims; collecting, organising and analysing data; and in the
presentation of findings and recommendations. Investigations could include activities which
involve classroom research, questionnaires, interviews and field study. Pupils may be involved in
investigations such as finding out costs of different methods of advertising; of a new product,
ascertaining various courses of finance for setting up a business, assessing the opportunities for
the development of a new business in the local area or the effect of a new traffic system on local
business.
Case Study
This will involve studying an account of events or problem situation which may arise in business.
For example, pupils may be asked to examine the case which outlines the steps taken by someone
to start up a business. Through the Case Study, pupils will have opportunities to identify the
skills and attributes required by the entrepreneur.
17
2 EXAMINATION AND ASSESSMENT
There are 2 tiers of entry for the examination:
Foundation Tier - grades C-G
Higher Tier - grades A*-E It is expected that all pupils will enter for the Higher Tier. Within
each Tier, candidates are requested to sit 2 written papers, and to submit one piece of course work
for assessment by the teacher.
Table 1: Assessment Weightings
Assessment Nature of
Component Assessment
Paper 1
Paper 2
Internally
assessed
component
A01
A02
A03
A04
External
External
Internal
coursework
(1 piece)
Totals
Assessment Objectives
A01
A02
A03
A04
%
%
%
%
6
8
8
8
14
12
12
12
5
5
5
5
25
25
25
Component
Duration/
Weighting
Length
%
30
1 1/2 hours
50
2 hours
20
2500 words
25
200
Demonstrate knowledge and understanding of content
Apply knowledge and understanding
Select, organise, interpret and use information to analyse problems
Evaluate evidence appropriately
3 SCHOOL ASSESSMENT
Pupil’s progress will be assessed at regular intervals via a series of class tests and homework
assignments.
4 WHAT IS EXPECTED OF A STUDENT?
Pupils will be expected to work consistently throughout the course, and enthusiastically involve
themselves in practical and theory-based activities. They should have a genuine interest in the
business world and current affairs, and be prepared to work both as individuals and as team
members.
Throughout the course they will be encouraged to:




demonstrate their knowledge of the business world;
express ideas in words, figures and graphs;
show their understanding of business figures and themes;
solve business problems.
18
5 CAREER IMPLICATIONS
Business is a word that covers a tremendous range of commercial and management careers.
Within business, employees can move into areas such as personnel work, production, research,
sales, marketing, purchasing, public relations, advertising, banking, finance, insurance,
accountancy, and so on. A GCSE in Business Studies will give pupils the opportunity to explore
and develop their understanding of the business world. It seeks to equip pupils with a sounds
vocational knowledge-base and to encourage the development of capacities of critical judgement,
sound reasoning and an analytical approach to problems. These skills are central to a multitude
of career areas which are becoming increasingly attractive to today’s school leavers and
university graduates.
6 FURTHER INFORMATION
Please contact any of the following member of staff who will be pleased to give you further
information:
Ms D McAlary, Head of Department Room 8
Mr S Hughes Mobile 5
Mrs R White Room 8 / Mobile 4 / Mobile 5 / Room 13
Ms T Carney Mobile 4
19
GCSE DRAMA
We follow the CCEA Syllabus and offer it in five periods per week.
The course aims to give students the opportunity to enjoy the experience of exploring drama
through material which provides emotional challenge and intellectual satisfaction.
EXAMINATION COMPONENTS
The assessment components which make up the GCSE award:
Externally Assessed Component
Paper 1
Written examination (40%)
2 hours
Section A
Candidates are required to answer three questions on a set text:
Q (a) will focus on an aspect of design, either costume or set (20 minutes, 10 marks)
Q (b) will require candidates to write performance notes for a short extract from the set text (30
minutes, 20 marks)
Q (c) will require candidates to write about the use of rehearsal work to develop an aspect of
character on theme (40 minutes, 30 marks)
Section B
Candidates will be required to answer one question relating to the text studied in the Compulsory
Internally Assessed Unit 1 : Scripted Performance. The question will focus on two of the
following: costume, props, voice, movement, facial expression, gesture (30 minutes, 20 marks)
Internally Assessed Component (60%)
This component is assessed by the teachers and moderated by CCEA in the spring term. It
comprises of practical work based on the exploration and performance of the following focus:






Scripted performance
Improvisation
Devised Drama
Dance Drama
Mime
Exploration of set text
20
WHAT IS EXPECTED OF A DRAMA STUDENT?
The Drama student must come to class eager to participate in all aspects of practical drama. He
should be prepared to work consistently as part of a group to produce meaning drama which
entails creative commitment and good attendance. As the paper has a weighting of 40 % a high
level of literacy is essential.
Further information contact: Miss Scullion or Ms McGarry
21
GCSE ENGLISH
OUTLINE OF COURSE
You will be following the Programme of Study for Key Stage 4 English in the Northern Ireland
Curriculum, which is designed to consolidate and extend the experiences of Key Stage 3. The
subject is again split into Talking and Listening, Reading, and Writing.
EXAMINATION BOARD ASSESSMENT
You will be taking the Higher Tier of the CCEA English examination (Grades A* - D(E)). The
coursework and terminal examination weightings are as follows:
Talking and Listening
Reading
Writing
Overall Weighting
Terminal Examination
Coursework
Paper 1
20%
0%
10%
15%
10%
15%
40%
30%
Paper 2
0%
15%
15%
30%
Weighting
20%
40%
40%
100%
The contents of your coursework folder are pre-determined, and must include, for example, work
on Shakespeare and on poetry from other cultures.
SCHOOL ASSESSMENT
Your work will be continuously assessed throughout your course, with your performance on
individual tasks normally marked out of 30. All the work you do will be designed to help you
achieve high grades: your teacher will be regularly assessing and recording your marks out of 50
for Talking and Listening tasks such as role-play, group discussion etc., and as you study your
Literature set texts, you will be producing pieces of coursework for your English folder. Internal
college examinations will be as similar as possible to your final GCSE exams.
WHAT IS EXPECTED OF A STUDENT?
You will have to be prepared to work steadily and conscientiously all the way through your
course, and not think that you can do all the work in Year 12 after coasting through Year 11. You
can normally expect some kind of homework after each English class. The time required will
vary depending on the task: some will be for the next day, whereas a piece of coursework which
will be assessed formally and put into your folder of work will be allowed more time. It is
important to recognise that the time spent thinking about and planning any kind of English
homework is what will determine the kind of progress you make: you will never do well if your
work is done with minimum effort. You will also be expected to continue to read independently.
CAREER IMPLICATIONS
The ability to speak, read, and write good English is obviously crucial to any career, so no matter
what kind of career you intend to follow, you must ensure that you achieve a good grade in GCSE
English.
22
GCSE ENGLISH LITERATURE
OUTLINE OF COURSE
You will be following the CCEA English Literature syllabus, which includes the study and
reading of a range of texts including plays, novels, poetry, short stories which should draw upon
contemporary and pre-twentieth century literature.
English and English Literature are taught as a single unified course and the English Literature
syllabus has been designed to be as compatible as possible with the English syllabus. For
example, some work for the poetry component in Literature may also be submitted for the
Reading component in English.
In GCSE English Literature, as well as producing three coursework assignments based on wider
reading in pre and post 1914 prose, poetry and drama (Shakespeare), you will have to answer
questions on three set texts in the genres of prose, poetry and drama (one post 1914 novel; one
post 1914 play and pre 1914 poetry).
EXAMINATION BOARD ASSESSMENT
You will be taking the Higher Tier of the CCEA English Literature examination (Grades A*-G).
The coursework and terminal examination weightings are as follows:
PAPER 1
70%
COURSEWORK OVERALL WEIGHTING
30%
100%
Section A (post 1914 Drama) and Section C (pre 1914 Poetry) of the examination will be OPEN
BOOK which means you can bring your texts into the exam to help you locate the passages set
for analysis in the questions; Section B (post 1914 Prose) is CLOSED BOOK which means you
are NOT permitted to bring your text into the exam.
SCHOOL ASSESSMENT
Your work will be continuously assessed throughout your course. Your performance in exam
practice essays on the set texts will be marked out of 35 while your coursework assignments will
be marked out of 50 or 60 depending on the assignment. All the work you do will be designed to
help you achieve high grades. Internal college exams will be as close as possible to the actual
GCSE exam.
WHAT IS EXPECTED OF A STUDENT?
You will have to be prepared to work steadily and conscientiously from the outset as most of the
study for the Literature set texts is covered in Year 11 and these texts are not revisited in Year 12.
(You will be concentrating then on English and English Literature coursework and English exam
practice).
23
Work for Literature involves close and careful study of the set texts (including learning
quotation); writing notes; answering preparation questions; planning and writing essays. You can
normally expect some kind of homework after each class. The time required will vary depending
on the task: some will be for the next day whereas a piece of coursework will be allowed more
time.
CAREER IMPLICATIONS
The skills and disciplines involved in the study of English Literature make it directly relevant to a
number of careers: the close study of how words convey effects and ideas provides excellent
preparation for any career where communication skills are important. Former English Literature
students have pursued careers in journalism, law, broadcasting, advertising, marketing and
management. The emphasis in the study of literature on people, their relationships and problems,
has led other students into careers in the social services, teaching, personnel work; others have
followed careers in speech therapy, the theatre, libraries, and publishing.
24
GCSE FRENCH
OUTLINE OF COURSE
French is the most popular language studied in schools at present. All pupils will have studied
French from Year 8 and at the end of three years should have formed a sound basis upon which to
build. In the GCSE examination pupils will be examined in the following four skills:
Listening, Reading, Speaking and Writing.
These skills will develop the pupil's ability to use French effectively for the purposes of practical
communication. The GCSE course will start at the beginning of the 4th year as two full years are
required to cover the syllabus. There are five periods of French per week and these will be
divided with the purpose of providing complete coverage of the various aspects of the course.
EXAMINATION BOARD ASSESSMENT
GCSE French
Listening Test
Foundation Tier 30 mins (+5 mins reading time)
Non verbal and short answer questions
Higher Tier 40 mins (+5 mins reading time)
Mainly short and some longer answer questions
Reading Test
Foundation Tier 30 mins
Non-verbal and short answer questions
Higher tier 50 mins
Mainly short and some longer answer questions
EITHER
OR
Writing Test
Coursework
Foundation Tier 40 mins
Three pieces of work drawn
A short list, a message and a
from the bank of assignments
letter
in the specification
Higher Tier 60 mins
A letter and a descriptive/imaginative
piece
AND
Speaking Test
Foundation Tier 8 – 10 mins
A role play, a presentation/discussion and a general conversation
Higher Tier 10 – 12 mins
A role play, a presentation/discussion and a general conversation
25
SCHOOL ASSESSMENT
Continuous assessment follows closely the structure of the GCSE i.e. all pupils will have an oral
examination and written papers testing the Reading and Listening.
Homework obviously plays an important part in a student's preparation for GCSE French. The
amount, frequency and nature of the homework depends largely on the student's own class
teacher but all pupils must realise the importance of learning vocabulary and grammar as the very
basis of language acquisition. Pupils are expected to appreciate the value of homework and the
need for spending time and effort in doing it.
WHAT IS EXPECTED OF A STUDENT?
After three years studying French students will have had ample time to discover an interest in the
language. Along with this interest a certain degree of aptitude for the subject is desirable. As
with all subjects an enthusiastic approach to all aspects of the course is vital. Much class time
will be devoted to oral work, role-play and conversation on general themes. Pupils must be
willing to make the effort to actively participate in these and all other classroom activities. It is
hoped that this new course will provide both intellectual stimulation with enjoyment and a sense
of achievement for the pupils in Years 11 and 12.
CAREER IMPLICATIONS
The value of a language is today widely recognised. Pupils who have studied French have gone
on to a wide variety of careers - not only in publishing, translating and teaching but also with
major firms and companies, and in administration. There are certain types of organisation where
languages are of particular value. They fall into one or more categories:











consultancy
customer relationship management
engineering
fast-moving consumer goods
finance and banking
media
pharmaceuticals
social and civil services
technology
transport and distribution
travel and tourism
It is also worth remembering that a GCSE in a Modern Language is necessary for entry into
courses in the National University of Ireland Universities in the Republic of Ireland.
Employers welcome students who combine language skills with lively minds and broad cultural
awareness. French is widely spoken in many countries as a first or second language, and so is of
particular interest to those who wish to work abroad.
26
GCSE GEOGRAPHY
OUTLINE OF THE COURSE
Geography concerns itself with our environment and the ways we have adapted and made use of
this environment. We seek to understand why certain 'things' are in certain locations; why
earthquakes, volcanoes and mountains occur; why famine is so widespread throughout the world
and why cities are becoming 'deserts'. Throughout the course we study key processes such as
urbanisation, resource depletion, population growth and industrialisation. We study differences
between countries, environmental pollution, the spread of deserts and political conflict.
EXAMINATION BOARD ASSESSMENT
At the end of two years GCSE Geography will have helped you to develop an understanding of
your human and physical surroundings as well as a wide range of intellectual and social skills.
Assessment includes a written examination and a coursework component. The written
examination is made up of two written papers
Paper 1
40%
Theme 1
Theme 2
Theme 3
The Atmosphere
The Earth’s Structure and Landscape Development
Ecosystems
Paper 2
40%
Theme 1
Theme 2
Theme 3
Population
Economic Activity and Development
Settlement
COURSEWORK COMPONENT
The Coursework Component consists of a Field Report and accounts for 20% of the examination.
The work for this component is carried out in Year 11 and completed in September of Year 12.
SCHOOL ASSESSMENT
Throughout the course you are encouraged to keep a neat, organised file of notes on the different
parts of the syllabus. You are assessed on these notes periodically and more formally in
December and June in Year 11 and Year 12. Homework is also a means of assessment. It
involves a consolidation of classwork in the form of note summaries, as well as the extraction of
the main points from certain written reports and your textbook.
27
WHAT IS EXPECTED OF A STUDENT?
As Geography is concerned with the earth, the landscape and the environment all students are
expected to take a keen interest in the newspaper reports of world problems as well as television
documentaries of specialist topics. These sources of information are vital reading to students
intent on broadening their vocabulary and their knowledge of the world. Homework is important
and is expected to last between 3 to 4 hours each week. It varies in nature from summaries of
text, map making to worksheet completion. Communication, numeracy and graphicacy skills are
developed throughout the course. A good Geographer has a curiosity, a liking for accuracy and a
desire not only to observe his/her environment but also to know how it has been made and what is
making it today. Geography is unique in that it bridges the widening gap between the Sciences
and the Arts.
CAREER IMPLICATIONS
Geography opens up a wide selection of career opportunities. Many of the skills that we teach in
Geography at GCSE are sought by employers and further education courses to A Level. The
concentric ring showing the variety of careers open to geographers is attached for you to study.
Your Geography Teacher at present is only too happy to give you further information and advice.
28
CAREER IMPLICATIONS
Opportunities – from 16 year olds to graduates
29
GCSE GERMAN
OUTLINE OF COURSE
The syllabus/specification followed is that of AQA Board. The course will build on the language
and skills acquired in the first two years of German and should offer students across the ability
range success and pleasure in learning the language. In keeping with the GCSE specification,
attention will focus on developing the four skill areas of listening, speaking, reading and writing.
EXAMINATION BOARD ASSESSMENT
The course will be assessed through the four skill areas. Each area will carry equal weighting
i.e. 25%.
In order to suit the needs of candidates of varying ability, there will be two tiers of entry:
Foundation Tier for those candidates considered capable of achieving Grades C & G; and Higher
Tier for those considered capable of achieving A* to D. Candidates will be entered for either
Foundation or Higher in each skill. N.B. Use of dictionaries will not be permitted in the exam.
GCSE
Listening Test
Foundation Tier 30 mins (+5 mins reading time)
Non verbal and short answer questions
Higher Tier 40 mins (+5 mins reading time)
Mainly short and some longer answer questions
Reading Test
Foundation Tier 30 mins
Non-verbal and short answer questions
Higher Tier 50 mins
Mainly short and some longer answer questions
EITHER
OR
Writing Test
Coursework
Three pieces of work drawn
Foundation Tier 40 mins
A short list, a message and a from the bank of
letter
assignments in the
specification
Higher Tier 40 mins
a letter and a
descriptive/imaginative
piece
AND
Speaking Test
Foundation Tier 8-10 mins
A role play, a presentation/discussion and a general
conversation
Higher Tier 10-12 mins
A role play, a presentation/discussion and a general
conversation
30
SCHOOL ASSESSMENT
The emphasis throughout the course is on authentic German. By constant practice and exposure
to the target language in the classroom, students should build up proficiency and confidence in
the language, enabling them to communicate effectively in German. Constant assessment/testing
should reinforce teaching and all 4 skill areas will be tested as often as possible. Summer exams,
mocks, etc. will reflect the format of the GCSE examination, although this is not always possible
in Year 11 as students’ command of the language/range of topics is limited.
WHAT IS EXPECTED OF A STUDENT
As part of the language learning process and/or monitoring of progress, homework is very
important. Students can expect homework of varying types, reflecting the four skill areas and
reinforcing what has been done in class e.g. answering comprehension questions, learning
vocabulary, role-plays, writing assignments, grammar exercises etc. GCSE tests a lot of language
skills and requires sustained practice and commitment. It is expected that as well as completing
homework assignments, time will be devoted to constant revision, as learning a language is a
cumulative experience. Students will be encouraged/urged to borrow tapes to practise Listening
Comprehension, and to prepare for the Oral exam.
To make communication in the language more realistic, students are encouraged to establish links
with Germany, at least correspondence with a pen-friend. Use of e-mail would be appropriate
here and IT skills are useful for both research and presentation of the Coursework option.
CAREER IMPLICATIONS
German is one of the most important European languages and is the mother tongue of about 90
millions Europeans. It is the main business language after English and is extremely useful for
careers in engineering, publishing, travel and tourism, banking, etc. German is also a good
choice for careers in translating and interpreting and offers many opportunities for studying
and/or working abroad.
31
GCSE HISTORY
OUTLINE OF THE COURSE
At GCSE two courses are offered by the relevant teachers.
1. CCEA
2. OCR
The following 3 periods are studied by all CCEA students.
Paper One
Germany c. 1918 - c. 1941
The Weimar Republic
The Rise of Nazism
Nazi Germany
Nazi Policy towards Europe
Changing Relationships: Northern Ireland and Ireland c. 1965 - 1985
Northern Ireland in the 1960’s - The issue of Civil Rights
Prelude to Direct Rule - O’Neill’s resignation, the Outbreak of the “troubles”
The search for a solution - the suspension of Stormont
New political groups, Power-Sharing, the Anglo-Irish Agreement
Paper Two
The Cold War c1945-c1991
All candidates must undertake an Outline Study of the “Cold War” in the period after World War
II in a variety of geographical locations and political contexts. The Outline Study is designed to
contribute to candidates’ understanding of the contemporary world by examining some of the
most significant events and developments in the post -1945 period. Candidates will be expected
to have an outline knowledge and understanding of the significant events, developments and
personalities that contributed to the Cold War and its resolution during the period c1945-c1991.
Teachers should be aware that the content of the outline should not be taught in isolation and a
thematic approach should be taken. The following trends over the period covered by the outline
study should be identified and studied.
 The actions taken by the USSR and USA over the spread of communism in the Far East, and
elsewhere from 1945-1991. e.g. Vietnam.
 The attempts by the USSR to keep control, and eventually to relax control of Eastern Europe
and the reaction of the USA to this 1945-1991. e.g. Iron Curtain, Berlin Wall.
Coursework
One 2,000 word assignment is expected. It will be based on a topic related to, but not actually on
the exam paper. (20%).
32
The following periods are studied by OCR board students.:
(1)
Study of Development - Medicine through time
Medicine in Pre-Historic times
Medicine in the Ancient World
Medicine in the Middle Ages/Renaissance
Medicine in the 19th and 20th Centuries
(2)
Study in depth - Germany 1919 - 1945
Was the Weimar Republic doomed from the start?
How was Hitler able to come to power in Germany?
How did the Nazis control Germany?
What was it like to live in Nazi Germany?
Coursework
(iii)
(vi)
History Around Us: The Norman Conquest of Ulidia and Settlement of Dundrum
Modern World Study: Northern Ireland 1921 - 1990
Students find that the range of the GCSE syllabus makes the course interesting. There is
something for everyone: Medieval History, European History, International History and Modern
Irish History. As in the Junior School much Source material is investigated but obviously at a
higher level and during Years 11 and 12 an increasing emphasis is put on structural essay writing
and technique.
The Teaching and Learning is enhanced by the use of a number of PowerPoint displays on a
range of topics especially Germany 1919-1945. During this current academic year the History
teachers will have use of a separate suite of computers in Room 21. This will undoubtedly help
in the delivery of the curriculum and research for coursework.
No. of Papers
Time:
Coursework Percentage
Grades Obtainable
NICCEA
2
2 hrs + 1 hr 30 mins
20%
A* A B C D E F G
O.C.R.
2
2 hrs + 1 hr 30 mins
25%
SCHOOL ASSESSMENT
In year 11 students will be formally assessed twice in the first term, twice in the second term and
once in the third term. The year’s work will be assessed in June by a College examination. In
Year 12 students will be formally assessed twice in the first term and by a GCSE Mock
examination prior to sitting their GCSE examination. In addition students will be assessed by
regular Homeworks. Students must summarise and independently maintain a body of notes.
Coursework pieces may be done in either Year 11 or Year 12.
33
WHAT IS EXPECTED OF A STUDENT?
The vital skills are an enquiring mind, an appetite for reading, a willingness to contribute to class
discussion and ability to write clearly and concisely. From past experience it has been shown that
if a student is organised and willing to follow the instructions of the teacher then a good GCSE
grade is comfortably within his/her reach. As so much of the work entails the written word it is
important that you have developed your reading and extended writing skills. The written
examination papers consist of source-based questions and written, structured questions and
extended (essay) type questions. The ability to deal with course material and to be able to extract
comparisons and analysis from the sources are key skills.
If you like project work and research then the Coursework aspect will prove interesting and
stimulating. Coursework is completed well in advance of the GCSE exams.
During the two years of GCSE we encourage and develop class discussion and the opinion of
individual students on specific topics under study. There is no doubt that the skills developed
during this approach (i.e. skills of analysis, perception, comprehensive) will benefit students not
only in other areas of academic study but also in life generally. The course provides
opportunities for using internet links for coursework, extension activities and revision. A number
of PowerPoint Presentations are used in the course of teaching the specifications.
CAREER IMPLICATIONS
In a world where communication skills are so important GCSE History provides an ideal
grounding for helping students to become competent in both the oral and written mediums. It
proves to employers and higher education institutions that you have developed the important
skills of constructive discussion, analysis of written, visual and oral material and the ability to
form opinions based on facts.
This section provides some detail of the kind of careers that graduates in History pursue – Law,
Journalism, Marketing, Sales, Public Relations, Advertising, Bank Manager, General
Management, Personnel Officer, Health Service, Teaching, Lecturing, Accountancy, Insurance,
Researcher, Social Work, Retail Business, Property & Estate Management.
Source – Higher Education Careers Service (CSU) 2003 .
History is a popular choice at ‘A’ level as GCSE. Those students who studied ‘A’ level History
and sat their exam in June 2005 went on to study the wide range of course detailed below:
Law, Law with Government, Law with Politics, Modern Histories, History with Psychology,
History with Politics, Primary Education with History, Social Policy with Criminology,
Sociology, Archaeology, Business Studies, Marketing, English & American Literature, Religious
Studies, Interactive Multi Media, Computing, Physiotherapy, Dentistry, Podiatry.
FURTHER INFORMATION
For more details on GCSE History ask your Year 10 History teacher who will show you some
examples of GCSE work and the resources used.
34
GCSE HOME ECONOMICS
This is a totally new structure for GCSE Home Economics with much more emphasis on the
practical food preparation. This new specification will appeal to the vast majority of students
giving them many career options such as degree courses in Consumer Studies, Food Science,
Dietetics, Nutrition, Teaching and Business Studies.
OUTLINE OF COURSE
This specification aims to encourage an understanding within the context of:
Diet and Health
Choice and Management of Resources
Family Life
Emphasis is placed on the process of exploring issues, the development of practical food skills
and the effective management of resources.
The specification provides a sound basis for the further study of Home Economics and related
subjects at a more advanced level.
The subject will provide the following skills:analysing issues
observation
experimenting
time management
money management
resource management
creativity
research
decision making
culinary skills
menu planning
communication
computer data presentation
investigating
group interaction
food presentation
self evaluation
psycho-motor skills
Diet and Health
Family Life
- nutrition relating to individual
family members
- current dietary recommendations
- organisation and preparation of
- health meals
- modern food technology
-
healthy family relationships
roles and responsibilities of
family members
sources of information and support
for families
Choice and Management of Resources
advertising
marketing
labelling
consumer law
budgeting
credit
mismanagement of financial resources
choice of accommodation
35
EXAMINATION BOARD ASSESSMENT
C.C.E.A.
Assessment is through a combination of one written examination paper and one internally
assessed assignment.
The written paper accounts for 50% of the overall marks. It comprises a combination of shortanswer, structured, stimulus response and free-response questions.
The internally assessed assignment accounts for 50% of the overall marks. It consists of two
aspects, Part A - research-based activities and Part B - practical food preparation activities.
Examples of Coursework Titles:
1 a) Public awareness indicates that the advice to eat less fat brought changes to our choice of
foods, particularly the purchase of low fat products. Investigate the acceptability of low fat
products. Primary research focus eg sensory analysis
b) Plan, prepare and make a range of dishes to illustrate how a typical menu for a day might
c) successfully incorporate low fat (salt/sugar) products
2 a) Many people need to follow special diets because of health related problems. Investigate
one such health problem, its effects and its dietary implications. Primary research focus eg
family food diary
b) Identify a health problem. Plan, prepare and make a range of dishes suitable for people
who have this health problem.
SCHOOL ASSESSMENT
In Year 11 students are formally assessed twice in the first term, twice in the second term and
once in the third term. The year’s work will be assessed in June by a college examination.
In year 12 students are formally assessed twice in the first term and by a GCSE mock
examination prior to sitting their GCSE examination.
In addition students will be assessed by regular homeworks and unit tests. Students will also be
expected to research and prepare work on individual topics which they will deliver to the rest of
the class.
WHAT IS EXPECTED OF A STUDENT?
Students will be expected to work steadily and conscientiously all the way through the course.
As Home Economics is an ever changing subject, students are required to keep up to date with
topical issues through all media forms – radio, TV, newspaper articles, magazines and Internet.
An interest in the practical aspect is very useful and will encourage students to expand their
knowledge and skills.
36
Coursework in Year 12 will bring together all techniques learned throughout the course. It is
important to recognise that time spent thinking about and planning all work will determine the
kind of progress you make – a real commitment and effort is required throughout and deadlines
must be met.
CAREER IMPLICATIONS
In recent years this subject has become an increasingly popular choice by many students as Home
Economics has such expanding opportunities.
--------------- Fuel and energy
------------------------------------------- Research and development
--------------- Detergents
------------------------------------------- Food
Business and Industry---- Fashion and Design
------------------------------------------- Appliances and equipment
--------------- Textiles
------------------------------------------- Advisory boards
--------------- Products
--------------- Advertising
------------------------------------------- Food photography
--------------- TV
Communications ---------- Public Relations
------------------------------------------- Publishing
--------------- Radio
------------------------------------------- Journalism
Education
-------------- Research
------------------------------------------- Adult education centres
--------------- Teaching
------------------------------------------- Higher Education
--------------- Residential Care
--------------------------------------------------------- Special schools
------------------------------------------Caring Services ------------- Housing services
--------------------------------------------------------- Health promotion
-------------------------------------------
Retailing
Environmental health
Family resource centres
Home care services
Hygiene
--------------- Management
------------------------------------------- New product development
--------------- Marketing
------------------------------------------- Consumer liaison
--------------- Quality Control
------------------------------------------- Buying
37
Consumer
Affairs
--------------- Trading standards
------------------------------------------- Consumer education
--------------- Advice centres
------------------------------------------- Money counselling
--------------- Safety
------------------------------------------- Consumer protection
--------------- Product evaluation
Leisure--------------- Recreational management
Services
------------------------------------------- Vocational leisure courses
--------------- Food service
------------------------------------------ Arts
FURTHER INFORMATION
For more details on GCSE Home Economics ask your Home Economics teacher who will show
you some examples of GCSE work and the resources used.
38
GCSE INFORMATION AND COMMUNICATION TECHNOLOGY
OUTLINE OF COURSE
This course in Information and Communication Technology (ICT) enables students to become
competent in the area of information handling (which may consist of text, numbers, graphics,
sound and other signals) and involves them in creating, accessing, storing, organizing, processing,
presenting, communicating and transmitting information in a variety of electronic forms.
The students will also develop an understanding of new Information and Communication
Technologies, services and networks which are rapidly transforming the way people live, work
and learn. The course consists of both written theory work and practical tasks.
EXAMINATION BOARD ASSESSMENT
The College follows the CCEA examination board in ICT. The terminal examination involves
two written papers and the completion of six CCEA set assignments.
The weighting of each component is given in the table below:
Assessment
Nature of Assessment
Component Weighting
Component
Paper 1
%
External – Taken at the end of the
20
2 years of study.
Paper 2
External– Taken at the end of the
20
2 years of study.
Coursework Internal – 6 set assignments
60
completed throughout the two
years of study.
Candidates will be assessed in written communication in the coursework. Five per cent of the
total marks available for the coursework assignments will be allocated to candidates’
performance in respect of quality of written communication.
The class teacher initially assesses the coursework element. It is then moderated by other staff in
the college and finally goes forward for external moderation to CCEA.
SCHOOL ASSESSMENT
A scheme of continuous assessment is applied. This includes regular class tests, homework,
practical work, extended essays and research.
 The students will sit a formal internal examination in December of year 12.
 The practical element of the course will give students hands-on experience enabling them
to display a wide variety of skills associated with ICT.
39
 They will also be required to write documents or reports explaining how they designed a
system or alternatively they may be required to manipulate data or do a series of
calculations on sets of data.
WHAT IS EXPECTED OF A STUDENT
A positive attitude and an enthusiasm for the subject matter are very important as is
a total commitment to the subject. Students will study ICT for five periods per week and in
general, homework will be given in most classes. The practical aspects of the course will require
constant practice. Students should keep up to date with present computing trends by reading
computer magazines.
CAREER IMPLICATIONS
The increased use of computers in all aspects of industry means that careers in this field
encompass a wide variety of jobs. Some of these are:
Accountancy, Air Traffic Control, Architecture, Banking, Computer Programming, Data
Processing, Economics, Engineering, Management, Operational Research, Statistics, Systems
Analysis, Surveying and Teaching.
FURTHER INFORMATION
If any student requires more detailed information on any aspect of the ICT course, he/she may
contact Dr. Mc Kiernan or any other member of the Computing Department.
40
GCSE IRISH
AIMS
The following are our chief aims in teaching the Irish language in Years 11 and 12:
1 To develop in our students the ability to use Irish freely and confidently for
purposes of practical communication.
2 To give students an awareness and appreciation of their roots and to offer
insights into the culture and civilisation of Ireland
3 To encourage students to regard the Irish language as their own and to use it as a
normal means of communication.
4 To foster in the students an appreciation of our music.
5 To familiarise students with the use of Irish in the media.
6 To foster sympathetic and positive attitudes to other cultures and civilisations.
OUTLINE OF COURSE
In Years 11 and 12 we endeavour to inculcate the following skills in our students:
Listening, Reading, Speaking and Writing.
There are five classes in Irish each week and these will be divided in such a way as to provide
coverage of the different aspects of the course. By the end of Year 12 students should be able to
confidently use the four skills in such topic areas as the home, daily routine, leisure, the
environment, shopping, school, employment, the Gaeltacht, health, public services, travel and
holidays.
EXAMINATION BOARD ASSESSMENT
Students sitting for the GCSE examination will be tested in listening comprehension, reading
comprehension, speaking and writing. Each skill area may be tested at either Foundation or
Higher Level.
SCHOOL ASSESSMENT
Students in Years 11 and 12 are assessed twice in the Christmas term. In the Easter term Year 11
is assessed once and Year 12 sits a Mock GCSE examination at Christmas. In the Summer
Examination Year 11 is examined in the skills of Listening, Speaking, Reading and Writing.
Homework: Students will be given homework each week. Homework may involve writing or
learning or a combination of both. Students are expected to spend two hours a week working at
Irish homework.
41
The Gaeltacht: Our students are encouraged to visit the Donegal Gaeltacht and we arrange for
Years 11 and 12 students to attend Summer courses in Rann na Feirste or Loch an Iuir. Many of
our Fifth Form students attend the Easter course in Loch an Iuir.
WHY STUDY IRISH?
Irish has been spoken in this country for almost 2,000 years and during that time has developed a
rich and sophisticated culture. The key to understanding this culture lies in the study of its
language, literature and music. A knowledge of Irish is essential if we are to gain a complete
understanding of our past.
However, Irish is by no means solely concerned with the past. It is a living language with a
vibrant modern literature which has much to say about Ireland and indeed, about the human
condition in general. It is a resource for life and accessible to all. There are currently almost
4,000 children in Irish-medium schools.
CAREER IMPLICATIONS
Irish stands alongside all other subjects as a matriculation subject for Third Level Education and
as a GCE subject equivalent to all others as an entrance requirement. In effect a very wide range
of Third Level courses are available to students with A level Irish.
Students considering career options will find that Irish is a very valuable asset, particularly in
teaching, broadcasting, journalism, and the Civil Service.
The establishment of TG4 has brought increased job opportunities for Irish speakers. At
Stormont there were until recently four Ministers of the Executive using both written and spoken
Irish – including both Education Ministers. As an example of the opportunities available there
are currently 79 Irish-medium schools in Northern Ireland and may of them are recruiting
teachers and administrators.
CONCLUSION
Ó thaobh oideachais ghinearálta agus ó thaobh fhorbairt an scoláire de, creidimid gur ábhar
fíorthabhachtach an Ghaeilge. Tríd an Ghaeilge cuirfidh na scoláirí eolas níos fearr ar a dtír fein
agus ar a ndúchas fein. Ní bheidh siad mar a bheadh coimhthígh ann ina dtír féin.
42
GCSE MATHEMATICS
ENTRY REQUIREMENTS
All students in the College must follow a GCSE Mathematics course. Those students who
achieve Level 7 in Key Stage 3 Mathematics will be offered the opportunity of taking both GCSE
Mathematics and Additional Mathematics.
AIMS OF THE COURSE
The course should give students opportunities to:
 develop their mathematical knowledge and oral, written and practical skills in a manner which
encourages confidence;
 read mathematics, and write and talk about the subject in a variety of ways;
 develop a feel for number, carry out calculations and understand the significance of the results
obtained;
 apply mathematics in every day situations and develop an understanding of the part which
mathematics plays in the world around them;
 solve problems, present the solutions clearly, check and interpret the results;
 develop an understanding of mathematical principles;
 recognize when and how a situation may be represented mathematically, identify and interpret
relevant factors and, where necessary, select an appropriate mathematical method to solve the
problem;
 use mathematics as a means of communication with emphasis on the use of clear expression;
 develop an ability to apply mathematics in other subjects particularly in science and
technology;
 develop the abilities to reason logically, to classify, to generalize and to prove;
 appreciate patterns and relationships in mathematics;
 produce and appreciate imaginative and creative work arising from mathematical ideas;
 develop their mathematical abilities by considering problems and conducting individual and
co-operative enquiry and experiment, including extended pieces of work of a practical and
investigative kind;
 appreciate the interdependence of different branches of mathematics;
 acquire a foundation appropriate to a further study of mathematics and of other disciplines.
EXAMINATION BOARD ASSESSMENT
Students taking GCSE Mathematics will be entered for either the Higher Tier or Intermediate
Tier of the Northern Ireland CCEA GCSE Mathematics (Syllabus A) Examination which
includes a teacher-assessed component (coursework).
Students who have opted to take GCSE Mathematics at the end of Year 11 will be entered for the
Higher Tier.
Students taking GCSE Mathematics in Year 12 will be advised, by their class teacher, to enter for
the tier which their performance in Year 11 indicates would be the appropriate tier. Students
should be aware that the College requires that students wishing to take Mathematics at Advanced
43
Level or Advanced Subsidiary in the Sixth Form should have achieved at least Grade B at the
Higher Tier.
The course is assessed through a combination of two written examination papers, together with
internally assessed coursework.
The two written papers will assess Using and Applying Mathematics, Number and Algebra,
Space, Shape and Measures, and Handling Data. The first paper in each tier will be a noncalculator paper. The second paper in each tier will be a with-calculator paper. Each written paper
will account for 40% of the overall marks. The teacher assessed component will assess Using and
Applying Mathematics and Handling Data, and will account for 20% of the overall marks.
The scheme of assessment is designed to reward positive achievement. Consequently candidates
should be entered for the tier which will most appropriately allow them to demonstrate their
abilities. The scheme of assessment enables the candidate to respond to questions about
mathematics, discuss mathematical ideas, carry out practical and investigative work, carry out
calculations and undertake extended pieces of work.
TEACHER-ASSESSED COMPONENT
The teacher-assessed component of the examination is designed to assess the candidate’s
attainment in two areas: “Using and Applying Mathematics” and “Handling Data”. Students are
required to submit for formal assessment two tasks, one of a practical nature related to “Handling
Data” and one of an investigative nature. Tasks must be carried out under teacher supervision.
Each task should take up to four hours of normal class time.
The time allocation and the weighting of each component of the examination are given in the
table below.
Tier of
Examination
Paper
Combination
of Papers
Percentage
Weighting
Time
Allocation
Intermediate
Written: Non-calculator
With calculator
3
4
40%
40%
2 hrs
2 hrs
20%
6 hrs
(approx)
40%
40%
2 hrs
2 hrs
20%
6 hrs
(approx)
Internally Assessed
Component
High
Written: Non-calculator
With calculator
5
6
Internally Assessed
Component
44
SCHOOL ASSESSMENT
During each term a number of assessments will be carried out in accordance with the College
Assessment Policy. You should expect to have some form of homework set after each class,
based on the work currently being covered in class or revision of work previously covered.
CAREER IMPLICATIONS
Most people would regard the study of Mathematics, together with that of English as being
essential. This is probably so because of the fact that Mathematics provides us with a means of
communication which is powerful, concise and unambiguous. Mathematics is very important and
useful in the study of the physical sciences and in all the different kinds of engineering. It is now
becoming increasingly important in medicine and the biological sciences, in geography, in
computer science, in economics, in business and management studies.
FURTHER INFORMATION
If you require more detailed information or advice you should approach your mathematics
teacher.
45
GCSE MUSIC
OUTLINE OF COURSE
GCSE Music is divided into three areas or activities:
1. Listening
2. Performing
3. Composing
In the G.C.S.E. syllabus each of these 3 activities is related to 3 areas of study:1)
2)
3)
Music for Celebration
Musical Arrangements
Musical traditions in Ireland
LISTENING AND APPRAISING (25%): You will study several works by composers such as
Handel, Schubert and Fanshawe. You will also learn about music from different periods of
history and of different styles (e.g. classical, folk, jazz), with particular emphasis on the music of
the whole island of Ireland.
PERFORMING AND APPRAISING (35%): You will play some music on your instrument
and join with other students to play an ensemble piece. (For either or both of these you may
choose to sing if you wish.) Any style of performance is acceptable whether classical, jazz, Irish
traditional or rock but at least one piece must be related to an area of study.
COMPOSING AND APPRAISING (40%): You will compose 2 pieces, at least one of which
must be linked to one of the following themes: Music of Celebration, Musical Arrangements and
Music of Ireland. Again you may compose in whatever style you choose and computer
programmes can be used to generate compositions. Your pieces may be submitted on tape and/or
score.
EXAMINATION BOARD ASSESSMENT
Of the three activities, Listening and Performing are assessed by examination at the end of each
term. For composition you will need to compose 2 pieces to be presented by Easter of Year 12.
The listening test will last approximately 1 hour and here you will identify pieces of music you
have studied, answer questions on instruments playing, themes and their varied appearances and
other aspects of the music. You will be asked to comment on music from different periods and of
various styles, and to compare and contrast different versions or performances of the same piece
of music.
For performance many of you will want to know what level or grade is required on your
instrument. Well, you need not necessarily have passed any particular grade to do GCSE; but
you should be aiming for around grade IV/V standard by the end of the course. At this level you
can achieve the highest marks possible for the performance section.
SCHOOL ASSESSMENT
In the College examinations we will aim to tell you how you are coping with the work so far
covered. So, you will have a listening test on the music studied to date; you will be given an
46
assessment mark for your progress at composition; and you will play two pieces on your
instrument.
HOMEWORK: Regular work is expected at each of the three activities:
1. Listening: You will be given tapes of all music to be studied and will be expected to listen to
them regularly. This will require at least 2 hours weekly listening.
2. Composing: You will be set composition work weekly. Guidance will be given during music
classes. You will need to spend about 2 hours per week on this work at home.
3. Performance: If you are having a weekly lesson on your instrument outside or through
school you should find you will cover the requirements automatically. Of course the GCSE
practical exam will be further incentive for you to practise daily!
If you are studying an instrument by yourself, e.g. guitar or drums, you will be guided as to the
most appropriate songs or pieces to practise and perform. It is of course advisable to have lessons
with an experienced tutor to help you through this part of the examination.
WHAT IS EXPECTED OF A STUDENT?
This question has been partly answered in previous sections. At least you should now have a
clear idea of what the work will be like, what standards you are aiming for and how much time
you need to allow in the week for your music studies.
However, have you ever stopped to think what it means to be a music student? Certainly this
involves producing homeworks and practising regularly. But there is more to it than that. I
assume that if you choose to study GCSE music you like and enjoy music – that it is something of
a hobby to you. So, to help your studies and to open the door to many hours of pleasure I will
expect you to join one of the college choirs, orchestras or folk groups.
In addition, it will be helpful to:

Go to public concerts (we may go to one or two as a Group);

Listen to the radio – especially Radio 3, Classic FM, and Jazz and Folk on other stations;

Join your local library to make use of any records, tapes, scores and books on music they
have; (remember that students may borrow CDs from the school library)

Form partnerships with friends to make music, e.g. if you play flute or violin, join with a
pianist to play duets.

Visit the many music and arts websites on the Internet.
It is my experience that those students who are prepared to take part in such activities make the
most successful candidates and, perhaps more importantly, enjoy their music-making as a
stimulating and rewarding hobby.
47
CAREER IMPLICATIONS
You will be aware of the careers for which a music qualification is a necessary passport. These
include:
Music Therapy
Teaching Music – both class music and instrumental tuition;
Music Performance – singing or instrumental career, member of orchestra or band;
Sound-recording – which could include work in a recording studio or broadcasting company.
Music Retail Trade – selling/demonstrating instruments and equipment.
But here are some careers for which music qualifications can prove surprisingly valuable:
Primary Teaching – Primary schools where music is now a compulsory subject are always keen
to accept musically qualified candidates to help with music in school and co-ordinate music on
the curriculum; many of them employ a full-time music specialist.
Arts Administration – there are many full and part –time posts locally and with the Arts Council
dealing with the organisation of concerts, theatre and other arts events.
Librarianship – many branch libraries will have arts and music sections; librarians often have
links with educational and social projects involving performance arts.
In addition many people have in the past, used a higher music qualification as a passport to
employment in the Civil Service, business and other spheres.
It has long been recognised that the discipline necessary for the study of music is a valuable
training for the application to other practical and academic skills. For example, studies in
Hungary have shown that placing music in the centre of the curriculum enhances literacy and
umeracy skills
So, do not think that the only reason for studying GCSE Music is to enter the music profession;
there are a thousand good reasons for taking such a course – and most of them are to do with your
development as a balanced and complete person.
FURTHER INFORMATION
Mrs McCanny, Mrs Smye and Miss Adams have studied music at Third level, so feel free to ask
them about degree courses. The also have first-hand knowledge of such issues as composing,
performance, computers and music, music with maths, music with languages and music
education. In addition our part-time instrumental teachers have great experience of performing,
peripatetic teaching, working with Education and Library Boards and other matters. Please feel
free to ask advice from any of these staff, full or part-time; you will find that they will be
delighted to help you.
48
GCSE PHYSICAL EDUCATION
ENTRY REQUIREMENTS
Boys and girls may opt to do GCSE PE in Years 11 and 12. GCSE Physical Education
(NICCEA) combines theory and practice and involves 3 x 70 minute classes per week (2 theory
class and 1 practical session). The theory component of the syllabus (component 1) comprises
two areas of study.
The OCR GCSE Physical Education course (1970) sets out to ensure that through their
involvement in their four chosen practical activities and the theoretical programme of study,
candidates acquire confidence, self esteem, respect for themselves and others, along with an
understanding of the rules and conventions of their chosen activities.
The programme of study at this level provides candidates with the opportunity to become
informed and competent performers with an awareness of both the benefits of participation and
the risks.
This course provides opportunities for candidates to improve their overall knowledge and
performance in a range of practical activities and to appreciate the necessity for sound
understanding of the principles, practices and training which underpin improved performance,
better health and well-being.
The course is structured to cover the following topic areas and skills:
Topics covered in the course:





Effective Performance in four chosen practical activities
Observation and Analysis of performance in one practical activity
Factors affecting participation and performance in physical activity
Relationship between health, fitness and practical activity
Risk assessment in physical activity
Candidates will learn to:





Develop and apply advance skills and techniques
Select and apply advanced skills, tactics, strategies and team skills
Evaluate and improve performance
Adopt a variety of roles in an activity such as performer, coach, referee
Understand rules of activity and safety regulations
The course is assessed by one examination paper lasting 1 hour and 45 minutes (worth 40%) and
coursework consisting of four practical activities (worth 60%)
49
WHAT IS EXPECTED OF A STUDENT?
Homework will involve reading and preparation for theory classes. Students will also need to do
some practical work (including fitness work) outside of time-tabled classes. This will require a
high level of commitment and self-discipline. Students will also plan and implement a personal
training programme in one of their chosen practical activity areas.
ADDITIONAL INFORMATION
If you require any more information about this course please see Mrs. Carr, Mr. O’Neill,
Mr. Sullivan, Mrs. Wallace, or Mr Wilson.
50
GCSE RELIGIOUS STUDIES
OUTLINE OF COURSE
All pupils are entered for the N.E.A.B. Religious Studies examination. Pupils follow a course
over two years which is made up of two sections:
(i)
(ii)
The Christian Life and the Gospel.
Effects of the Roman Catholic Tradition upon aspects of Christian Lifestyle and
Behaviour.
EXAMINATION BOARD ASSESSMENT
The scheme of assessment will comprise of Two written papers, one paper on each of the above
sections. Each paper carries 40% of the total marks. In addition to the written papers, there is a
coursework component which attracts 20% of the total mark. Two coursework assignments have
to be completed – one based on the content of each paper. (10% x 2).
Throughout the written papers, pupils are given the opportunity to demonstrate Knowledge,
Understanding and Evaluation skills.
SCHOOL ASSESSMENT
Assessment is ongoing and is comprised of:
(i) Regular homework (there will be one main piece of work each week)
(ii) Class assessments focusing on Knowledge, Understanding and Evaluation skills. There
are four such assessments in Form Four. In Fifth year, GCSE coursework and the ‘Mock’
examination forms the assessment component.
WHAT IS EXPECTED OF A STUDENT?
Such a student should have an enquiring mind, a desire to see and study life at a deeper level and
a sensitivity to the views of others. Religious Studies seeks to promote a deeper understanding
and love of the Christian Faith and to see the relevance of it in our own lives. At the same time it
seeks to promote an awareness of and respect for the sincerely held beliefs of others.
CAREER IMPLICATIONS
GCSE Religious Studies requires the ability to examine important questions with an open mind,
to weigh up arguments and arrive at reasoned conclusions. Such skills as these, and attitudes they
promote, are of course relevant to the many jobs which require an understanding of others, and
the ability to relate to people of different backgrounds.
51
GCSE SCIENCE
There are major changes this year in Science in the College for those students entering Year 11 in
2006. Previously, students had to choose one of three courses: Single Award, Double Award, or
all three sciences.
Now, this year you must choose from one of nine options:
No Science
Biology on its own
Chemistry on its own
Physics on its own
Biology and Chemistry together
Biology and Physics together
Chemistry and Physics together
All three Sciences together
Double Award Science
Obviously, this is an important choice since it could affect your future career. All such decisions
are best left as late as possible in order to give you time to make up your mind as to a possible
career. The best way to do this is to do the Double Award course or all three sciences together.
That would mean that you could choose any science at A level, provided, of course, you have
reached an acceptable standard at GCSE.
If you choose to leave one or more of the sciences out at GCSE, you will, of course, not be able
to follow that science or those sciences on to A level. The only person who should consider
leaving out one or more sciences is the student who is absolutely certain that they will never need
that science again. You will not be able to change your mind once Year 11 begins; if you are not
doing Chemistry, and later decide to do medicine, you will not be able to. Similarly you will not
be able to do Engineering if you do not study Physics. Nor will you be able to study the
biological sciences if you do not study Biology.
The content and organisation of the Double Awards science and the individual science courses
will be exactly as they have been these last few years. They all follow the NICCEA syllabuses.
You will have met all the sections of the sciences at Key Stage 3. GCSE sciences take the same
sections and go into them in more detail.
Double Award:
The Double award course is taught in ten periods per week and leads to a double grade (AA to
GG) at GCSE. The course is taught by three specialist teachers. There is coursework: you have
to carry out two investigations, usually at the beginning of Year 12 and submit a report. This will
be marked by your teachers and count for 25% of your final mark. There will be three exams in
each of Biology, Chemistry and Physics and each of these will count for 25% also
There are two tiers of entry. Most of our students will be entered for the Higher tier which leads
to grades A*A* to DD. Some may be entered for the Foundation tier where the highest grade
awarded is CC. There are no mixed grades, no AB or BD etc., grades will be from A*A* to GG.
52
The exam papers will be one hour and forty five minutes for the Higher papers and one hour
thirty minutes at Foundation level. Foundation level students are examined from a restricted
syllabus, compared to the Higher exam.
The Separate Sciences
Each science subject (Biology, Chemistry and Physics) will be taught in five periods per week.
The syllabus content in each will be somewhat wider that that in the Double Award and there will
be one investigation as coursework, counting for 25% in each. Each science will be separately
assessed and a grade awarded. Again, there will be two tiers of entry but I would anticipate that
the majority of you will enter the Higher tier.
If a student decides to choose Biology as his/her only science subject at GCSE, it will be difficult
to progress to study A level Biology on that basis. A level Biology has a significant Chemistry
content and without GCSE Chemistry, it would be difficult for a student to gain a good grade in
A level Biology.
The exam papers will be one hour and forty five minutes for the Higher papers and one hour
fifteen minutes at Foundation level. Foundation level students are examined from a restricted
syllabus, compared to the Higher exam.
Choosing to spend fifteen periods per week doing science is a major commitment to science. It
amounts to 30% of classes. To justify that, a student selecting that option should be good at
science and we will look for proof of that competence. Such as student should be achieving at
least a grade 7 at Key Stage 7.
What I need for success:
Success in Science through any of these routes will depend on your attitude and on the amount of
work you do. You will not get good grades without hard work. You should always have
homework. If the teacher does not set a formal homework at times, you will still have that day’s
practical work or discussions to write about or spaces to fill in in the interactive notes that are
used by all sciences. From time to time, and at least twice per term, teachers will give a formal
assessment for the College records and for reports. This will allow us to monitor your progress.
As well as this, there will be other assessments based on the practical investigations which will
count, as described, towards your final GCSE grade.
Further information:
It is important to have as much information as possible before making decisions about your
GCSE sciences. Any of the teachers will be glad to talk to you or answer any questions. You will
need career advice if you decide to drop one or more sciences. Talk to the careers staff, check out
career information on the internet etc.
53
GCSE SPANISH
ENTRY REQUIREMENTS
Although no formal entry requirements are needed to study GCSE Spanish apart from having
studied the language in years 9 and 10 it is recommended that students gain 70% or above in the
examination at the end of year 10.
OUTLINE OF COURSE
Spanish at GCSE level continues to involve the four skill areas involved in any language
learning; Reading Writing, Listening and Speaking. These skills are equally weighted in the
course enabling students to learn Spanish which is authentic, true to life and of real use to
learners. In the course leading up to GCSE students will learn to develop their skills of
communication and understanding of the language through role-play, listening to authentic
speakers on tape, reading authentic materials and writing in the target language. We will follow
the AQA examination board.
EXAMINATION BOARD ASSESSMENT
The course will be assessed through the four skill areas with each skill being offered at both
Foundation and Higher levels.
SCHOOL ASSESSMENT
Internal assessment within the Department will be on a continuous basis and there will be a
number of formal recorded assessments to test the four skill areas. In year 11 there will be 2 in
the first term, 2 in the second term and the end of year summer examination in the third term. In
year 12 there will be 2 in the first term including the mock examinations and 1 in the second
term.
Homework will of course depend on the teacher and on the type of work being covered in class
but it is stressed that learning material is just as important as written homework and students
should attach equal significance to both.
WHAT IS EXPECTED OF A STUDENT?
Those who opt for GCSE Spanish should first of all like the subject and secondly be
prepared to work at it in an enthusiastic way. As stated, various skills are tested
though a student at this level should be able to articulate his/her ideas on a range of
topics for the purposes of practical communication. In other words, they should be prepared to
work at all aspects of language learning; fluency, control, accuracy, audio skills etc, if they are to
develop the ability to use the language confidently. This inevitably means that time at home must
be spent on revision, learning vocabulary, practical exercises and reading.
54
CAREER IMPLICATIONS
All over the world but in particular in Europe since Spain joined the E.C., there is an increasing
demand for personnel skilled in languages and there are a number of reasons why Spanish will be
of particular significance:
(a) Spanish is an official language of the European Union.
(b) Trade and general relations between the U.K. and Spain are increasing now that
Spain is a full member of the E.C.
(c) Spanish is growing in importance at international level as one of the major languages used
in international organisations and world congresses.
(d) Spanish is the national language of twenty one countries, each with valuable contributions
to make in the fields of commerce, industry and culture.
(f) The world trade and economic terms of the developing Latin American Countries are
steadily increasing in importance.
However studying Spanish does not limit you to a career in languages. Many successful students
have pursued careers in law and economics, banking, business administration etc.
FURTHER INFORMATION
In choosing to do Spanish for GCSE you are by no means simply learning a language. You are
also becoming acquainted with a whole new culture and you will have the opportunity of pupil
exchanges, trips to Spain, penal schemes and conversation classes with the Spanish assistant, all
of which will bring the language even more to life for you.
If you have any queries, please see Ms Nulty in Room 9.
55
GCSE TECHNOLOGY AND DESIGN
ENTRY REQUIREMENTS
The course will consist of theory and practical sessions. It is important that the student has a
good science background especially physics. The subject also requires an ability to communicate
ideas through various technical and graphical means.
To illustrate what qualities are necessary, here are some examples of projects undertaken by
GCSE students. It is important to note that each project is designed and manufactured by the
student.
Fire Alarm: Heat Sensitive Sprinkler
Moisture Probe
Burglar Alarm
Automatic Tap for the Disabled
Interactive Toy for parent and child
Survival Tent
Because of the complex nature of some of these projects the student will be expected to find
additional time which may involve sessions outside school hours.
OUTLINE OF THE COURSE
Technology is principally concerned with design and problem-solving processes involving the
application of scientific principles and natural phenomena, and leading to the making, modelling
and evaluation of an artefact or system. Technology is also concerned with the management of
the environment, and familiarity with materials, energy and control.
The technologist produces things to satisfy the needs of society, and the existence of these needs
creates the problems.
Technology and Design will be assessed through the single attainment Target,
Technology and Design Capability.
The syllabus promotes the holistic nature of Technology and Design and therefore in the
assessment of the subject this holistic philosophy will be promoted where possible. This may be
most applicable in respect of the assessment of coursework.
The Scheme of Assessment will be as follows:
Coursework
60%
Terminal Examination
40%
COURSEWORK
The coursework component is the main means by which Technology and Design capability is
assessed. The coursework component for all students consists of two activities:
*
Coursework activity 1
Focused Tasks
10%
*
Coursework activity 2
A Design Project 50%
56
In Coursework activity 1, students are required to present evidence of having engaged in 2
focused tasks. Focused tasks are activities undertaken as part of normal class work. These will
include:
Designing
Communicating
5%
5%
In Coursework activity 2, the students will identify their own Design Projects.
Coursework Activity 2
50%
TERMINAL EXAMINATION
Two tiers of assessment are offered:
*
*
Tier S:
Tier T:
a Foundation tier for students targeting grades C – G; and
a Higher tier for students targeting grades A* - E
(It is envisaged that all students will be entered for Tier T)
Students taking the higher tier will sit Paper 1 Tier T (2½ hours)
SCHOOL ASSESSMENT
Assessment will take the form of the usual College examinations. The subject is very practical by
nature and involves the use of specialist equipment such as computers, vacuum formers,
computer controlled machines, etc. This involves the acquisition of practical skills and
knowledge and a high level of competence will be expected in both written and graphical work.
Homework will be given on a regular basis. Students will also be expected to prepare work on
individual topics which will be delivered by them to the class. In addition to this students will be
expected to identify and work on their technology projects throughout the two year course in their
own time.
CAREER IMPLICATIONS
Technology plays a very important part in all our lives. Clearly any prospective employer or
Third Level college will regard it as a bonus if you can indicate that you have studied in this field.
It is also most likely that the practical experience gained by you will provide the necessary
confidence in using to the fullest advantage those aspects of technology that you must come
across in both your future educational studies and in your future career.
FURTHER INFORMATION
The following teachers are involved in GCSE Technology & Design:
Miss A O’Loan, Mr H Austin, Mr F Maguire and Mrs E Wilson will be happy to answer any
queries students or parents may have.
57
QUB ENTRY REQUIREMENTS
58