INTRODUCTION
This booklet gives information about the courses offered at Post-16 and outlines the
subjects available, at Erne Integrated College.
Information and advice to supplement this booklet is widely available. You should
take your questions about Post-16 courses to Mr McKee (Head of 6th Form), Mrs
Abbott (Head of Careers), or the Subject Leader of the subject concerned.
You should also take time to think about your future and discuss your options with
your parents before you make a final decision.
It is recognised by the College that current Year 12 students are entering a very
important stage in their careers. Some students may have clear ideas about their
choice of course for next year, others may not.
We hope you will find this information beneficial.
We aim to:
a) Provide students with the necessary knowledge, skills and experiences to develop
their full potential and prepare them for the adult world while promoting the view that
education is a worthwhile and life - long process.
b) Develop in each student a sense of responsibility, self - confidence and self-worth.
c) Promote a caring community in which respect, harmony and tolerance are practised
at all times.
We are an Integrated College. It is essential that all students and their parents
who apply for admission or re-admission to the college in Year 13 are in
agreement with and committed to the aims and philosophy of the College.
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POST - 16 ADMISSION CRITERIA
The following criteria will be applied to all students who wish to begin Post - 16 studies
at Erne Integrated College.
In the case of students wishing to join Erne College for Post 16 study, this information
will be requested from his/her previous school.
GENERAL BEHAVIOUR
Over the past five years the students should have demonstrated a pattern of
behaviour, which reflects a growing maturity.
He/she should be co-operative, trustworthy and should behave in a responsible
manner, both inside and outside of school.
ATTENDANCE
Students should have an attendance of 95% or better over the past two years.
ACADEMIC ENTRANCE REQUIREMENTS
For Advanced Level courses, students are expected to have a minimum of five GCSE's at
Grade C or higher, including Mathematics and English.
Students are expected to have at least grade B in the subjects chosen for Advanced
Level study.

6th Form Students are expected to be in the College during normal school hours
and observe the College rules. Erne College is a non - smoking school.

Students are expected to wear full uniform at all times.

Students are expected to use non - contact time with teachers in private study.

Any student who does not attend College/class regularly, or is considered to be
impeding the progress of other students will be withdrawn from the course, if
appropriate changes are not made.

Students in Year 13 who have not achieved at least a grade C in GCSE English
and/ or Mathematics must ensure that they are entered for appropriate re-sits
during year 13. It is the student’s responsibility to ensure that he/she is suitably
prepared for these exams.

All students will have access to Careers Education Guidance in a class setting and
on an individual basis.
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
Pastoral Care of all students will continue to be a priority, and is addressed through
Form teachers and the Head of 6th Form.
POST 16 CURRICULUM
A2 Levels will normally consist of four assessment units of approximately equal size.
Two of these will make up an Advanced Subsidiary/AS qualification representing the
first half of and Advanced level course of study.
The additional two units will be known as A2 representing the second half.
AS - A one year qualification - two units of assessment - at a standard which students
can be expected to achieve in one year's study after achieving a grade A* - C at
GCSE. It accounts for 50% of the full A Level and will be valued as such by UCAS.
AS will be a worthwhile qualification in its own right if the student decides not to
continue with the subject in Year 14.
A2 LEVEL - A two year qualification - four units of assessment AS + A2 (two from AS
& two from A2)
In September 2014, students will choose three or four AS Levels and be assessed in
these in June 2016. All students who study 3 AS levels are required to follow the
COPE course. This course accounts for 70 UCAS points, which many universities will
acknowledge as part of the selection process.
In Year 14 students will take three or four subjects through to A Level, as universities
will still require three full A Levels taken over two years.
AS/A2 LEVEL
A Level courses are subject based. Students choose discrete subjects from a menu
offered by the College; there are no common components across the two or three
subjects chosen. Each subject is examined independently. There is a great emphasis
on factual knowledge, the ability to write in a sustained and fluent manner and
examination performance.
Students who are considering studying A Levels should have a good GCSE grade,
A*/B, in the subjects which are to be studied for A Level.
4
1. A Level study - different from GCSE:
A Level study is of a more intensive academic nature than GCSE study. It involves
more reading and essay writing and generally a more analytical approach to the
subject.
2. Choose subjects that you like
A Level subjects are studied in much greater depth than GCSE subjects. There is
usually less emphasis on coursework but a greater emphasis on personal study. It is
therefore important that you have a genuine interest in the subject so that you will find
study relatively easy.
3. Choose subjects that you are good at
If you have a proven track record in a subject in Year 12, it might be sensible to
choose that subject at A Level. However some subjects at A Level are quite different
from what you may have experienced at GCSE and there is no automatic guarantee of
further examination success.
4. Choose subjects that you will need for your career
At this stage most Year 12 students will have a few career areas in mind and this will
influence their subject choice. Try to plan ahead and choose subjects that:
a) are needed for entry into a University or College course,
b) may help you when you are eventually looking for employment.
5. Choose subjects that keep your options open
This is especially important for those students who are unsure of what career path to
take, as it allows them, to some extent, to postpone making key decisions about which
career area they will enter. Even students who think they know what they want to do
at the end of Year 12 may change their minds in Year 13 & 14.
6. Listen to what your teachers say
Your GCSE teachers will be able to give you an objective opinion on whether you
could cope with the A Level standard of work. It would be sensible to heed their
advice, as they will be more aware than you of what is required to be successful at A
Level. They will also be able to inform you how subject content, study skills and
teaching methods change as you make the transition from GCSE's to A Levels.
5
7. Listen to what others say
Parents, older brothers and sisters, other people you know who are presently going
through, or have recently gone through Year 13 & 14 can give you some advice on
what specific subjects are like at A Level. Listen to the broad spectrum of opinion but
do not be excessively influenced by others.
It is your responsibility to choose wisely.
8. Where could my A Levels lead to?
As you choose your A Levels it is vitally important that you are aware of where they
could possibly lead you after you leave college.
Ideally you should consider subjects that go well together.
Certain combinations of subjects may be more suitable than others for degree courses
that you are considering.
On the following page you will find information about the A Level subjects on offer at
Erne College this year. Included in this information are courses and careers for which
the subject would be particularly useful.
Read this information carefully but remember that it is brief and further research
may be necessary before you make your final choice
NOTE: The following AS/A2 levels are subject to enough students choosing a
particular course. The College reserves the right to withdraw any course if
insufficient demand makes it non-viable in a particular year.
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CAREERS AND PERSONAL DEVELOPMENT AT ERNE INTEGRATED COLLEGE
Aim: The overall aim is to prepare students to take responsibility for their own careers
at school and in the future.
Objectives:
• Understand them selves better and develop their capabilities.
• Acquire the skills necessary for decision making.
• Make choices about their own career paths, continuing education and
training.
• Be aware of education, training and career opportunities.
• Manage transitions to new roles and situations.
The main components of Careers Education Information Advice and Guidance are:
• A planned programme of careers education in Years 13 & 14.
• Information about the world of work and educational, vocational and training
opportunities.
• Interview skills training in Year 13
• Experience of Work in Year 13 where required. This should be planned during
school holidays.
• Recording achievement and planning for the future.
CAREERS PROCESSES
Careers Education
This comprises a co-ordinated and progressive programme of teaching and learning
activities for students in the curriculum, which will help them to develop the knowledge
and skills needed to manage their own careers. Many of the skills needed are
developed in subject classes, PD, Enrichment Programme and Careers.
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Education & Guidance classes
Careers Guidance:
This comprises advice and guidance for individuals through interviews and small
group work. Such involves:
(i)
Clarifying present student position
(ii)
Exploring other options
(iii)
Evaluating and challenging inconsistencies and
(iv)
Action planning and identification of what needs to be achieved.
Guidance in school does not function as an individual activity. Through the form
teachers in Years 13 and 14 students will be followed up and encouraged to review
their progress and, where appropriate, to reconsider goals or devise alternative
strategies, thereby helping them to forge a deeper level of commitment to their
decision-making.
Careers Information:
Comprehensive and reliable information is accessible to students of all ages and
abilities to help them make well-informed and appropriate career choices and
decisions. This is facilitated through the termly newssheet, careers library and IT
programmes like JED, Pathfinder and The World Wide Web.
Experiences of Work:
Learning about work first hand helps students to develop their understanding of the
meaning of work and of the skills that will be of most use to them. This is developed
through projects, business games, and visitors to the classroom, mock interviews,
career conventions, videos, competitions and work experience. Students take
responsibility to locate suitable work experience situations and they will be facilitated
in doing this by the careers department on request. Students should log on to
www.ernecollegecareers.com to apply for work experience.
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Careers Programme
The careers programme is delivered as a stand-alone subject as follows:
Year 13 1 careers class per week
Year 14 1 careers class per week
Pupils will also have access to the Careers Room.
The programme will include the following elements:
Portfolio
Each student will keep a record of their career work through school from Form 8 to
Form 14. This allows them to trace their career decision development, information
gathering, recording achievement, target setting, action planning etc. This portfolio will
complement their Progress File.
Resources
There is a career section in the school library. There is internet access and also
access to careers programmes in the library. Students also apply online to CAO to
access courses in the Republic of Ireland and St Mary’s College, Belfast.
Tutor Groups
In Year 13 & 14 pupils continue with their personal careers research for one class per
week in small groups. In these groups pupils use the time to update and develop
personal careers plans by organising work experience, compiling research on
university courses and open days. Pupils also look at work based qualifications such
as NVQ’s and in areas where professional qualifications can be completed e.g. IATA
accreditation in accountancy or engineering degrees provided by industry.
External Agencies
Careers provision will be assisted by external agencies such as the Careers Service
NI who will provide expertise to interview all students in Year 12 and also, on request,
those in Years 13 & 14.
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Open Days
Open Day trips to Queens University will be organised for all students and others MAY
be able to avail of visits to University of Ulster if they have displayed a commitment to
researching these institutions beforehand.
Centigrade
In Year 13, students will be given the opportunity to be entered for Centigrade. This is
a professional computer based programme that assesses individual interests,
personal qualities and abilities and matches these with degree and HND courses at
universities and colleges throughout Great Britain and Ireland. Individual reports are
issued with worksheets geared to help research prospective courses and institutions.
The cost of this programme is £20.00 per student and it is voluntary.
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SUBJECT CONTENTS
PAGE NUMBER
Art & Design
12
Biology
14
Business Studies
16
Chemistry
18
Design & Technology
20
English Literature
23
Geography
26
Health & Social Care
28
History
30
Information & Communication Technology
32
Mathematics
35
Modern Foreign Languages
36-40
Moving Image Arts
41
Music
43
Physical Education
44
Religious Education
45
Certificate of Personal Effectiveness
46
What is S.T.E.M.?
47
Fermanagh Learning Community
48-67
Useful Career Websites
68-71
UCAS Tariff Table
72-73
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ART & DESIGN
The AS / A’ Level course has been designed to encourage candidates to explore the
practical and the critical, analytical and appreciative sides of the subject. Successful
candidates should be able to demonstrate an understanding of the past and
contemporary art practice and be able to produce artwork that embraces a range of
ideas and styles. We follow the Edexcel unendorsed specification at this level, which
consists of four modules; two modules at AS level, and two modules at A2 level.
The unendorsed specification allows students to enter work from a range of art
disciplines during the 2 years thus ensuring that they are able to work to their
strengths.
SUBJECT CONTENT – A’ LEVEL
AS
Component
Weighting
Method of assessment
Unit 1 Art and
Design
Coursework
30% of
Advanced
GCE
60% of AS
20% of
Advanced
GCE
40% of AS
Internally set
Internally marked
Externally Moderated
Unit 2 Art and
Design Externally
set Assignment
A2
Unit 3 Art and
Design
Coursework
Practical work
Personal Study
Unit 4 Art and
Design Externally
set Assignment
30% of
Advanced
GCE
20% of
Advanced
GCE
Externally set
Internally marked
Externally Moderated
Internally set
Internally marked
Externally Moderated
Externally set
Internally marked
Externally Moderated
METHOD OF ASSESSMENT
All modules are teacher marked and externally assessed
RECOMMENDED SUBJECTS AND GRADES AT GCSE
Minimum of GCSE Art: A*, A or B
Desirable GCSE English: A* to B
CAREER POSSIBILITIES
Graphic design, Product design, Carpet and Textiles, Fashion design, Photography,
Ceramic Design, Pottery, Printing, Television, Film and Video, animation, Jewellery
Making, Fine Arts, Architecture, Teaching, Lecturing.
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ADDITIONAL INFORMATION
Students intending to study AS & A2 art need to have, a keen interest in the Visual
arts, the ability to work independently and an inexhaustible thirst for skills and
knowledge.
13
Biology (AQA Exam Board)
Why study Biology?
Biology involves the study of a wide range of exciting topics, ranging from molecular
biology to the study of ecosystems and from micro organisms to mammoths.
Biologists are concerned with all these issues. They work in the fields of cell biology,
medicine, food production and ecology and the work they do is vital to us all.
Your key learning topics:
In Year 13 you’ll study two main units: Biology and Disease and The Variety of Living
Organisms, plus a practical assignment which is designed to sharpen your
investigative skills. Year 14 also has two main Units plus a practical assignment. The
topics are Populations and Environment and Control in Cells and Organism.
Who takes this course?
Biology is a very popular A Level subject, attracting students studying a wide range of
other subjects. Many of these students enjoy the subject so much they eventually
choose a biologically related degree course. Others go on to careers in law,
computing, accounting or teaching. So, whatever field you will eventually work in, you
will find Biology a very rewarding and challenging course which will develop many of
the skills essential for a successful career.
Requirements: GSCE DA Science (or equivalent) BB
GCSE Maths grade B (desirable)
What skills will I learn?
Biology A -Level helps students develop a number of skills:

How to collect data and evaluate it

How to investigate facts and use deduction

How to put over your point of view effectively

How to take responsibility for your own learning
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Where will success take me?
Biology is a great choice of subject for people who want a career in health and clinical
professions, such as medicine, dentistry, veterinary science, physiotherapy,
pharmacy, optometry, nursing, zoology, marine biology or forensic science.
15
AS/A2 CCEA Business Studies
1.1 Aims of the Course
Students should be encouraged to:
• develop an enthusiasm for studying for business;
• gain a holistic understanding of business;
• develop a critical understanding of organisations and their ability to meet society’s
needs and wants;
• understand that business behaviour can be studied from a range of perspectives;
• generate enterprising and creative solutions to business problems and issues;
• be aware of the ethical dilemmas and responsibilities faced by organisations and
individuals; and
• acquire a range of relevant business and generic skills including decision making,
problem solving, the challenging of assumptions and the quantification and
management of information.
1.2 Key features
The key features of the specification are listed below.
• It is made up of a combination of AS and A2 units.
• All assessment is external.
• It enables progression to study at further and higher education, training and
employment.
• It emphasises the development of relevant business and generic skills.
1.3 Prior attainment
It would be beneficial for students to have completed the GCSE in Business Studies
and to have gained an A/B grade.
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The table below summarises the structures of the AS and A Level courses:
Unit
Assessment format
Duration
Weightings
Availability
2 compulsory
structured data
responses
1 hour 30
minutes
50% of AS
25% of A
Level
Summer
2 compulsory
structured data
responses
1 hour 30
minutes
50% of AS
25% of A
Level
Summer
1 compulsory
structured data
response
2 hours
50% of AS
25% of A
Level l
Summer
Unseen case study 2 hours
with problem
solving/decision
making focus
50% of AS
25% of A
Level
Summer
AS 1:
The
Competitive
Business
AS 2:
Managing
Business
Resources
A2 1:
Making
Business
Decisions
A2 2:
The changing
Business
Environment
Candidates are
required to
produce business
report analysing
problems,
evaluating
evidence and
proposing/justifying
solutions
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CHEMISTRY
Chemistry is the study of elements and the compounds they form. As a fundamental
science it is involved in nearly every facet of everyday life. Almost every new
technological change and important discovery has its foundation in chemistry.
Chemists influence our lives and make the world a better place to live in.
SUBJECT CONTENT
AS
A2 LEVEL
MODULE 1:
MODULE 4:
Foundation Chemistry
Atomic Structure, Amount of Substance,
Bonding, Periodicity, Alkanes
Elaboration on equilibrium and Kinetics,
Extension of Organic and Periodic Table
Chemistry.
MODULE 2: Chemistry in Action
Energetics, Kinetics, Equilbria, Redox
Reactions, Groups 2 & 7, Extractions,
Organic Chemistry
MODULE 5: Energetics, Redox, Inorganic
Chemisty.
MODULE 3: Investigative and Practical
Skills.
MODULE 6: Investigative and Practical
Skills Assessed throughout course
Assessed throughout course
METHOD OF ASSESSMENT
Module1:
4-5 short answer questions + 1 longer structured question (70 raw
marks/ 100 USM)
Module 2:
6-8 short answer questions + 2 longer structured questions (100 raw
marks/ 140 USM)
Module 3:
Centre Assessed Unit (100 raw marks/ 140 USM)
Module 4:
6-8 short answer questions + 2 longer structured questions (100 raw
marks/ 120 USM)
Module 5:
5-7 short answer questions + 2 longer structured questions (100 raw
marks/ 120 USM)
Module 6:
Centre Assessed Unit (100 raw marks/ 140 USM)
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Requirements for A level Chemistry:
GSCE DA Science (or Equivalent) BB
GSCE Maths B
Careers requiring A level Chemistry:
Pharmacy, Medicine, Dentistry, Food Science, Dietetics, Veterinary Science,
Biomedical Sciences, Life Sciences, Research Dev.
19
GCE DESIGN AND TECHNOLOGY
Product Design Resistant Materials Technology
Course structure:




Edexcel’s GCE in Design and Technology: Product Design comprises four units
and contains an Advanced Subsidiary subset of two AS units.
The Advanced Subsidiary GCE is the first half of the GCE course and consists
of Units 1 and 2. It may be awarded as a discrete qualification or contribute
50per cent of the total Advanced GCE marks.
The full Advanced GCE award consists of two AS (Units 1 & 2), plus two A2
units (Units 3 & 4) which make up the other 50 per cent of the Advanced GCE.
Students wishing to take the full Advanced GCE must, therefore, complete all
four units.
Assessment overview
The course will be assessed by both externally set examinations and internal
assessment. Detailed information on each unit can be found on the next page.
AS Units
Unit 1 : Portfolio of Creative Skills
Unit 2: Design and Technology in Practice
Internal assessment
External assessment
Internally set and marked by the centre and externally
moderated by Edexcel
Time 1 hour 30 minute examination set and marked by
Edexcel.
Number of Marks 90
Number of marks : 70
Students produce one portfolio that contains evidence,
product design and product manufacture. Photographic
evidence must be supplied for the product(s) they have
made.
Style of paper: Question and answer booklet,
consisting of short-answer and extended-writing type
questions.
A2 Units
Unit 3 : Designing for the future
Unit 4 : Commercial Design
External assessment
Internal assessment
Time 2 hour examination set and marked by Edexcel.
Internally set and marked by the centre and externally
moderated by Edexcel
Number of Marks : 70
Number of marks : 90
Style of paper: Question and answer booklet,
consisting of short-answer and extended-writing type
questions.
Students design and make a product. This is evidenced
in their design folder with photographic evidence of
them making the product and of the final product itself.
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RECOMMENDED SUBJECTS AND GRADES AT GCSE
It is essential that any student wishing to follow this course must have attained a
minimum of a Grade B in GSCE Technology and Design
In addition, due to the emphasis on Designing in this course, students should have
demonstrated a good level of graphic and design ability and be competent in the use
of ICT.
Detailed Content by Unit
Unit 1: Portfolio of Creative Skills
Content summary:
In this unit students are given the opportunity to develop their creative, technical and
practical skills through a series of product investigation, design and manufacturing
activities.
Students will produce one portfolio with three distinct sections which will demonstrate
their creativity and flair when investigating, designing and making products. Ideally
different products should be chosen for the three distinct sections as students are not
being asked to carry out one large design and make exercise but three smaller and
more focused tasks which build up to provide a detailed portfolio of their skills.
This unit has been designed to be as flexible as possible, offering students a wide
range of valid approaches in producing their portfolio of creative skills. Students are
encouraged to be as creative as possible and there are no barriers to choices of
product investigation, product design or product manufacture, as long as the work
submitted by students targets assessment criteria effectively and at the correct level of
response for their abilities.
Unit 2: Design and Technology in Practice
Content summary:
In this unit students will develop a knowledge and understanding of a wide range of
materials and processes used in the field of design and technology.
It is important for students, as designers, to learn about materials and processes so
that they can develop a greater understanding of how products can be designed and
manufactured.
Students will also learn about industrial and commercial practices, and the importance
of quality checks and the health and safety issues that have to be considered at all
times.
The knowledge and understanding students develop in this unit can be easily applied
to Unit 1.
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Unit 3: Designing for the Future
Content summary:
In this unit students will develop their knowledge and understanding of a range of
modern design and manufacturing practices and contemporary design issues. The
modern designer must have a good working knowledge of the use of ICT and systems
and control technology in the design and manufacture of products. They must also be
aware of the important contributions of designers from the past which may provide
inspiration for future design.
It is increasingly important that students develop an awareness of the impact of design
and technological activities on the environment. Sustainable product design is a key
feature of modern design practices.
Unit 4: Commercial Design
Content summary:
In this unit students are given the opportunity to apply the skills they have acquired
and developed throughout this course of study, to design and make a product of their
choice that comply with the requirements of either a resistant materials technology
product or a graphic products, depending on the route they are studying.
In order to reach high attainment levels, students must adopt a commercial design
approach to their work, reflecting how a professional designer might deal with a design
problem and its resolution.
The choice of design problem should have a real commercial use, in that it should be
useful to a wider range of users beyond an individual, unless it has been specifically
commissioned as a ‘one-off’. The design problem should provide opportunities for a
client or user-group to have input into decision making at various stages of the design
and make process.
A client or user-group is defined as any third party identified by a student, that is
referred to and who can give informed critical feedback at various stages throughout
the design process. Clients and user-groups do not need to be specialists or experts;
they can be drawn from any relevant group of people and may include other students,
friends or family members.
A key feature of this unit is that students consider issues related to sustainability and
the impact their product may have on the environment. A student may choose to
design and make a sustainable product, but if they do not, they should still consider
the issues of sustainability at relevant points in their designing and making activities.
Sustainable issues include materials production and selection, manufacturing
processes, use of the product and its disposal/recycling.
22
GCE ENGLISH LITERATURE B
AS outline
Unit 1: Aspects of Narrative
Four texts must be studied, two from Section A and two from Section B

Section A – at least one text written post-1990 must be studied

Prose pre-1990: Jane Austen, Charles Dickens, James Joyce, F Scott
Fitzgerald

Prose post-1990: Arundhati Roy, Ann Tyler, Khaled Hosseini, Andrea Levy, Ian
McEwan, Sebastien Faulks, Mark Haddon

Section B – Poetry 1800-1945: Tennyson, Browning, Coleridge, Keats, Auden,
Hardy and Rossetti.
Assessment:
Written Exam:
2 hours Open book
Weighting:
60% of total AS / 30% of total A Level marks
Unit 2: Dramatic Genres
Topic list
At least two plays within the dramatic genre of tragedy. At least one of the plays must
be by Shakespeare
Assessment
Coursework
Weighting:
40% of total AS / 20% of total A Level marks
Minimum two texts for study within dramatic genre of Tragedy (for study from 2009201
23
2)
A portfolio of two pieces of written coursework. (One may be re-creative):

First piece on an aspect of dramatic/tragic genre with regard to a Shakespeare
play. 1200 - 1500 words

Second piece on an aspect of dramatic/tragic genre with regard to another play.
1200 - 1500 words.
A2 Outline
Unit 3: Texts and Genres
Topic list
Candidates will study a minimum of three texts. At least one of these texts must be
taken from the groups labelled 1300-1800.


Elements of the Gothic
o
1300–1800; Shakespeare, Marlowe, Webster, Milton
o
Post 1800 – Mary Shelley, Emily Bronte, Bram Stoker, Angela Carter
Elements of the Pastoral
o
1300–1800; various including Shakespeare, Goldsmith and Blake
o
Post 1800 – various including Twain, Hardy, Waugh and Potter.
Assessment
Written Exam:
2 hours Closed book
Weighting:
60% of total A2 / 30% of total A Level marks
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Unit 4: Further and Independent Reading
Topic list
A study of at least three texts, one of which will be a pre-released anthology of critical
writing
Assessment
Coursework
Weighting:
40% of total A2 / 20% of total A Level marks
A portfolio of two pieces of written coursework. (One may be re-creative).
First piece a comparative study of an aspect of two texts. 1500-2000 words.
Second piece an application of an aspect of critical anthology to a literary text (1200 –
1500 words).
Free choice of texts.
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GEOGRAPHY
Geography studies physical and human processes, and their interactions and
outcomes over time and in different environments.
There are four assessment units each with 25-50 percent weighting:


Two units to be completed in Year 13 AS1 & AS2
Two units to be completed in Year 14 A2 1& A2 2
The table below summarises the structures of the AS and A level courses:
SUBJECT CONTENT
Unit
Assessment format
Duration
Weightings
Availability
AS1: Physical
Geography
(including field
work skills)
External examination paper
(to include an assessment
of fieldwork)
1 hour 30
minutes
50% of AS
Summer
2016
AS 2: Human
Geography
(including skills
and
Techniques)
External examination paper
(to include as assessment
of skills and techniques)
1 hour 30
minutes
A2 1: Human
Geography and
Global Issues
A2 2:Physical
Geography and
Decision
Making
External examination paper
1 hour 30
minutes
25% of A
Level
Summer
2016
External examination paper
(to include a decision
making exercise)
2 hours 30
minutes
25% of A
Level
Summer
2016
25% of A
Level
50% of AS
Summer
2016
25% of A
Level
RECOMMENDED SUBJECTS AND GRADES AT GCSE
Geography: A/B English: A – C
OTHER CONTRIBUTORY SUBJECTS
Science
26
CAREER POSSIBILITIES
Teaching, Tourism, Surveying, Social Work, Landscape Planning, Insurance, Local
Government, Leisure Industry.
Interest in environmental issues and in modern aspects of cities and society desirable.
27
HEALTH AND SOCIAL CARE (Single Award)
Health and Social Care offers students the opportunity to develop skills, knowledge and
understanding that provide a broad educational basis that will advantage them when entering
into employment or higher education within the health and social care sector.
SUBJECT CONTENT A LEVEL
AS
A2
UNIT 1: Promoting Positive Care
UNIT 9: Providing Services
It focuses on how practices within one
health, social care or early years setting
promote the positive care of clients and
how staff in the chosen setting apply
the principles of the Care Value Base.
This unit gives students the opportunity
to learn about the way in which health
social care and early years services are
organised. This is examined externally in May.
UNIT 2: Communication in Care Settings
UNIT 10: Health Promotion
This unit gives students the opportunity
to learn and practise communication
skills. They observe communication
skills in a care setting and carry out two
interactions.
This unit gives students the opportunity to plan,
implement and evaluate a small scale health
promotion activity which they may carry out
individually or in a small group. They will investigate
the reasons behind health campaigns and identify
regional and local health promotion priorities.
UNIT 3: Health and Well being
This unit gives students the opportunity
to learn about health and well being,
and the factors which affect it. This is
assessed with an externally set exam in May
of Year 13.
UNIT 11:Supporting the Family
This unit gives students the opportunity to
investigate family functions and changing family
structure. Students will investigate the range of
services available to meet family needs. They will
also research how recent government initiatives
help support families experiencing difficulties.
METHOD OF ASSESSMENT
Units 3 and 9 are assessed by an external examination. Units 1, 2, 10 and 11 are
assessed internally. Students are responsible for organising their own work placement
in an appropriate setting which will form an essential part of their course work for Units
1 and 2. Coursework modules involve a large time commitment. It is essential that set
deadlines are met, if students are to gain valuable feedback on their work.
28
ENTRY REQUIREMENTS:
4 A*-C grades at GCSE including English
OTHER CONTRIBUTORY SUBJECTS
The sciences contribute to the work in Health and Social Care.
CAREER POSSIBILITIES
Students will have the opportunity to work in health, early years care and education,
social care or to continue studying further.
OTHER ESSENTIAL INFORMATION
Students going on work placement during Year 13 are required to apply for clearance
from AccessNI. Students will need to bring their passport and original birth certificate
to school in the first week of term to enable this process to begin promptly.
29
HISTORY
The periods selected for AS/A level builds upon programmes of study at Key Stage 3
and GCSE. In History you study how men and women have interacted with their
political, economic and social environment in the past and their ideologies/culture.
History develops many important skills.
It develops your knowledge and
understanding. It also fosters your ability to analyse, evaluate and make historical
judgements.
SUBJECT CONTENT – A LEVEL
AS
A2
Unit 1: Communism and Democracy in
the 20th Century 25%
Unit 3: The Challenge of Fascism
30%
Russia in Revolution 1881-1924
Stalin’s Russia
From Kaiser to Fuhrer; Germany:,1900-1945
Exam: 1 hour 20 mins
Exam: 2 hours
Unit 2: The British Empire Challenged
25%
Unit 4: This is a coursework unit
20%
Britain and Ireland, 1867-1922
Crusading Europe 1095-1204
Exam: 1 hour 20 mins
METHOD OF ASSESSMENT: Structured questions and essays. Coursework: 20%
Minimum Entry Requirements: GCSE History B, GCSE English C
CAREER POSSIBILITIES
History is vocational, useful and exploitable in relation to careers. Careers relating to
History include Archaeology, Architecture, Broadcasting, Environment Officer, History
Teacher, Publisher, Museum Work, Civil Service, Political Researcher.
30
Further Information
History provides 5 out of the 6 Key Skills requirements. It provides you with a sense
of identity and equips you with the skills for life. The past is the present, so in order to
understand the present and indeed the future you must understand the past.
31
GCE Information and Communication
Technology
AS outline
At AS, the two units are complementary and are concerned with applying ICT to solve
problems and the study of the opportunities for and affects of using ICT in the world
today. Candidates will have the opportunity to put into practice a wide range of
software and hardware to create solutions to solve problems.
The AS specification has 2 units:
Unit 1: Practical Problem Solving in the Digital World
Practical use of ICT, identifying, designing, producing, testing, documenting and
evaluating solutions.
Data entry, storage, output of information, use of software, current health and safety
legislation.
Assessment:
Written Paper:
1 hour 30 minutes
Weighting:
50% of total AS marks
25% of total A Level marks
Question paper/answer booklet examination.
Externally marked by AQA.
Section A: short answer questions; Section B: 3 or more structured questions requiring
discursive answers. All questions are compulsory.
Candidates must produce Sample work for this examination. This usually involves
spreadsheet and presentation software.
32
Unit 2: Living in the Digital World
Topic list
1. ICT systems, their components, uses, users, safety and security.
2. Data and information, data transfer, backup and recovery.
Assessment:
Written Paper:
1 hour 30 minutes
Weighting:
50% of total AS
25% of total A Level marks
Question paper/answer booklet examination.
Externally marked by AQA.
Section A: short answer questions; Section B: 3 or more structured questions requiring
discursive answers. All questions are compulsory.
GCE Information and Communication Technology A2 outline
At A2, students will study the concepts associated with the use of ICT in the 21st
century. They will also have opportunities for acquiring skills needed in the IT
profession such as co-operative working and project management. These practical
skills can be developed in areas of ICT that are of interest to them. Students can also
use these newly acquired skills as a springboard into other qualifications and working
environments.
The A2 specification has 2 units:
Unit 3: The Use of ICT in the Digital World
Topic list
1. Developments in technology, information needs of organisations, ICT systems,
management of ICT
2. Developing ICT systems, introducing large ICT systems into organisations
3. Training and supporting users of ICT systems.
33
Assessment
Written Paper:
Weighting:
2 hours
60% of total A2 marks
30% of total A Level marks
Candidates will be provided with pre-release material which will be available on the
AQA Website for examination in June. The pre-release will be re-issued for use in the
examination.
Question paper/answer booklet examination. Externally marked by AQA.
Section A: structured questions based on pre-release material;
Section B: questions requiring extended prose answers. All questions are compulsory.
Unit 4
Coursework: Practical Issues Involved in the Use of ICT in
the Digital World
Topic list
1. Practical issues involved in managing the use of ICT in organisations
2. Investigating, analysing, defining requirements Selecting and using appropriate
technologies, designing solutions, methods for testing and installation,
documenting and evaluating.
Coursework
Weighting:
40% of total A2 marks
20% of total A Level marks
Candidates must produce a report based upon their practical work/investigation. The
report will be internally marked and externally moderated.
34
MATHEMATICS
AS level: Candidates study Pure Maths, Mechanics or Statistics.
A2 Level: Candidate continues studies in the above branches of Maths.
SUBJECT CONTENT – A LEVEL
AS
Three modules in the following areas:
A2
Three modules in the following areas:
Pure Maths (2 Modules)
Pure Maths (2 Modules)
Mechanics or Statistics (1 Module)
Mechanics or Statistics (1 Module)
METHOD OF ASSESSMENT
6 written papers lasting 1 1/2 hours each
Entry Requirement: Mathematics: A/B on higher GCSE (T4/T6)
CAREER POSSIBILITIES
Accountant, Air Traffic Controller, Airline Pilot, Architect, Astronomer, Bank Manager,
Business Analyst, Chemical Engineer, Computer Programmer, Database
Administrator, Electrical Engineer, Forensic Scientist, Mathematician, Mechanical
Engineer.
35
Modern Foreign Languages
French AS
For all AS topics, the following sub-topics will be studied.
Media: Television, Advertising, Communication technology
Popular Culture: Cinema, Music, Fashion/trends
Healthy Living and Lifestyle: Sport/exercise, Health and well-being, Holidays
Family/ Relationships: Relationships within the family, Friendship , Marriage and
Partnerships
Assessment:
Unit One
35% of A Level
Listening, Reading and Writing
2 hour written examination 110 marks
Available June only
Unit Two
15% of A Level
Speaking Test,
35 minutes speaking test (including 20 minutes preparation)
50 marks
Available June only
A2
For A2, candidates must study two of the five Cultural Topics listed, together with the
remaining three topics, i.e. Environment, the Multicultural Society and Contemporary
Social Issues.
Environment: Pollution, Energy, Protecting the planet
The Multicultural Society: Immigration, Integration, Racism
Contemporary Social issues: Wealth and poverty, Law and order, Impact of scientific
and technological progress
36
Cultural Topic
A target language-speaking region/community
A period of 20th century history from a target language-speaking country/community
An author from a target language-speaking country/community
A dramatist or poet from a target language speaking country/community
A director, architect, musician or painter from a target language-speaking
country/community
Assessment:
Unit 3
35% of A Level
Listening, Reading and Writing
2 hours 30 minutes written examination 110 marks
Available June only
Unit 4
15% of A Level
Speaking Test
35 minutes speaking test (including 20 minutes preparation)
50 marks
Available June only
37
GCE SPANISH AS
GCE SPANISH AS
The AS course comprises 2 units and will cover:
Media: TV, advertising and communication technology
Popular culture: cinema, music and fashion/ trends
Healthy living/lifestyle: /exercise, health and well-being and holidays
Family/relationships: relationships within the family, friendships and
marriage/partnerships.
Unit 1: Listening, Reading and Writing
Assessment:
Externally Examined
Written Paper:
2 hours
Weighting:
70% of total AS/ 35% of total A Level marks
Candidates will answer a range of questions based on approximately 5 minutes of
heard material and on a selection of written stimulus texts. They will also respond in
writing to a question based on one of the AS topics.
All past papers and mark schemes are online and the course is supported by the
online course “Kerboodle” which provides a huge range of speaking, listening, reading
and writing practice.
Unit 2: Speaking Test
Assessment:
Speaking Test
35 minutes (including 20 minutes
preparation time)
Weighting:
30% of total AS/ 15% of total A Level marks
Candidates will discuss a target-language stimulus card based on one of the AS topics
and take part in a conversation covering three further AS topics.
38
GCE SPANISH A2
The A2 course comprises 2 units and will cover:
Environment: pollution, energy and protecting the planet
The multi-cultural society: immigration, integration and racism
Contemporary social issues: wealth and poverty, law and order and the impact of
scientific and technological progress
Cultural topic: the study of a target language speaking region/community or the
study of a period of 20th century history from a target language-speaking
country/community or the study of a novelist/dramatist/poet from a target
language-speaking
country/community
or
the
study
of
a
director/architect/musician/painter from a target language-speaking country/
community.
Unit 3: Listening, Reading and Writing
Assessment:
Externally Examined
Written Paper:
Weighting:
2 hours 30 minutes
35% of total A Level marks
Candidates will answer a range of questions based on approximately 6 minutes of
heard material and on a selection of written texts. They will also respond in writing to a
question based on one of the four A2 cultural topic areas.
All past papers and mark schemes are online and the course is supported by the
online course “Kerboodle” which provides a huge range of speaking, listening, reading
and writing practice.
Unit 4: Speaking Test
Assessment:
Speaking 35 minutes (including 20 minutes preparation
Test:
time)
Weighting: 15% of total A Level marks
39
Speaking:
Candidates will present a point of view based on a target-language stimulus card from
one of the A2 topic areas and take part in a conversation covering Spanish history and
literature.
40
MOVING IMAGE ARTS
The AS / A’ Level course has been designed to encourage candidates practical and
creative abilities in producing moving image products of their own whilst also utilising
their critical abilities when viewing moving image products in general.
The
combination of film making skills which form the basis of this qualification also
provides students with a valuable grounding for those wishing to follow careers in the
creative industries.
The A2 section of the Advanced GCE builds upon the foundations of knowledge,
understanding and skills developed with the AS and provides the basis for further
study of Moving Image Arts and related subjects.
SUBJECT CONTENT - A LEVEL
AS
A2
(Creating and responding to Moving Image art
Forms)
(Exploring and Experimenting with Moving
Image Art Forms and Influences)
Module AS 1 (Creative Production: Foundation
Portfolio)
Compulsory coursework: Statement of
intentions, Pre-production, Pre-production
Exercise, Final Product
Evaluation
Module A2 1 (Creative Production and
Research: Advanced Portfolio)
Compulsory coursework: Illustrated
Dissertation, Pre-Production Exercises, PreProduction, Product
Evaluation
AS = 70% A2 = 35%
A2 = 35%
Module AS 2 (Critical response)
Module A2 2 (Critical Response and
Specialisation)
Compulsory external online examination with
unseen moving clips
1 hour 30 minutes
AS = 30% A2 = 15%
Compulsory external online examination with
unseen moving image clips and optional art
form specialisation with pre-set moving clips
2 hours 15 minutes plus
15 minute break
A2 = 15%
METHOD OF ASSESSMENT
The coursework assignments for Units AS1 and A2 1 will be marked by teachers and
submitted to CCEA for moderation. The online examination for units AS2 and A2 2 will be
externally set and marked.]
41
Entry Requirements
It should be noted that no prior knowledge or level of attainment in the subject is required.
However, it is a basic requirement for the online examinations on both AS and Advanced GCE
courses, that candidates demonstrate basic keyboarding and word processing skills.
CAREER POSSIBILITIES
Opportunities exist in television, film and video, editing, production, sound, lighting and a
whole host of media careers and further education courses.
42
MUSIC
Music is a fully recognised A level qualification which is accepted for entry to courses
in higher and further education along with other subjects.
SUBJECT CONTENT - A LEVEL
AS
A2
UNIT 1:
UNIT 4:
Influences on Music. 30% / 15%
1hr 45min exam
Music in Context: 20%
2hr 15 min exam
UNIT 2:
Composing:
30% / 15%
UNIT 5:
Composing:
15%
UNIT 3:
Performing: 40% / 20%
MODULE 6:
Performing: 15%
METHOD OF ASSESSMENT
Examination, coursework, practical examination.
Entry Requirements:
Music GCSE – A*/A/B
English – A*/A/B
CAREER POSSIBILITIES
Performing in bands, orchestras, as a soloist, school teaching and private tuition,
peripatetic tutoring with the Education Board, radio, television, recording industry,
retail trade, music libraries, and music therapy.
43
PHYSICAL EDUCATION
The Edexcel AS/ A level syllabus has been designed to encourage candidates to take
a broad view of sport and physical education, to develop their capacity for critical
thinking and to appreciate the relationship between different aspects of the subject.
Candidates should have the knowledge and understanding of the factors which
influence performance and participation in physical activity and be able to apply them
to a range of different activities.
SUBJECT CONTENT – A LEVEL
AS
A2
MODULE 1: Participation in Sport &
Recreation – 25%
MODULE 3: The Developing Sports
Performer – 25%
MODULE 2: The Critical Sports
Performer – 25%
MODULE 4: Preparation for
Optimum Sports Performance – 25%
METHOD OF ASSESSMENT
Units 1 & 3 are externally assessed through a 1 hr 30 minutes examination paper
which is set & marked by Edexcel.
Units 2 & 4 are internally assessed through a portfolio of evidence, which will be
externally moderated by Edexcel
Entry Requirements
English: A-B
Science: A-B
Desirable: GCSE A* – C in Physical Education and/or a sound background in
Physical education and Sport at Key Stage 4, including involvement in a sports club as
a player, coach or umpire/referee.
CAREER POSSIBILITIES
Teaching, Coaching, Leisure Industry, Physiotherapy, Radiography, Journalism.
Additional Information
Students need to have a keen and active interest in Sport and Physical Education.
44
RELIGIOUS STUDIES
The study of Religion makes a particular contribution to the students’ understanding of
spiritual, moral and cultural issues by encouraging them to reflect upon their own
attitudes and those of others.
SUBJECT CONTENT – A LEVEL
AS
A2
MODULE 1: Foundations,
Judaism and Luke’s
Gospel
MODULE 3: Development of
Judaism
MODULE 2: Investigations – New
Testament – Religion and Science
MODULE 4: Implications New
Testament – Anthology based
METHOD OF ASSESSMENT
The AS consists of two units –two units assessed by written examination with the total
examination time of two and three quarters hours.. A2 consists of a further two units –
two units assessed by written examinations with a total time of three hours.
Minimum Entry Requirements:
Religious Education GCSE – Grade A*/A/B (Desirable)
English Language – Grade C or above
History – GCSE Grade C or above
CAREER POSSIBILITIES
Teaching, Priest, Minister, Journalist, Research Assistant, Museum Curator.
45
CERTIFICATE OF PERSONAL EFFECTIVENESS
LEVEL 3
All students will undertake this course as part of their enrichment programme. The
certificate has been fully approved by the QCA and has been awarded 70 UCAS Tariff
points.
Students will complete credits from a minimum of three modules, providing portfolio
evidence. The evidence can be taken from much of the work students will already be
completing in other subjects.
Course Structure: 3 challenges must be chosen from 6 different modules listed
below:
Module 1: Active Citizenship
Challenge A: Community action
Challenge B: Community Placement
Module 2 :Work Related Activities
Challenge A: Work Experience
Challenge B: Business Enterprise
Module 3: Career Planning
Challenge A: Career Options
Challenge B: Application for higher education
Module 4: Global Awareness
Challenge A: International travel and experience
Challenge B: Global Research
Module 5: Enrichment Activities
Challenge A: Skill Development
Challenge B Leisure Pursuits
Module 6 Research and Presentation Skills
Challenge A research Project
Challenge B: Presentation Skills
46
Assessment
Each student will complete an individual portfolio containing three separate challenges
compiled with evidence that they have met the requirements for all of the units listed
below:

Introduction to working with others

Introduction to problem solving

Planning and carrying out a piece of research

Communicating through discussion

Introduction to improving own learning and performance

Planning and giving an oral presentation
WHAT IS STEM?
S.T.E.M. is an acronym for Science, Technology, Engineering and Mathematics.
Evidence clearly indicates that demand exists for graduates skilled in STEM subjects
among employers across a broad range of sectors. And as more than 70 per cent of
the 2020 workforce is already in employment, it is vital that schools, colleges and
higher education works with employers to offer opportunities for those already in work
to develop higher-level skills in STEM areas.
While the future stability of our economy is unknown and we currently face an
economic downturn, parents will take comfort in knowing that science and
engineering jobs are growing 70 percent faster than other occupations. This
means STEM students will be at an advantage when competing for the hightech, high-wage jobs of the future.
STEM subjects offered at Erne Integrated College include:
Biology, Chemistry, Design and Technology, Health and Social Care,
Mathematics, and Engineering and Construction which are offered via the FLC.
47
Fermanagh Learning Community
Subjects Available in School to School Collaborative Blocks September 2014
AS subjects available –
Monday
11.15 - 12.45
Wednesday 1.30 – 3.25
Thursday
9.00 – 10.25
Subject
School
Exam & QAN Code
Applied Science
Devenish College
QA – 100/5009/7
German
St. Michael’s Grammar
Edexcel – 500/2471/1
Irish
St. Michael’s Grammar
CCEA 500/2447/4
Physics
Collegiate Grammar
CCEA – 500/2438/3
German
Collegiate Grammar
CCEA – 500/2464/4
Travel & Tourism
St. Mary’s College
OCR - 500/8019/2

South West College
BTEC – 500/8156/1
Performing Arts
South West College
Edexcel – 500/1591/6
Creative Media
South West College
Edexcel – 500/7845/8
Engineering
(Max 12)
48
BTEC at South West College
Year 13: BTEC Level 3 Certificate (1 year of study) equivalent to 1 AS.
Year 14: BTEC Level 3 Subsidiary Diploma – equivalent to an A level)
Also available in the School to College block:
1.30 – 3.30pm
1.30 to 5.15pm
All at South West College:
Monday
Thursday
BTEC Level 3 Hospitality
National Cert. – 500/1450/X
BTEC Level 3 Sport
National Cert. - 500/6751/5
BTEC Level 3 Construction
National Cert. – 500/1830/9
49
Fermanagh Learning Community
Post 16 School to School shared access
School Name: Devenish College
Course Offered at Post 16: AS/A2 GCE Applied Science
Exam Body: AQA
QAN : 100/5009/7
Entrance Criteria: 5 GCSEs A-C (including Science)
Course description:
The Advanced GCE (A level) course is designed to allow you to study how Science is
applied in many different types of professions and industries. The focus of the course
is using Science, concentrating on how scientists and others use science in their work.
During the course you will be given the opportunity to:
 Follow a programme of learning to improve your practical skills
 Study a balanced course covering Biology, Chemistry and Physics
 Visit scientific workplaces to meet people who use science on a daily basis
 Learn how science contributes to our lifestyle and the environment
 Work on a number of projects, which contribute to internal assessment
 Gain ideas about employment opportunities in Science
What Qualification will I get? Advanced GCE (A level) in Applied Science
What will this qualification lead to? This science will enable you to progress to a
wide range of higher and further education courses, where Science A level is a
requirement. It will also prepare you for a career in the science industry or industries
that use scientific knowledge and skills.
This is a 6 unit award with 3 AS units studied in Year 13 and 3 A2 units in Year 14.
50
Year 14 – A2 Units
Year 13 – AS Units
Description of Units Studied
Investigating Science at Work – Internally Assessed
General introduction to the types of organisation that use science. Health and
Safety regulations. Impact on the local community.
Energy Transfer Systems – Exam Unit
A joint physics and biology unit. The structure and function of the circulatory
and respiratory systems. Imaging methods used in monitoring and diagnosis.
Application of energy transfer
Finding out about Substances – Internally Assessed.
Explores the work of the analytical chemist. Looking at a range of techniques
and analysis.
Planning and Carrying out a Scientific Investigation – Internally
Assessed
Using the skills and knowledge gained conduct an investigation from an area
of science that interests you.
The Healthy Body – Exam Unit
You will learn about some of the essential knowledge that nurses and other
technicians may use whilst treating patients.
Ecology, Conservation and Recycling – Internally Assessed
Relationships of organisms with their physical and biological environment.
Managing conservation and recycling materials.
51
Fermanagh Learning Community
AS/ A2 German
(Collegiate Grammar)
What skills are developed?
The study of German develops a range of specific technical skills and knowledge.
These include the ability to read, write and speak the German language, an
understanding of and ability to interact with German culture, a greater understanding
of multi-cultural issues past and present and knowledge of German literature and
history.
In addition to the subject-specific knowledge you will also have developed transferable
skills that can be used in many occupations. These may include:

greater social confidence to communicate across cultures,

cultural empathy,

“fearless” public speaking skills developed through language practice in
unfamiliar situations and through classroom presentations and informed
debate;

a broadened vocabulary and discriminating word choice,

well-developed listening skills,

The skills demonstrated by the presentation of projects and dissertations and
through training in research methods and analysis;

team working through project work carried out in groups;

problem-solving skills developed by regular analysis of issues and the
intentions behind the words;

time management skills;

good memory skills.
52
Career options
While some graduates work directly in ‘language’ jobs, career possibilities are very
diverse. Jobs most closely related to the study of German include the following:

International Business

Accounting, Management, Marketing, Finance

Teaching

The Diplomatic Service

International Law

Starting Your Own Business

Computer Related Careers

Medicine If you enjoy German language and culture, a college major in the
language does not exclude medical school as a real option. In addition to
fulfilling your own interests, the knowledge of German opens wide areas of
medical research to you--while your colleagues wait for translations, you will
have immediate access to the data.

Military Services

Religious Careers

Music
Many other German graduates enter careers that seek students of any discipline, but
which offer ample opportunity to use their highly developed verbal, written and thinking
skills and their cultural awareness and adaptability, interpersonal and leadership
potential. Such qualities and attributes can have a significant influence on entry level
into a company or organisation, or career progression within it.
53
Outline of Course
Unit AS 1 Speaking
A2 GERMAN
This unit consists of two elements:
 a prepared presentation (3-4
minutes)
 a general conversation (8-9
minutes) which will focus on
issues pertaining to the life
and interests of the candidate.
The speaking test will be carried out
by an external examiner.
The A2 course is studied through
the following contexts for learning.
Unit AS 2 Listening, Reading and
Writing
Unit A2 1 Speaking
Section A: Listening
This section lasts 35 minutes and will
contain two separate elements with a
mixture of questions and answers in
the target language.
Section B: Reading
This section lasts 1 hour 25 minutes
and
comprises
a
reading
comprehension and translation form
English to German.
Section C: Writing
This section lasts for 1 hour. Pupils
will respond to one question in 300350 words based on two of the three
contexts for learning themes at AS.
Context 4 Local & Global
Citizenship (Equality, Multilingual
Democracy &Conflict)
Context
5
Environmental
Awareness
(Conservation,
Energy, Climate Change)
This unit consists of two elements:
 a discussion based on a
societal
theme
(15
minutes)
 a general conversation (10
minutes) which will focus
on issues pertaining to the
life and interests of the
candidate.
The speaking test will be carried
out by an external examiner.
Unit A2 2 Listening, Reading
and Writing
Section A: Listening
This section lasts 35 minutes and
will contain two separate elements
with a mixture of questions and
answers in the target language.
Section B: Reading
This section lasts 1 hour 25
minutes and comprises a reading
comprehension and translation
form English to German
Section C: Writing
This section lasts for 1 hour.
Pupils will respond to one
question in 300-350 words on a
Literature theme.
54
Fermanagh Learning Community
Post 16 School to School shared access
School Name: St Michael’s College
Course Offered at Post 16: AS/A2 GCE Irish
Exam Body: CCEA QAN 500/2447/4
Course Code: A.S: 8GN01. A2: 9GN01
Entrance Criteria: Minimum GCSE Grade B
Course description: to be found at the link below
http://register.ofqual.gov.uk/Qualification/Details/500_243
2_2
55
Fermanagh Learning Community
Post 16 School to School shared access
School Name: Collegiate Grammar School
Course Offered at Post 16: AS/A2 GCE Physics
Exam Body: CCEA
QAN : 500/2438/3
Entrance Criteria:
Essential: GCSE in the appropriate Single Subject Science at not
lower than Grade B OR GCSE Double Award Science not lower than
Grades BB AND GCSE Maths not lower than Grade B.
Desirable: GCSE Additional Maths Grade C
Course Description
CCEA PHYSICS AS & A Level
Double Award Science provides an excellent base for the A Level Physics course but
the A Level work is to a much greater depth, with a more rigorous mathematical
approach being applied. The subject continues to be logical, with the second step in a
topic depending upon the first step being fully understood etc. As at GCSE level,
applications to everyday life continue to play an important part.
A variety of text books is available and the use of all is recommended, some topics
being better covered in different books. You must have the ability to work on your own
and be responsible for your own learning, using the teacher as a resource and to sort
out problems. Because of the smaller class size the pupil/teacher relationship changes
and (hopefully) the teacher becomes more approachable.
Assessment lays emphasis upon the use of knowledge in situations which may not
have been met previously. Thus the ability to apply knowledge is important if a good
grade is to be obtained. The volume of work covered is very much more each week
than at GCSE and it is necessary to go over what is taught in class and consolidate
work at home and/or in Private Study. Such work requires self-discipline. Practical
work, planning and practical skills form an important element in A Level Physics, with
special emphasis on the interpretation of results of experiments.
56
Content: AS Physics
AS 1: Forces, Energy and Electricity
AS 2: Waves, Photons and Medical Physics
AS 3: Practical Techniques
Assessment: AS Physics
AS 1 and 2 are each assessed by 1 hour 30 min papers carrying 75 marks.
The examination will consist of compulsory short answer questions, some of which will
afford the opportunity for extended writing.
AS 3 consists of 4 short experimental tests (20 marks) and 1 question requiring the
analysis of experimental results (20 marks). This unit is internally assessed.
The AS course contains aspects of Physics which would prove useful to any student
hoping to follow a course with a medical aspect e.g. optometry and the therapies.
Content: A2 Physics.
A2 1: Momentum, Thermal Physics, Circular Motion, Oscillations and Atomic and
nuclear Physics
A2 2: Fields and their applications
A2 3: Practical techniques
Assessment: A2 Physics
A2 1 and A2 2 are each assessed by a 1 hour 30 min written examination consisting of
a number of compulsory short answer questions, some of which will afford the
opportunity for extended writing. Each unit is worth 90 raw marks.
Elements of synoptic assessment will be embedded within the questions.
A2 3 will last 1 hour 30mins and consists of 2 experimental tests (40 marks) and 1
question on planning and design (20 marks). Synoptic assessment will be through the
planning and design question. This unit is internally assessed and worth 60 raw marks.
57
Fermanagh Learning Community
Post 16 School to School shared access
School Name: St Michael’s College
Course Offered at Post 16: AS/A2 GCE German
Exam Body: Edexcel QAN 500/2471/1
Course Code: A.S: 8GN01. A2: 9GN01
Entrance Criteria: Minimum GCSE Grade B
Course description:
AS Topic Areas:
Youth Culture and Concerns
Lifestyle, Health and Fitness
The World Around us: Tourism & Travel, Environmental Issues
Education and Employment.
Subtopics: for a list of related subtopics,see Edexcel online spec P22
http://www.edexcel.com/quals/gce/gce08/lang/german/Pages/default.aspx
Exams:
AS Module 1: Spoken Expression & Response (8 – 10 mins)
Section A: 4 set questions, seeking oral responses to a stimulus text
from student’s chosen General Topic Area.
Section B: General discussion, moving from the stimulus text to deal
with the Topic Area more widely.
This exam is worth 30% of the AS score.
58
AS Module 2: Understanding & Written Response.
Section A: Listening Comprehension based on four German language
recordings.
Section B: Reading Comprehension based on a nmber of German language texts.
Section C: Extended Writing. 200-220 words in the form of a letter, report or an
article. Based on a short stimulus text.
This exam is worth 70% of the AS score.
A2 Modules
Module 3: Understanding & Spoken Response.
Section A: Short debate on chosen topic.
Section B: General conversation on any general topic areas (minimum
of two).
Module 4: Research, Understanding, and Written Response in
German.
Section A: Short translation.
Section B: Essay: Discursive or creative.
Section C: Research based essay on a chosen piece of literature.
A2 Topic Areas are the AS Topics plus Customs, Traditions, Beliefs, Religions.
National & International Events: Past, Present & Future. Literature and The Arts.
Careers with German:
Environmental Engineering / Renewable Technologies
Business/Finance/Banking
Tourism
Education
Electrical/Mechanical Engineering
Sciences (Research)
European Commission Diplomatic Service.
Information Technology
Biochemicals / Medicine.
Environmental Science & Technology
Law & Accountancy
Media / Publishing.
Automobile Industry.
59
The German economy is the largest in Europe, and it is the third largest exporter of
goods in the world. At the moment, it is recognized as the world leader in
Environmental Engineering, particularly in the areas of renewable energies such as
Wind Power and Solar Power. Other significant industries include Biotechnology,
Chemicals, IT, Automobiles, and Financial Services. Hamburg, Frankfurt, Munich
and Berlin are key European Trade and Industry locations.
60
Fermanagh Learning Community
School Name: South West College
Course Offered at Post 16: BTEC Travel & Tourism
Exam Body: Edexcel
BTEC Level 3 Certificate/Subsidiary Diploma in
Travel and Tourism
The BTEC L3 Certificate/ Subsidiary Diploma is an Applied Subject, broadly
equivalent to AS/ A Level.
Course Introduction
You will enjoy this course if you would like to develop an understanding of how the
travel and tourism sector works in the real world. You will have the opportunity to take
part in practical activities such as planning and running a travel and tourism trip,
organising an event and working as part of a team. You will also visit and study Travel
and Tourism Businesses to gain detailed evidence and information.
Course Content.
The course is made up a number of mandatory and optional units
Examples of Mandatory Units:
Investigating Travel and Tourism
The Business of Travel and Tourism
Examples of Optional Units:
The UK as a destination
European Destinations
Retail Operations in Travel and Tourism
Assessment
The course is assessed through the production of a portfolio of evidence created
through assignments. The assignments are assessed internally and verified externally.
There are no exams in this subject
The qualification is graded:
61
Pass (points equivalent to an E Grade)
Merit (points equivalent to an C Grade)
Distinction( points equivalent to an A Grade)
Distinction*(points equivalent to an A* Grade)
Progression
This qualification can lead to a career with tour operators, airlines, hospitality and
entertainment etc as well as being a route to higher qualifications in other areas. You
could progress to a Foundation Degree in Hospitality and Tourism Management at
SWC or as UCAS points will be awarded you could progress to higher qualifications in
areas such as International Travel and Tourism Management, Leisure and Events
Management, Consumer Studies etc.
62
Fermanagh Learning Community
Centre Name: Delivered by South West College in the Technology &
Skills Centre, Killyhevlin.
Course Offered at Post 16: BTEC Level 3 Cert in Engineering
The Edexcel BTEC Level 3 Certificate Engineering is a 30 credit and 180 guided
learning hour (GLH) qualification that consists of one mandatory unit plus optional
units that provide for a combined total of 30 credits.
Aim: This course is designed to equip students for higher level study within the
Engineering field, enabling them to progress to Foundation Degree/Hons Degree level
if desired. This programme is equivalent to one ‘AS’ Level and is usually studied
concurrent with the students’ other chosen AS/A Level subjects.
Entry Requirements:
A BTEC First qualification in Engineering or a related vocational area
A minimum of 4 GCSE passes at grade C or above
Other qualifications deemed appropriate
Topics Studied:
Students are required to undertake three modules over one year.
Mandatory;
Unit 1: Health, Safety and Welfare in the Engineering workplace
Optional Units
Unit 6: Electrical and Electronic Principles
Unit 22: Fabrication Processes and Technology
Career Opportunities:
Candidates may, progress to Edexcel BTEC Level 3 Subsidiary Diploma in
Engineering, a degree in Electrical or Mechanical Engineering. They may consider full
time employment within the private sector or public sector employed in areas such as
design & maintenance in an Engineering environment.
63
For further information please contact:
Dermot McSorley Beng(Hons) PGCFHE
Tel: 0845 603 1881 Ext 2343
E-mail: dermot.mcsorley@swc.ac.uk
64
Fermanagh Learning Community
Post 16 School to School shared access
Delivered by South West College – Venue TBC
Course Offered at Post 16: Performing Arts
Exam Body: Edexcel
Course Codes: 100/4272/6
This course allows you to study and explore the role of drama and musical
theatre inside the Performing Arts.
Aim: BTEC Level 3 Certificate in Performing Arts offers a specialist qualification
that focuses on specific aspects of employment within the world of performance. It
provides a lot of choice for students to develop their own areas of interest and skills
and build their confidence through workshops and rehearsals through small scale
performances to performing in a professional setting. There are three modules studied
in Year 13:
Performing to an Audience – gives students an experience of performing in an
ensemble, presenting rehearsed work to a live audience
Variety Performance – students study the art of variety performance and develop,
rehearse and perform their own 'act' as part of a variety show. This module usually
ties in closely with the Performing to an Audience module, resulting in a performance
in a professional theatre setting.
Devising Plays – students learn different techniques for developing material for
performances and look at ways that devising is used by different theatre companies.
They use this knowledge to create a group devised play which is rehearsed and
presented to an audience.
Year 14 – BTEC Level 3 Subsidiary Diploma in Performing Arts builds on and
develops the work from Year 13 through a new set of modules, covering key
knowledge and skills required in the performing arts sector.
Entry Requirements: you will require five GCSE passes at grades A*to C, including
English Language/Literature, and an interest in performing and dance.
Progression Routes
These qualifications in Performing Arts can be used to gain access to Higher
Education qualifications in the Arts, in teaching and in Drama as well as careers in
radio and TV.
65
For further information please contact:
Amanda Finch Tel: 0845 603 1881
E-mail: amanda.finch@swc.ac.uk
66
Fermanagh Learning Community
Post 16 School to School shared access
Delivered by South West College – Fairview Campus
Course Offered at Post 16: BTEC Creative Media
Production (Games Development)
Exam Body: Pearson BTEC Level 3 Subsidiary Diploma – 60
credits
Course Codes: 500/7845/8
Creative Media Production (Games Development)
The 60-credit BTEC Level 3 Subsidiary Diploma extends the specialist work-related
focus of the BTEC Level 3 Certificate qualification and covers the key knowledge and
practical skills required in the appropriate vocational sector. The BTEC Level 3
Subsidiary Diploma offers greater flexibility and a choice of emphasis through the
optional units. It is broadly equivalent to one GCE A Level.
The BTEC Level 3 Subsidiary Diploma offers an engaging programme for those who
are clear about the area of employment that they wish to enter. These learners may
wish to extend their programme through the study of a general qualifications such as
GCE AS Levels, additional specialist learning (eg through another BTEC qualification)
or a complementary NVQ. These learning programmes can be developed to allow
learners to study related and complementary qualifications without duplicating of
content.
For adult learners, the BTEC Level 3 Subsidiary Diploma can extend their experience
of work in a
particular sector. It may also be a suitable qualification for those wishing to change
career or move into a particular area of employment following a career break.
The predecessor qualification to the BTEC Level 3 Subsidiary Diploma is the Edexcel
Level 3 BTEC
National Award accredited onto the National Qualifications Framework, which has the
same equivalences, overall size and focus as the revised QCF-accredited
qualification.
Creative Media Production (Games Development) –
67
YEAR 13 - 3 Units over one year:
Unit 1 Pre Production Techniques for Creative Media Industries (5 point module)
Unit 2 Communication Skills for Creative Media Production (5 point module)
Unit 66
3D Modelling (10 points)
Unit 69
Drawing Concept Art for Computer Games (10 points)
At the end of Year 13 the student will have covered 3 units in order to achieve a L3
Certificate (equivalent to AS Level)
YEAR 14 - 3 further Units:
Unit 3 Research Techniques of Creative Media Industries (10 points)
Unit 67
3D Animation (10 points)
Unit 70
Computer Games Engines (10 points)
At the end of Year 14 the student will have covered 3 more units in order to achieve a
L3 Subsidiary Diploma (equivalent to A Level). Points are awarded as whether
students achieve Pass, Merit, Distinction.
68
Useful websites for Career information
ABPI
www.abpi-careers.org.uk
Apprenticeships www.apprenticeships.org.uk
Association of the British
Pharmaceutical Industry
Information on
apprenticeships
www.apprentices.co.uk
Engineering Employers
Federation website on
engineering apprenticeship
vacancies and information.
Arkwright
Scholarships
www.arkwright.org.uk
Scholarship for students and
schools during A Level study
in Maths and D&T.
AWISE
www.awise.org
Association for Women in
Science & Engineering
Biochemistry
www.biology4all.com
Information on courses and
jobs linked to biology
Career Engineer www.thecareerengineer.com
Careers
Guidance
Careers
Guidance
CITB
Construction
Skills
Recruitment website
dedicated to the UK
engineering industry
www.b-live.com
Information on courses
available
locally
www.brightfuturesni.org/fermanaghlc/site
www.fasttomato.com
www.citb-constructionskills.co.uk
www.careersserviceni.com
Includes info on careers in,
and routes into, construction
industry
www.connexions-direct.com/jobs4u
Advice and support for young
people 13 to 19 in England.
Engineering
Council UK
www.engc.org.uk
Includes list of engineering
institutions and info on
professional engineering
registration.
Enginuity
www.enginuity.org.uk
Information on engineering
and careers.
Connexions
69
www.equalitec.org.uk
IT, Electronics and
Communications for Women
ETB
www.etechb.co.uk
Engineering & Technology
Board. Includes some
careers resources.
Financial
www.lifelonglearning.co.uk
Financing study for adult
learners
Future Morph
www.futuremorph.org
Science Council website giving
information on careers available
from studying science and maths.
Graduate
careers
www.prospects.ac.uk
Website for graduates but
includes info on careers
within a wide range of
disciplines.
Graduate jobs
www.gradunet.com
Graduate jobs
www.doctorjob.co.uk
Equalitec
Graduate
www.engineerjobs.co.uk
recruitment fairs
National Engineering &
Construction recruitment
exhibition
IAESTE
www.iaeste.org.uk
International Work
Experience for Technical
Students
ICE
www.ice.org.uk
Institution of Civil Engineers
IChemE
www.icheme.org
Institution of Chemical
Engineers
www.whynotchemeng.com
ICT
www.careerspace.com
Careers website for ICT
IET
www.theiet.org.uk
Institute of Engineering &
Technology (electrical &
electronic engineering)
IMechE
www.imeche.org.uk
Institution of Mechanical
Engineers
IoB
www.iob.org
Institute of Biology
IoP
www.iop.org
Institute of Physics
70
www.physics.org
Jim Finder
Learn Direct
www.jimfinder.com
Engineering and
Manufacturing jobs
www.learndirect.co.uk
www.nidirect.gov.uk/careers
Maths Careers
www.mathscareers.org.uk
Careers website for maths
and statistics
NIACE
www.niace.org.uk
National Institute of Adult
Continuing Education in
England and Wales
Placements
www.step.org.uk
Undergraduate placement
opportunities
Planet Recruit
www.engineersonthenet.com
Engineering jobs
RAEng
www.raengbest.org.uk
Royal Academy of
Engineering range of
schemes for students from
KS2 up to adult. Includes
industry placements, summer
schools, residential courses
and engineering industry
projects.
RSC
www.rsc.org
Royal Society of Chemistry
Scenta
www.scenta.co.uk
Information on careers in
Science, Engineering and
Technology.
SEMTA
www.semta.org.uk
Science, Engineering &
Manufacturing Sector Skills
Council.
Sponsorship &
Placements
www.everythingyouwantedtoknow.com
Undergraduate work
placement and sponsorship
UCAS
www.ucas.com
The University and Colleges
Admissions service,
information and searchable
databases for college and
university courses in the UK.
WES
www.wes.org.uk
Women’s Engineering
71
Society for those in
engineering or considering
becoming engineers
WISE
www.wisecampaign.org.uk
Women into Science,
Engineering & Construction
Campaign.
72
UCAS TARIFF TABLE
Grade
GCE & AVCE
Double Award
A level with
additional AS (9
units)
Tariff points
GCE A level
and AVCE
GCE AS
Double
Award
GCE AS &
AS VCE
A*A*
280
A*A
260
AA
240
AB
220
BB
A*A
200
BC
AA
180
AB
170
CC
160
BB
150
CD
BC
A*
DD
CC
A
CD
DE
B
DD
EE
DE
EE
C
D
E
140
AA
120
AB
110
BB
100
BC
90
CC
80
CD
70
DD
A
60
DE
B
50
EE
C
40
D
30
E
20
A* grades were introduced to GCE A level achievement from 2010.
The information contained in this booklet was correct when sent to print.
73
74