Post 16 Prospectus

St. Patrick’s College
Maghera

6th Form
Prospectus

2020/2021

2 St. Patrick’s College Maghera Post 16 2020/21

Main Site
St. Patrick’s College
25 Coleraine Road, Maghera, BT46 5BN
Telephone No. (028) 796 42451 (3 Lines)
E-mail: [email protected]
www.stpatricksmaghera.org
First Year Wing
The St. Mary Building
Tullyheron Road
Telephone No. (028) 796 42464
Follow us
On Instagram:
st.patrickscollege
On Twitter:
@StPatsMaghera
On Facebook:
StPatricksCollegeMaghera
Online:
http://www.stpatricksmaghera.org/

St. Patrick’s College Maghera Post 16 2020/2021 3
Dear student,
Sixth Form in St. Patrick’s College provides many opportunities to achieve success both academically and in
our wide extra-curricular provision. At the time of going to print we are holders of the Senior Ulster Camogie
title and are preparing for our Senior Football Final to win the MacRory Cup. Year on year I see our pupils
experiencing success at a high level and achieving the dream of being the best that they can be. The pupils of
St. Patrick’s College are supported by a dedicated staff to be hard working, highly skilled and articulate young
people. Staff set high expectations for our pupils in order to achieve this.
Your educational journey in the College will lead to your personal growth and success. Take advantage of any
opportunities that come your way, should it be applying to be a Prefect or Peer Mentor, taking part in our
Guardian Angel Programme, getting involved in the John Paul II Award scheme or going on the Derry Diocesan
Youth Pilgrimage to Lourdes. The opportunities are too numerous to list, but I can assure you that
involvement in these enables you to develop as a well- rounded young person. Follow in the steps of previous
Sixth Formers in the College and go on to achieve at a high level in university and/or the workplace. The
world is your oyster and it is about setting your aspirations at a high level and believing in yourself, alongside
a strong work ethic. You will be the doctors, dentists, pharmacists, teachers, nurses, social workers and
engineers of the future. The list of careers and professions that you will be part of is indeed lengthy and again
you will see the potential for this in this prospectus. Our future is in very safe hands – your hands! Remember
where it can all start – right here in St. Patrick’s College.
Be part of the St. Patrick’s family and experience success.
Best wishes,

Mrs B. Mussen

4 St. Patrick’s College Maghera Post 16 2020/2021

Introduction

All Year 12 pupils have now come to the end of their statutory schooling. Some will decide to leave
and seek employment or find a place on a Job Skills or Modern Apprenticeship programme. Others
may decide to follow a course at another institution. The Vice Principal for Curriculum or the Head of
Careers, who interview the pupils, will explain the options available. However, the vast majority will
return to St. Patrick’s and take up Sixth Form studies.

The College offers a very diverse choice of courses. Pupils should consider these options in the light
of their interests, abilities and career aspirations. Pupils who have coped well with GCSE should not
be discouraged from attempting Sixth Form studies provided they are well motivated. Pupils should
also be aware that this level of study is more intensive, involves wide reading and a greater emphasis
on independent study. The rewards for continuing education are worth considering. The average
graduate from University is earning considerably more than other young people of the same age. The
Career prospects for graduates are much better than those for non-graduates. So, without doubt it is
a worthwhile pathway to explore.

Finally, pupils are accepted into Sixth Form on the understanding that there is a commitment to
completing their chosen course of study.

YOUR MAKE
CHOICE

St. Patrick’s College Maghera Post 16 2020/2021 5

Sixth Form Entry Requirements
2020-2021

Students must meet both Academic (subject specific) and
Pastoral (general) entrance criteria to enter 6th Form.

In order to study A Levels, pupils must achieve a Optional Additional Learning may be chosen in September
minimum of five GCSEs at Grade A*-C, including English after enrolment.
and Mathematics. If you have five passes in other
subjects, you may be able to repeat either English or Please note that certain 3rd level courses have very
Maths, but not both. Please contact the school regarding specific entry requirements. Choosing more than one of
this. Pupils must also meet the subject specific entry the courses below marked as Applied, particularly the
criteria for their selected subjects. It is expected that BTECs MAY limit your access to any of the Russell
most pupils will study three A Levels. In some group Universities e.g. Queen’s, Belfast, and other
circumstances, targeted students may be encouraged to selective universities. Therefore, check entry
study four A Level subjects. requirements carefully and ask your careers teacher.

Please note that the subjects offered may be subject to Entry Requirements:
change. Some subjects may be withdrawn if student
demand is low and the class is not viable. Some subjects will 1. Pathway 1: Average GCSE Score – 7
also have a maximum number for health and safety reasons Students will study 3 or 4 AS Levels of their choice.
and the availability of equipment.
2. Pathway 2: Average GCSE Score – 5.5
All students in the Sixth Form will need to follow the Core Students will study one or two AS levels of their choice
Learning Programme consisting of General RE and Careers, and a combination of vocational qualifications from
in addition to the curriculum choices made. BTECs and Applied A Levels.

Please use the Choices Booklet to help you to make 3. Pathway 3: Average GCSE Score –Below 5.5
informed decisions. Pupils will follow either one agreed A Level and two
vocational or a totally vocational route.

GCSE A* A B C* C D E F G

Points 9 8 7 6 5 4 3 2 1

Use this table to calculate total points

Example: Cara gained the following GCSE grades: Paul gained the following GCSE grades:
Ben gained the following GCSE grades:

Maths B 7 Maths B 7 Maths C* 6
English Language B 7 English Language C 5 English Language C 5
English Literature A 8 Religious Studies C 5 Religious Studies C 5
Religious Studies A 8 DA Science CC 10 DA Science CC 10
DA Science BB 14 ICT B 7 ICT C 5
Geography B 7 Childcare C 5 Childcare C* 6
Product Design B 7 Performing Arts B 7 Performing Arts C 5
Music A 8 Total points score 47 Total points score 42
Total points score 66 Average score 46/8 5.7 = 5.5
Average score 66/9 7.3 = 6

Ben would be able to follow Pathway 1 Cara would be following Pathway 2 Paul would be following Pathway 3

6 St. Patrick’s College Maghera Post 16 2020/2021

Specific Post 16

Subject Entry Requirements

For each course you must also meet individual subject entry requirements published in the Course Information Booklet. Final decisions on which
subjects or courses can be followed will be made in light of examination results and career aspirations.

Subject Entry Requirement – GCSE Grades

Art & Design B in Art and Design (portfolio for external applicants).
Biology BB in tested DAS Biology units or a grade B in Biology.

Business Studies B in Business Studies or 5 A*-C including B in English Language and C in Maths.
Chemistry
(1) For DAS entrants - a B in the actual C2 written paper (Year 12 unit), rather than an overall grade BB. (2)
For TA entrants – a B overall. (3) For all – a minimum of B in Maths at GCSE.

Digital Technology A in Digital Tech (Prog or Multimedia) OR A Btec Level 2 ICT.

English Literature B in EnglishLanguage and B in EnglishLiteratureOR
French A in English Language for students who did not study Literature.
B in French and C in English.

Geography B in Geography and C in Maths and C in English Language

History B in History and B in EnglishLanguage

Irish B in Irish and C in English
Mathematics
Music A in Maths with compulsory M4 & M8 Modules. GCSE Further Maths preferred. A diagnostic test
will be taken in the first two weeks of term and a minimum of a C must be
achieved to continue on this AS course.

B in Music and C in Maths and C in English Language. Proficiency in at least one instrument to
Grade 5.

PE B in English Language and C* in Maths.

Performing Arts C in English Language and B in Drama. If no GCSE Drama, students must have experience including
Physics a background in acting/singing/dancing. An audition is required for external candidates
and for any student who has not studied GCSE Drama.

BB in tested DAS Physics units or B in Physics B in Maths at Higher Tier.

Product Design B in Product Design or another related course. C in Maths and C in English Language.

RS B in Religious Studies and C in English.
Spanish
B in Spanish and C in English.
Applied ICT (Single Award)
C in Digital Tech (Prog or Multimedia) OR Distinction at Occupational Studies Level OR C Btec
Level 2 ICT.

Applied Business Studies Open Entry or GCSE Business Studies.
Single Award
Applied Health and Social Open Entry.
Care (Single and Double
BTEC Construction and the 5 GCSEs A*-C to include at least Grade B in GCSE Maths AND GCSE English.
Built Environment Level 3
5 GCSEs to include B in Maths in a higher tier paper and GCSE English at a minimum of B.
BTEC Engineering Level 3
CC in DAS OR A*/A Single Award Science
BTEC Science Double Award
Level 3 5 C grades to include GCSE PE and English. A GCSE Science qualification is required at Double
Award.
BTEC Sport (Double Award) 5 C grades and must continue to study GCSE Mathematics and GCSE English Language if a C has
not been achieved.
BTEC Travel and Tourism Level 3

St. Patrick’s College Maghera Post 16 2020/2021 7

Leadership in Sixth Form

Student voice is an important part of our planning in St Patrick’s College. A
strong student voice lets students know they are being listened to and helps
develop their self-confidence, key leadership and team working skills.

In St. Patrick’s College, all Sixth Form students are given general duties, as well as being assigned to a specific area.
an opportunity to take up positions of responsibility in
the College and each Sixth Former is viewed as a role Extra-Curricular Activities
model for our younger pupils. At the end of Lower Sixth,
pupils can apply to become prefects and it is from this There are lots of extra-curricular activities that students can
application process that Head Boy and Head Girl are get involved in once they reach Sixth Form and pupils are
selected. Those pupils who are selected as prefects help encouraged to get involved to help develop a wider skill set.
by giving back to their school community and they have These extra–curricular activities include:

Sporting Activities Lourdes Pilgrimage trip Music and drama
School Aid Romania Peer mentoring Annual school pantomime
John Paul II Sports coaching Musicals
Young Enterprise Available work-experience Various charity fundraising
Choir St Vincent de Paul Various school trips

“When I first began my sixth form experience it became importance particularly given the fact I wish to pursue a
career in medicine in the future.
apparent that the two years I spent here as a sixth form Our year was the first year given the opportunity to partake
student would be some of the most strenuous and testing in the student leadership team in our first year of Sixth
Form, acting as prefects, peer mentors, guardian angels etc.
times. In a time where mental health is your wealth I Such activities took a lot of us out of our comfort zones and
suddenly realised the importance of taking a bit of ‘me’ time allowed us to further develop our abilities to work with those
younger than us while also developing a level of empathy
and this is where the extra-curricular activities offered by within us. Such skills/qualities were further developed when I
the College came into play. From first year I have been travelled with School Aid Romania and the Lourdes
Pilgrimage. Extra-curricular doesn’t have to be in the form
involved in everything sports related and on entry to Sixth of sport or drama, valuable skills and qualities as well as
Form this was no different, as I immediately began training life-long memories can be created through charity work and
volunteering. I am very grateful to all the staff in the
for both the school Mageean and Macrory teams. The College who have given up their time to make my time in
opportunities and skills that playing on both of these teams Sixth Form so special.”

have offered me are endless, developing my team-working Seamus McKenna, Year 14
and leadership skills. As well as this, I had the opportunity of

leading the school show as the Beast in ‘Beauty and the
Beast’. This opportunity offered a real difference to what I

had become accustomed to here in the College but it showed
me that St. Patrick’s has more to offer than just sporting

and academic success. The school show offered me the
opportunity to build my confidence which I felt was of vital

8 St. Patrick’s College Maghera Post 16 2020/2021

Sixth Form Enrichment

Senior Sporting Excellence St. Patrick’s has also benefited recently from the
modernisation of our gym which was planned by Ollie
Alongside the many other opportunities, St. Patrick’s is Cummings. Ollie has also been a regular contributor to the
also very well renowned for the standard of extra-curricular strength and conditioning programme for the College Senior
provision for the student body – this is particularly strong in footballers, at this new, impressive gym.
sport. St. Patrick’s serves an area which is very steeped in
Irish sporting culture and the College draws tremendous In addition St. Patrick’s College also makes provision for
support from the many local GAA clubs. pupils from many other sports. For example, Athletics, Cross-
Country, Equestrian, Swimming and Golf competitions are all
Such sporting heritage and tradition has seen many St. open to Sixth Form pupils who have the required background
Patrick’s players don the Oak Leaf jersey and saffron of and expertise in these, or indeed, other sports.
Antrim in all three codes with tremendous success coming
at underage especially. St. Patrick’s pupils have risen to Whether it be the study of sport, performance in sport,
international prominence in the Australian Football League. recognition in sport, opportunities for personal development
Both Anton Tohill and Conor Glass followed in the footsteps or just belonging to a community where sport is valued as a
of Derry legends Dermot McNicholl, Anthony Tohill, and means of developing the whole person, we feel St. Patrick’s
present Derry senior football captain Christopher McKaigue has a lot to offer any pupil who chooses to join us for Sixth
in securing professional opportunities for themselves. Form Study.

GRADEA Competitorsin3GAACodes

Ulster Schools’ Grade A Football Ulster Schools’ Grade A Camogie Ulster Schools’ Grade A Hurling
Mageean Cup – 13 times Champions
MacRory Cup – 15 times Champions Corn Uan Uladh – 16 times Champions Foresters Cup
Leonard Cup
Rannafast Cup U16 7-a-side Gallagher Cup
MacNamee Cup
Brock Cup Corn Eimear Thompson Cup

Corn na n-Og U14 Camogie

D’Alton Cup Year 8 Camogie

Nannery Cup

O’Farrell Cup

Oisin McGrath Trophy

This background has allowed St Patrick’s to establish an
enviable record of success across the age groups in Gaelic

Football, Camogie and Hurling. St Patrick’s is the only school
competing at A Grade in all three codes with College
achievements reflecting the reputation which the College
enjoys at provincial and national levels. St Patrick’s has won

UlsterSeniortitles in allthree codeson over40 occasions,
theMacRory Cup resting in the College15 times since first
entering the competition forty years ago; and the College has

adorned these Ulster titles by progressing to win the Hogan
Cup on five occasions, 2013 being the most recent. The
College Senior Camogie Teams have emerged as Corn Uan
Uladh Champions on 16 occasions, while the Senior Hurlers
have won 13 Mageean Cup titles and been All-Ireland

O’Keefe Cup Champions in 2006 and 2012, the class of 2018
reaching the newly named Paddy Buggy Cup All-Ireland final
before losing narrowly after extra-time.

ALL-IRELAND COMPETITION

HOGAN CUP – All-Ireland A Football O’KEEFE/BUGGY CUP – All-Ireland B All-Ireland SENIOR A CAMOGIE
Hurling 3 Times Finalists
5 times Champions
1989, 1990, 1995, 2003, 2013 2 times Champions
2006, 2012

St. Patrick’s College Maghera Post 16 2020/2021 9

COUNTY, PROVINCIAL, NATIONAL and INTERNATIONAL Awards scheme;
RECOGNITION
St. Patrick’s also has a tri-annual tournament with Australian
Such sporting heritage and tradition has seen the UUJ Elite school St. Patrick’s, Ballarat for the McGuigan Cup – Ballarat
Athlete Award secured by many pupils of the College over tour every three years and now offer the opportunity for two
the years as has the Queen’s Bursary for Sport; St Patrick’s pupils to spend time in an exchange programme with the
is the top achieving school in the Ulster Schools All-Star Ballarat school.

Ulster Schools’ Football All-Star Ulster Schools’ Camogie All-Star Ulster Schools’ Hurling All-Star Awards
Awards Awards

St. Patrick’s is the top achieving school across the three codes.

55 awards earned 47 awards earned 80 awards earned

10 St. Patrick’s College Maghera Post 16 2020/2021

10 St. Patrick’s College Maghera Post 16 2020/2021

Sixth Form Enrichment

John Paul II Award

Awards – Gold, Silver & Bronze

The Pope John Paul II Award was created to
commemorate the late Pope John Paul II who was so
committed to young people and who had such belief
and confidence in them.
The Award is committed to helping young people
enhance their spiritual, physical, emotional and social
development through participation in school, parish and
community activities. As well as the feeling of personal achievement that a participant will gain from taking part in the Award,
participation will help demonstrate the young person’s commitment to a task and goal.
“We are in Year 13 and are currently working towards obtaining our Pope John Paul II Papal Cross Award. There are four
different awards that you can work towards; Bronze, Silver, Gold and Papal Cross, all of which require different amounts of
community involvement. Some ways hours can be obtained include: reading at Mass, peer mentoring younger students,
counting Church finances or outside of school volunteering e.g. going on a religious pilgrimage to Lourdes. We would
recommend pupils considering participating in this programme to get involved as not only does it provide you with the
opportunity to mix with individuals from your year group, but it also enables you to become more involved in your local
community. We have found it to be a very worthwhile and beneficial experience.”
Caoimhe and Caitlin Tohill, Year 13

12 St. Patrick’s

College Maghera Post
16 2020/2021

St. Patrick’s College Maghera Post 16 2020/2021 11

Sixth Form Enrichment

School Formal thanks to Mrs Scott and Mr McDaid) ensured that the night
ran smoothly. The formal was held in the Tullyglass hotel in
“On the 6th of September, the Year 14 formal took place.
The theme for the formal was “The Roaring 20’s – Glitz Ballymena and was a fantastic night of splendour and fun,
and Gangsters” as we are the class of 2020. Through which was enjoyed by all who attended.”
weeks of planning and late nights, the senior leadership
team along with the help of some teachers (special Laura Scullion,Year14

12 St. Patrick’s College Maghera Post 16 2020/2021

Sixth Form Enrichment

Every Child Matters

Hello, my name is Caoimhe and I’m a sixth form At times, I really didn’t believe that I would finish my
GCSEs due to all the difficulties that I faced but again
student at St Patrick’s College, Maghera. I study the with the help from the school I did sit them and I’m
subjects Double Award Health and Social Care and truly glad that I did. I ended up getting great GCSE
Religious Studies. results and I was so delighted that I got into Sixth
Form to do the subjects that I always wanted to do.
I moved to this school at the end of Year 10 after I Now that I am in Year 13, I’m trying to grab every
found out that I had Aspergers. I was very lucky to be opportunity that comes my way. I’m currently a
gifted a classroom assistant to help me with my prefect and a guardian angel which means that I help
out in the learning support unit.
anxieties around school and friendships which relate I really enjoy doing my A-levels and it has made me
to my Asperger but still my Autism journey has been think about my future more. I would like to go to
a roller coaster. I very much struggle with friendships university to become a teacher. I always said that I
would only teach in a secondary school but after
and my sensory processing disorder which would doing my work experience in a primary school I’m
affect my touch. For example, I would struggle torn between secondary and primary teaching.
wearing certain types of clothing. I honestly couldn’t have gotten through the last few
years without all my teachers, they have been
During my GCSEs my sensory issues got worse and I amazingly patient with me and I’m so grateful. I’ve
struggled to attend school. However, with help from grown so much as a person since starting this school
my teachers and classroom assistant I was able to and a lot of it is down to the fantastic support that I
have received. I hope this school can help you like it
attend more as they put things in place to help me helped me. I’m now ready for what the future will
such as, having sensory classes, having a time out hold for me.
card and, if I was having a really bad day, I was able
Caoimhe Canavan, Year 13
to stay in one room all day with my work sent to me.

St. Patrick’s College Maghera Post 16 2020/2021 13

Sixth Form Enrichment

Young Enterprise (YE)

A great opportunity to develop skills, experience the running of a real business as well as the
chance of making some money. The Young Enterprise option allows you to make decisions on the
design, marketing and financing of a product or service. You will be part of a team who will work
together to identify and solve real life business problems associated with setting up and operating
a business for one school year. You will elect your peers to posts of responsibility within the
company. This year, Sarah Mallon, Grace Diamond, Bronagh McCullagh, Cliona Convery and Jude
McCoy were able to present cheques of £700 to Aoife Coyle, a past pupil of the College to
support the work of Habitat for Humanity and to Joanne Wilson of Meningitis Now.

Work Experience

In sixth form pupils get the opportunity to go out on work experience. It gives pupils a good insight into the
World of Work and the different career pathways that are available. Not only do pupils find it informative but they
gain confidence and practical skills that they will need for work or further studies. Often pupils impress when on work
experience and build up good contacts with the employers and are able to gain full time employment after finishing school
or a few years later after completing third level qualifications.

“I went to the Learning Ladder on my work experience. This is an inclusive afterschool childcare and education
support centre based in Maghera. While I was there, I got to experience many facilities, such as, Lego-based
Therapy. I thoroughly enjoyed my time here and at the end I got a part time job. This has showed me what future career I
would like which is a special needs teacher. I love working with children and work experience reiterated that I would like that
as a job in the future.”
Anna Kelly, Year 14

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Sixth Form Enrichment

School Aid Romania places. Some bringing happiness and joy, others tears, but
undeniably all were eye opening experiences. We visited
“For over 20 years now, the College has been organising orphanages, old people’s homes, gypsy villages, care homes,
School Aid Romania, an annual trip to offer simple aid to and schools, including schools for the disabled.
those less fortunate than ourselves. This year 21 pupils left St.
Patrick’sCollege at 5:30am on Saturdaythe 19th of January. The trip was an unforgettable experience which will stay
We collected 17 pupils from Methodist College, Belfast before with all of us forever. Regardless of the tough times, new
beginning what was to be a once in a lifetime experience. friendships sprouted and true characters were shown. School
After months of fundraising and hard work, we raised a total Aid Romania 2019 definitely exceeded all expectations and
of £34,000 and we brought every penny with us. has certainly opened all our eyes to the problems of poverty
existing today. We would like to say a special thank you to Mr
The week consisted of a very busy schedule but everyone Clifford, Mrs Devlin, Mrs Scott and all those who made this
was prepared to put in the hard work as we were aware of trip possible.”
the end goal. It included many visits to a variety of different
ClareGunning,Year14

Ski Trip hats, but something had to keep his head warm.
Our ski instructors were good craic and had even better
“When the ski trip was announced, we immediately wanted
to go because we had heard how good it was in previous patience for us. Our hotel was top class and the piano was
years from our friends and family and also one of us had never out of use as we all sang karaoke. The slopes were
been before and the other was new to skiing. It exceeded
our expectations and was an unforgettable week. It was a amazing and the views going down the mountain were
fun filled week with not only skiing but also great après-ski unimaginable and lots of pictures were taken, however the
activities including ice skating, disco, pizza party, lots of
trips to the shops and a visit to Pinzolo’s church for a few scariest part of the whole holiday was waiting to see what
prayers one evening. Even though the entire group had photos had been uploaded of you on the SPC technology
different levels of skiing ability, everyone enjoyed their
time on the slopes and we were all flying by the last day. twitter. The week went so fast, even though Miss Gormley
The teachers were very helpful even though we were quite skied at 1mph down the slopes. We would highly recommend
embarrassed in public following Mr McGale's unusual (cool)
the trip to everyone in the college as it was an unbelievable
experience where we made great memories that we will

never forget
Maeve McGilligan and Meabh Coyle, Year 13

St. Patrick’s College Maghera Post 16 2020/2021 15

Sixth Form Enrichment

School shows and drama

Opportunities to perform and excel outside the classroom are vast in St Patrick’s. Pupils have had opportunities to perform in
a wide range of productions, including pantomime, school musicals, Christmas performances and Rising Stars.

“Being a part of our school musicals was an incredible
achievement and one of the highlights of my time here in
St Patrick’s. I have made memories for life and met so
many new people across all different year groups. I have
become more confident as a person and know that this
new found confidence will help me in my future studies at
university and beyond. If you have the chance to be part
of the school show- take it! You won’t regret it!”

Katelin Gribben,Year14

I had the honour of playing ‘Madame de la Grande
Bouche’ in our school production of ‘Beauty and the
Beast’. This experience was second to none, allowing me
to form new friendships and to excel as a performer and
singer. This opportunity was the absolute highlight of my
sixth form study and if I could, I would go back and do it
all over again. These are the memories that I will take
away and never forget.

Mairead McCloskey, Year 14

16 St. Patrick’s College Maghera Post 16 2020/2021

G.C.E. Subject details
Art and Design

Examination Board: CCEA “Sixth Form studying A level Art, I have been given the
freedom to be expressive with my art work which I
Overview: thoroughly enjoy. The school has a committed team of
teachers who believe in each pupil’s potential and strive
The course aims to help you develop a wide range of skills to help you succeed. The teachers understand that each
and develop your knowledge, understanding and application pupil is different and have different needs, therefore they
of art, craft, media and technologies in current and past dedicate their time to work with each pupil on a one to one
societies and cultures. It will also provide you with a solid basis, giving constructive criticism to help you achieve what
foundation in Art and Design if you wish to progress to you deserve. I also really appreciate the after-school Art
further education or employment. If you have an interest in, classes that are provided in order to help us with our class
enthusiasm for or simply enjoy art, craft and design then this work. Having access to the resources in school
GCE course could be right for you. that we may not have at home, as well as the teacher’s helpful
advice really aids in the progression of our projects.
Course Content
I have found that A level Art is a lot different to GCSE, but in
AS 1: Coursework Portfolio a good way. With A level Art we are given a lot more freedom
with the direction that we want to take, and we are also given
AS 2: Externally Set Assignment great access to different kinds of medias and resources such
as ceramics, textiles and IT resources like Photoshop. I found
A2 1: Personal Investigation that with my AS project, I took a more expressive route as I
was encouraged to be more creative and think outside the
A2 2: Externally Set Assignment box which gave me a new insight to how varied Art can be.
The Art Department has a very positive, challenging and light-
Career Options: hearted atmosphere.”

A GCE in Art and Design provides a solid foundation for Cliona O’ Kane, Year 14
further study of art, craft and design at a higher level and for
degree courses in other fields. Qualifications in art and design
can lead to employment in many areas such as architecture,
graphic design and fashion. The course will also provide you
with creative skills valued by many employers.

St. Patrick’s College Maghera Post 16 2020/2021 17

Biology

Examination Board: CCEA A2 Unit 2: Respiration and Photosynthesis. DNA as the
genetic code. Gene technology. Genes and patterns of
Overview: inheritance.Mechanism of change.Classification and
statistics. (24% of A Level)
This subject provides a useful foundation for many
careers in a variety of sectors. In addition, we hope to A2 Unit 3: External written examination assessing practical
promote an awareness of health issues and a concern for skills, and internal practical assessment. (12% of A Level)
the environment. Prospective pupils should be aware of
Chemistry and basic Mathematical content as well as a Career Pathways:
grounding in GCSE Biology. The content develops those
themes begun in GCSE in more detail. Biological sciences, Biomedical sciences, Medicine, Dentistry,
Forensic science, Nursing, Pharmacy, Sports therapy/ science,
Course Content Occupational therapist, nutritional therapist, Horticultural
manager, Homeopathy, Farming, Botany, Agricultural science,
AS units: Biochemistry, Genetics, Embryology.

As Unit 1: Molecules and cells. Molecules,enzymes and “Biology is a very versatile subject which is why I thrive in
cells. Cell physiology. Nucleic acids and DNA technology. the type of learning environment it provides. It also has
Continuity of cells. Tissues and Organs. (37.5% of AS, 15% of supplied me with a variety of transferable skills including
A Level) problem solving, decision making and mathematical skills,
all of which are skills I can carry into my future studies. As
AS Unit 2: The principles of exchange and transport. part of my A-Level course I have learnt about a variety of
Transport in plants and transpiration. Circulatory systems in topics from how immunisation is necessary for herd
mammals. The adaptation of organisms. The variety of life, immunity to how humans impact upon biodiversity. Many
and human impact on biodiversity. (37.5% of AS, 15% of A of the topics have relevance to the real world and therefore
Level) enable me to broaden my knowledge in numerous aspects
of the subject.”
AS unit 3: External written examination assessing practical Aimee Kielt, Year 14
skills, and internal practical assessment. (25% of AS and 10%
of A Level) “I chose A level Biology, as my desired university course
(physiotherapy) required at least one science
A2 units: subject. Biology was my favourite science at GCSE level and
I genuinely enjoyed learning about the body and how the
A2 Unit 1: Homeostasis and the kidney. Immunity. Co- natural world works. A - level biology has not let me down,
ordination and control in plants. Neurones and synapses. The as I am constantly learning new things about biology in
eye and muscle. Populations and communities. Ecological great detail. Biology will open many pathways for me and
Energetics and Nutrient cycling. The effect of human activity will hopefully allow me to train as a physiotherapist.”
on the environment. (24% of A Level) Darach Palframan, Year 14

18 St. Patrick’s College Maghera Post 16 2020/2021

Business Studies

Examination Board: CCEA This knowledge, and the holistic understanding that

Overview: develops, is invaluable to those students who are
approaching or currently in the workplace. It offers an
Business Studies provides students with a unique insight into excellent foundation for those wishing to pursue careers in
the world of work. Through its study, students will discover management, marketing, project management, business
how businesses operate and learn about their key elements accounting, management consultancy, human resources, and
and essential business functions. business journalism as well as those interested in continuing
on to further study.

Content Assessment Weightings
AS1 50% of AS
Introduction to Business External written examination 20% of A Level
1hr 30 minutes 50% of AS
AS2 Growing the Business 2 Compulsory structured data responses (40 marks each) 20% of A Level
30% of A Level
A21 Strategic Decision External written examination
Making 1hr 30 minutes 30% of A Level
2 Compulsory structured data responses (40 marks each)
A2 2 The competitive
Business Environment External written examination
2 hours
5 compulsory structured data responses (90 marks)

External written examination
2 hours
Six compulsory data responses based on an external
unseen case study. (90 marks)

St. Patrick’s College Maghera Post 16 2020/2021 19

Chemistry

Examination Board: CCEA throughout the course. The prospective pupil will need to
communicate effectively, research and think critically about
Overview: chemical problems and will require good mathematical skills.
The aim of the course is to stimulate and sustain the pupils’
This course builds on the knowledge and process skills interest in and enjoyment of Chemistry
inherent in GCSE Chemistry. It integrates theory and relevant
practical work, which are developed at different levels Course Content and Assessment Weighting

AS 1: Basic Concepts in Physical and Inorganic Chemistry 40% of AS
External written examination: 1 hour 30 mins 16% of
Students answer Section A containing 10 multiple-choice questions (10 marks) and Section A level
B containing a number of structured questions (80 marks).
40% of AS
AS 2: Further Physical and Inorganic Chemistry and an Introduction to Organic 16% of
Chemistry A level
External written examination: 1 hour 30 mins
Students answer Section A containing 10 multiple-choice questions (10 marks) and 20% of AS
Section B containing structured questions (80 marks). 8% of
A level
AS 3: Basic Practical Chemistry
Practical Booklet A consists of practical tasks (25 marks). Assessed in the laboratory. 1 hour 40% of A2
15 mins 24% of
Practical Booklet B consists of questions testing knowledge of practical techniques, A level
observations and calculations (55 marks). Examined in examination hall. 1 hour 15 mins
40% of A2
A2 1: Further Physical and Organic Chemistry 24% of
External written examination: 2 hours A level
Students answer Section A containing 10 multiple-choice questions (10 marks) and Section
B containing a number of structured questions (100 marks).

A2 2: Analytical, Transition Metals, Electrochemistry and Organic Nitrogen Chemistry
External written examination: 2 hours
Students answer Section A containing 10 multiple-choice questions (10 marks) and Section
B containing a number of structured questions (100 marks).

A2 3: Further Practical Chemistry 20% of A2
Practical Booklet A consists of a variety of practical tasks (30 marks). The assessment is in 12% of
the laboratory. 1 hour 15 mins A level
Practical Booklet B consists of questions testing knowledge of practical techniques,
observations and calculations (60 marks). Examined in an exam hall. 1 hour 15 mins

Related Subject Areas:

Biology, Physics, to an extent Home Economics

Career Pathways:

Pharmacist, Chemical Engineer, Medicine, Chemist, Analytical
& Research Chemistry, Laboratory scientist

“From an early age, I realised that I
wanted to be a doctor of medicine. As
chemistry is necessary for a medical
degree, I took it on. Although I did not
have much choice in choosing
chemistry, I am very glad that I did.
Chemistry is a subject in which you are
constantly engaged in either practical
or written work. It may be the most
challenging A Level subject, however,
through the help of the teachers, it is
manageable and made that bit easier.”
Aidan Diamond, Year 14

20 St. Patrick’s College Maghera Post 16 2020/2021

GCE Design and Technology:
Product Design

Examination Board: Edexcel disciplines but is firmly rooted in the skills required to design
and make high quality products. Products that are fit for
Overview: purpose, satisfy wants and needs, enhance our day to day
lives and most importantly give students the opportunity to
This specification seeks to develop students’ knowledge develop their design and technology capability.
understanding skills and application for designing products.
Product Design encompasses a wide range of design Course Content and Assessment:

AssessmentUnit Teaching and learning unit Assessment weighting (%) Nature of Assessment
A2 Unit 1 50% of A Level
Principles of Design and External written examination 2 hours 30
A2 Unit 2 Technology 50% of A Level minutes

Independent Design and Internal assessment.
make project Students complete one task, producing a
practical outcome with a design folder.

Related Subject Areas:

Art, Construction, Engineering

Career Pathways:

Product design, Interior design, Engineering, Construction

St. Patrick’s College Maghera Post 16 2020/2021 21

Digital Technology

Digital Technology aims to encourage students to:

• develop a genuine interest in digital technology;

• gain an understanding of the system development
process;

• gain an awareness of a range of technologies and an
appreciation of the potential impact these may have on
individuals, organisations and society;

• participate in developing an application while adhering
to the system development process;

• develop an understanding of the consequences of
using digital technology on individuals, organisations
and society, and of social, legal, ethical and other
considerations of using digital technology;

Students who choose to study Digital Technology will have
opportunities to apply their skills to relevant work-related
scenarios, to carry out research and development and
present their findings in different formats.

The pupils who undertake this course will have developed
their skills to help prepare them for third level education
and will have demonstrated that they understand and can
apply key concepts through both internal and external
assessments.

The full Advanced GCE award is based on students’ marks
from the AS (40 percent) and the A2 (60 percent).

Content Assessment Weightings
AS 1: Approaches 50% of AS
to System External written examination 20% of A level
Development 1 hour 30 mins
Students answer short and extended questions based on Approaches to System 50% of AS
AS 2: Fundamentals Development. 20% of A level
of Digital
Technology External written examination 40% of A level
1 hour 30 mins
A2 1: Information Students answer short and extended questions based on the Fundamentals of 20% of A level
Systems Digital Technology.

A2 2: Application External written examination
Development 2 hours 30 mins
Students answer short and extended questions based on Information Systems.

Internal assessment
Students compile a portfolio showing evidence of the analysis, design,
development, testing and evaluation of an application for a specified end user.

Complementary Subjects: Please check university prospectus if considering studying
ICT related courses at university as some do not accept
Digital Technology would give you good exposure to the Applied ICT as a suitable qualification in place of the AGCE
world of ICT and its application. This subject will enhance in ICT. Also, some do not accept ICT in place of Computer
your university options for ICT. Subjects such as Maths and Science unless you are also studying Maths or Physics.
Physics would enhance eligibility for ICT courses in Third
Level Education. “I am a current year 14 student, studying Digital
Technology for A Level. It has opened many doors to
Career Pathways: enable me to pick a successful career in ICT which
impacts hugely on our everyday lives. It has equipped
Digital Technology can lead into either further education me with the necessary skills such as advanced
in a range of fields or directly into employment. An ICT database skills which I acquired when completing the
qualification can lead to a wide range of careers including coursework aspect this year. It has also allowed me to
ICT management, multimedia, software design, games develop my problem solving skills which is crucial in
design, computer programming, graphic design, CAM this industry. Whilst the specification is challenging, I
engineering, CAD design. have enjoyed my first year of the course and I am
looking forward to the rest of this year.”

Clare Gunning,Year14

22 St. Patrick’s College Maghera Post 16 2020/2021

English Literature

Examination Board: CCEA and prose. This course will enable pupils to critically evaluate
and analyse a writer’s methods, as well as developing your
Overview: own creative skills. Through independent and critical reading,
you will develop your interest and enjoyment in literary
GCE English Literature will give you the opportunity to study studies and become an accomplished, discerning reader.
a wide range of literature and different genres: drama, poetry
Course Content and Assessment:

AS 1 For this unit you must answer 2 questions:
The Study of Poetry 1900–Present and Drama 1900–Present (1) Poetry: Comparative Poetry of Robert Frost and Seamus
60% of AS Heaney (open book)
24% OF A2 (2) Drama: ‘The Crucible’ by Arthur Miller (closed book)
Duration: 2 hours
AS 2
The Study of Prose Pre-1900 For this unit you must answer 1 question from a choice of
40% of AS, 16% of A2 two on the novel ‘Frankenstein’ by Mary Shelley. (closed
book)
A2 1 Duration: 1 hour
Shakespearean Genres
20% of A2 In this unit you will study Shakespeare’s classic tragedy ‘King
Lear’. (closed book)
A2 2 You must answer 1 question from a choice of two.
The Study of Poetry Pre-1900 and Unseen Poetry Duration: 1 hour 30mins
20% of A2
You will answer 2 questions:
A2 3: Section A: Based on a collection of poems by William Blake
Internal Assessment (closed book)
20% of A2 Section B: Responding to unseen poetry.
Duration: 2 hours

Internal coursework assessment.
You will read 2 novels on the same theme and complete a
2500-word comparative essay.
This will be an independent study.

Career Pathways:

English as a foreign language teacher. Lexicographer.
Magazine journalist. Newspaperjournalist. Publishingcopy-
editor/proof-reader. Secondary school teacher.

St. Patrick’s College Maghera Post 16 2020/2021 23

French

Examination Board: CCEA

Overview:
French is a truly international language as it is spoken in 29 countries right around the world and is also recognised
as one of the six essential languages of international communication. This makes French an ideal language for
business, politics, culture, travel, tourism, journalism and much more. The CCEA GCSE French specification
develops students’ enthusiasm for the language while increasing their confidence in the four key skills of listening,
speaking, reading and writing.

The contexts for learning provide plenty of variety and scope for investigating, understanding, describing,
discussing and giving opinions and these also build directly on the topics studied at GCSE.

Students learn to communicate confidently, clearly and effectively in French for a range of purposes. They also
develop knowledge and understanding of themes relating to the society and culture, past and present, of a country
or community where French is spoken.

A’ Level French
AS: 40% of Alevel
• AS 1: Speaking – Presentation [3 minutes] and a conversation [8 minutes]
• AS 2: [Section A] Listening – Two questions based on two passages [40 minutes]
Sections B and C last 1 hour 20 minutes
• [Section B] Reading – One set of questions in French based on one passage and a translation from French into English
• [Section C] Use of Language – A series of short grammatical exercises and the translation of short sentences from

English into French

• AS 3: Extended Writing – One essay response based on one set text [1 hour]
A2: 60% of Alevel
• A2 1: Speaking – Introduction [1 minute] and discussion [5 minutes] based on an individual research project,
conversation [9 minutes] based on A level themes
• A2 2: Total 2 hours
• [Section A] Listening – Two sets of questions based on two passages [45 minutes]
[Section B] Reading – Two sets of questions based on two passages, a summary exercise and a translation (2 hours)

• A2 3: Extended Writing – One essay response based on one set text [1 hour]

24 St. Patrick’s College Maghera Post 16 2020/2021

Geography relationships and how they change over time. Geography
provides an opportunity for pupils to develop a sensitivity
Examination Board: CCEA towards others who differ from themselves. This will be done
on a local, European and Global scale. Pupils will be expected
Overview: to develop competence in intellectual, practical, graphical
numeracy and communication skills including ICT.
Geography is described as a “soft science”. It is a subject,
which attempts to develop a knowledge and understanding Course Content and Assessment:
of the human and physical environments, their inter-

AS Units Assessment
AS1 Physical Geography
40% of AS
AS2 Human Geography 16% of A Level

AS3 Fieldwork Skills and Techniques in Geography 40% of AS
16% of A Level
A2 Units
A21 Physical Processes, Landforms and Management 20% of AS
A22 Processes and Issues in Human Geography 8% of A Level
A23 Decision Making in Geography
Assessment

24% of A Level

24% of A Level

12% of A Level

Complementary Subjects: “I selected Geography as one of my A Level subjects as I am
considering a career in medicine. Geography is regarded by
Science; I.C.T; Business Studies; L.L.W many universities as a science therefore I felt that it would be
an accessible subject to study at A Level. I really enjoy the
Career Pathways: subject content both in physical and human geography and feel
I can achieve well in it. The fieldwork days are great as we get
Geography Teacher; Surveyor; Town Planner; Landscape out into the outdoor classroom to explore some of the
Architect; Meteorologist; Estate Agent; Travel Agent; concepts we learn in the classroom.”
Transport Manager; Mapping and Charting Officer; Geologist.
Seamus McKenna, Year 14

25 St. Patrick’s College Maghera Post 16 2020/2021

History the written word and in discussion. Good overall literary skills
are essential. The ability to learn facts and to analyse and
Examination Board: CCEA evaluate evidence are skills both required and developed
in this course. The recognition of change, continuity and
Overview: motivation are important characteristics of the History pupil.

History requires a pupil to be able to communicate both in

Course Content Assessment
• AS1: Germany 1918-1945 External exam, 1hr 30mins, 50% of AS, 25% of A2
• AS2: Russia 1903-1941 External exam, 1hr 30mins, 50% of AS, 25% of A2
• A2.1: Clash of Ideologies 1900-2000 External exam, 1hr 15mins, 20% of A Level
• A2.2: Partition of Ireland 1900-1925 External exam, 2 hrs, 30% of A Level

Related Subject Area

Politics, Sociology and English

Career Pathways:

Teaching, Conservation, Archaeology, Architecture, Law, Broadcasting. Publishing, Politics, Journalism, Librarian, Museum
work, Civil Service and Tourism.

26 St. Patrick’s College Maghera Post 16 2020/2021

Irish

Examination Board: CCEA Section B - Reading: Students answer three questions based
on two texts and do one translation from English into target
Overview: language.
Section C - Writing: Students answer one essay response
GCE Irish will give you a fascinating insight into the world based on a literary text.
of Irish. Whilst developing the ability to communicate
confidently and effectively in Irish in both speech and Assessment: Number of papers and their %
writing, you will also learn about the contemporary society, ➤ AS 1 35%, AS 2 65%
cultural background and heritage of Ireland and communities ➤ A2 1 35%, A2 2 65%
where Irish is spoken. Your own personal development will
also benefit greatly from taking GCE Irish. It will strengthen Related Subject Areas:
your confidence and help you gain a positive attitude to
learning and independent study. The AS units can be taken At University you can combine Irish with other languages or
separately as a standalone qualification or you can take the with a range of other subjects, including American Studies,
AS units combined with the A2 units to gain the full A Level Computing, Design, Drama, International Politics, Irish History,
qualification. Management, Law, Drama, Business, Marketing and Music.

Course Content: Career Pathways:

AS LEVEL Genealogist, Interpreter, Library Assistant/ Manager,
Translator, Teacher, Lecturer, Civil Servant, Diplomat,
➤ AS1: Speaking: Presentation and Conversation Journalist, Lawyer, Solicitor, Nurse, Social Worker, Secretary,
Radio DJ, TV Presenter, Researcher, Jobs in Gaeltacht, Jobs
➤ AS2: in Irish Culture and Irish Language Organisations.

Section A - Listening: Students answer two questions based
on two recorded passages.

Section B - Reading: Two reading comprehension questions
based on one text and one translation into English.

➤ AS 3: Writing: Extended Writing – an essay response to
a set film or literary text.

A2 LEVEL
➤ A2 1 Speaking: Discussion based on societal theme and

conversation.

➤ A2 2

Section A - Listening: Students answer two questions based
on two passages.

“Although I was apprehensive when choosing to do A-Level
Irish without having grown up with the language, it is now
by far my favourite subject. We have two Irish teachers,
both are always more than willing to help and lessons are
taught in an engaging way which sets Irish apart from
other subjects in my opinion. I would definitely recommend
A-Level Irish to everyone. Tá sí ina dlúthchuid de mo shaol
anois agus tá súil agam go spreagfaidh an t-ábhar seo grá
i ndaoine eile fosta.”

Heather O’Hagan, Year 13

“Is ábhar iontach suimiúil í an Ghaeilge agus tá rang deas
agus measartha beag againn i mbliana. Tá beirt

mhúinteoir againn agus tá réimse topaicí á staidéar
againn leo. Tugann Gaeilge deiseanna duit nach bhfaighfeá

le hábhar ar bith eile ar nós seal a chaitheamh sa
Ghaeltacht agus imeachtaí eile trí mheán na Gaeilge.

Irish is an interesting subject and we have a nice and quite
small class this year. We have two teachers and we study a

range of topics with them. Irish provides you with
opportunities you do not get with any other subject like

spending time in the Gaeltacht and other activities through
the medium of Irish also.“

Clíodhna de Brún, Year 13

St. Patrick’s College Maghera Post 16 2020/2021 27

Mathematics

Examination Board: CCEA This course enables pupils to develop problem solving skills,
an ability to reason, to classify, to generalise and prove.
Overview: Mathematics is suitable for both specialists in the subject and
those whose main interests lie in other spheres.
Mathematics is a challenging subject at AS and A2 level and
pupils would need to be sufficiently motivated to succeed. Course Content:

Two AS units are studied in Year 13. Two A2 units are studied in Year 14.

Module AS1 – Pure Mathematics – laws of indices, 1. Module A2 1 – Pure Mathematics – further algebra, Partial
surds, quadratic functions, algebraic manipulation, Fractions, Modulus Function, functions, arithmetic and geometric
graphs of functions, coordinate geometry of lines progressions, binomial theorem, parametric equations, trigonometry,
and circle geometry, Binomial expansion, Solution of radian measure, Compound and Double Angle formulae, Equations
Triangles, Trig equations involving Sin, Cos and Tan, of the form - exponential functions, natural logarithms, differentiation
Exponentials and Logs product rule, quotient rule and chain rule and integration, solution of
Differentiation, Integration on either axis and equations using iterative methods. functions, trigonometry,
vectors. differentiation, integration by substitution, Parts, Partial fractions,
Differential Equations, Location of roots, Newton Raphson,
2. Module AS2 Trapezium Rule
Kinematics, Constant Acceleration,
Force, Resolving Forces, Module A22
Newton’s Law 1,2,3, Connected Particles, Equilibrium, Variable Acceleration, Projectiles,
Friction, Moments (Ladders, Rods & Hinges)
Statistical Sampling, Impulse and Momentum,
Standard Deviation and Variance, ConditionalProbability,
Product Moment Correlation, Normal Distribution, Statistical Hypothesis Testing
Addition and Multiplication Law
Tree Diagrams, Venn Diagrams, Two way tables
Binomial Distribution

Assessment:

A-Level Mathematics External written examination 1 hour 45 minutes 60% of AS
AS Pure Mathematics Students answer all questions. 24% of A level

AS Applied Mathematics External written examination 1 hour 45 minutes 40% of AS
Students answer all questions. 16% of A level

A2 Pure Mathematics External written examination 2 hours 30 minutes 36% of A level
Students answer all questions.

A2 Applied Mathematics External written examination 1 hour 30 minutes 24% of A level
Students answer all questions.

Related Subject Areas: “I choose A level Maths as I want to become a vet and it is
compulsory. I enjoyed Maths at GCSE and went on to do
Physics, Chemistry, Technology, Geography, Economics, Further Maths. In Yr.12 I found that the course was split into
Business Studies, Computers and ICT. manageable sections which we completed during the year
and is similar to A level. I found the different topics
Career Pathways: interesting and wanted to further study these in Yr.13.”
Eimear Mullan, Year 13
Engineering, Medical Careers, Banking and Finance,
Accountancy, Insurance and Actuarial, Statistician, Teaching, “I picked A Level Maths as I find the subject interesting and it
Computers and ICT. will become useful in the future if I choose to pursue a career
in engineering. I moved to St. Patrick’s in Yr 13 for a wider
“Have you thought about choosing A-Level Maths? If not, I range of A level subject choices. I choose Maths, Physics and
would highly recommend that you do! A-Level Maths opens engineering. I didn’t study Further Maths at GCSE meaning
many doors for determined, analytical, young students that I will have to work hard and make sure that I
into the world of work, apprenticeships, great universities understand the content covered in every lesson.”
and even developing a greater understanding of Maths Kievan Church, Year 13
itself. A-Level Maths can be challenging at times, but with
a lot of hard work and help from our fantastic Maths
teachers, you are sure to succeed in this very recognisable
and universal subject that will help you succeed in any
career whether that be Accountancy, Business, Law,
Medicine and even Astronomy! Choose Maths and you
won’t be disappointed.”Fabiana Flakyte, Year 13

28 St. Patrick’s College Maghera Post 16 2020/2021

Music

Examination Board: CCEA

This course incorporates the three fundamental musical

activities of composing, performing and appraising. It
accommodates the needs and interests of a wide variety
of students by providing flexibility within the units of
assessment.

Unit Areas of Study
AS 1 – Performing
AS 2 – Composing Solo performance
AS 3 – Listening & written work
Composition or composition with music technology
A2 1- Performing
A2 2 – Composing • Music for Orchestra 1700–1900
A2 3- Listening and written work • Sacred Vocal Music (Anthems)
• Secular Vocal Music (Musicals)

Solo performance

Composition or composition with music technology

• Music for Orchestra in the Twentieth Century
• Sacred Vocal Music (Mass/Requiem mass)
• Secular Vocal Music 1600 to the present day

How will I be assessed? Weighting
32.5% of AS
Unit and Assessment Description 13% of A level

AS 1 – Performing 32.5% of AS
A solo performance at A level equivalent to at least Grade 4 13% of A level
standard of 5 to 7 minutes duration and a viva voce assessed
by a Visiting Examiner. 35% of AS
14% of A level
AS 2 – Composing 19.5% of A level
An internally assessed composition task or composition
task with music technology of 1½ to 2½ minutes’ duration 19.5% of A level
accompanied by a written commentary of no more than
1000 words. 21% of A level

AS 3- Listening & written work
A 1-hour test of aural perception and a 2-hour written
examination.

A2 1- Performing
A solo performance at A level equivalent to at least Grade
5 standard of 8 to 10 minutes duration and a viva voce
assessed by a Visiting Examiner.

A2 2 – Composing
An internally assessed composition task or composition
task with music technology of 2 to 3 minutes’ duration
accompanied by a written commentary of no more than
1200 words.

A2 3 – Listening & written work
A 1¼ hour test of aural perception and a 2-hour written
examination.

Career Pathways: “Music is my favourite A level subject. I am given the
opportunity to not only learn and build upon my skills but to
Music Teacher; Primary School Teacher; Nursery School put these skills into practice and create my own music. I
Teacher; Teacher: Special Educational Needs; Community can use A Level Music to steer a full time or part time career
Development Worker; Computer Games Designer; Musician; in the future. The emotion expressed through music is truly
Music Therapist; Disc Jockey; Musical Instrument Technician; beautiful making it an easy subject to become motivated for”.
Arts Administrator; Promotions Artist Manager: Music
Industry; Film/video Editing Assistant, Music Dealer, Manager Annie Mc Stocker,Year 14
Retail Music, Sales Advertising, Executive Booking Agent,
Business Manager, Producer, Recording Engineer, Sound
Technician, Mastering Engineer

St. Patrick’s College Maghera Post 16 2020/2021 29

GCE Performing Arts.

Examination Board: CCEA Other related subjects;

This new Course will be based on the completion of four Drama, English and Music
assessed Units completed over the two-year period and is
equivalent to one A Level Grade. Career Pathways

Unit 1 and Unit 3 are internally assessed and externally Director, Playwright, Actor, Teacher: secondary, further and
moderated. Unit 2 and Unit 4 are externally examined by a higher education, Drama coach, Music Coach, Dance Coach,
visiting Examiner. Set Designer, Light Technician, Technical crew, Marketing
and Publicity, Rigger, Community Arts Worker, Musical
A practical examination is undertaken rather than a written Therapist, Drama Therapist, Broadcast Presenter, Theatre
examination in this subject. Stage Manager, Classical Musician, Make-up Artist, Costume
Designer, Screen Writer, Set Designer, Commentator, Video
Previous experience in Performing Arts at GCSE, with Grade Editor, Web Designer.
B or above in this subject is important for pupils hoping to
follow this Course. It is also expected that all pupils choosing “This is my absolute favourite A-Level subject. I get the
the subject will be able to demonstrate a genuine interest in opportunity to work alongside my peers on the stage and in
the Performing Arts with present involvement in activities the classroom. I love writing scripts, creating new
both inside and outside the College. Numbers in the Subject characters and then watching it all come alive. This is the
are limited to 12 in a class. Pupils who have not studied ideal subject if you are creative and love all things musicals
Performing Arts at GCSE will be considered if they have a and dramas. I have developed a range of new skills and am
musical background, or other relevant experience in the Arts. undoubtedly a more confident person as a result!
These students will be expected to prepare a short audition Cait McCloskey, Year 14
piece in their chosen skill (Music, Dance or Drama).
“I really love Performing Arts; I am much more confident and
Pupils taking this Course will be expected to get actively have made so many new friends through the opportunities
involved in all areas of the Arts within the College. This is a that I have availed of both inside and outside the classroom. I
team-based subject and all pupils will be expected to commit thrive in this environment and absolutely relish every chance
to weekly rehearsals, during and after school. I get to perform in front of audiences. The skills that I have
gained are immeasurable and will now equip me for third
DETAILS OF THE UNITS; level education.”
Mia Church, Year 14
1. Developing Skills and Repertoire
2. Planning & Realising a Performing Arts Event
3. Planning for Employment
4. Performing to a commission brief.

30 St. Patrick’s College Maghera Post 16 2020/2021

Physical Education

Examination Board: WJEC Exams are 1¾ hours in the AS year and 2 hours in the A2 year
covering a combination of four areas of study:
The WJEC ‘A’ Level PE Course offers the opportunity to 1. Exercise physiology, performance analysis and training
continue with AS and A2 sittings for sit down exams at the 2. Sport psychology
end of each year.
3. Skill acquisition
Practical performance and study of performance will
comprise 40% of the overall qualification with the 4. Sport and society
requirement for a 2000 word, (20 page) piece of coursework
in each year of study.

Course Content Assessment
AS 1 Exploring Physical Education
AS 2 Improving Personal Performance in PE Externally Assessed via 105-minute exam worth 72 marks
A2 3 Evaluating Physical Education 24% of full qualification

A2 4 Refining Personal Performance in PE Internally Assessed Practical Coursework worth 48 marks
16% of full qualification

Externally Assessed via 120-minute exam worth 90 marks
36% of A2 level

Internally Assessed Practical Coursework worth 60 marks
24% of full qualification

Related Subject Areas:

Science, Maths, ICT

Career Pathways:

Any non-specialist course asking for certain grades/UCAS points.
Also consider specialist courses such as: Teaching, Physiotherapist, Sports Science, Sports Development Officer; or
other Sport Related Careers.

St. Patrick’s College Maghera Post 16 2020/2021 31

Physics

Examination Board: CCEA You will already have come across some of the concepts
of physics at GCSE: forces, energy, waves, radioactivity,
Overview: electricity and magnetism. At A-level you will start to see
how these ideas work together, and begin to grasp the
Unlike the other sciences, physics has no limits – everything universal principles that apply to everything from the
in your life, on this planet, other planets, to the far reaches of smallest atoms to the largest galaxies.
universe and beyond is in physics’ job description.
Course Content & Assessment:

AS Units Unit 1: 40% of AS (16% of A2)
1. Forces, Energy and Electricity Unit 2: 37% of AS (18.5% of A2)
2. Waves, Photons and Astronomy Unit 3: 20% of AS (8% of A2)
3. Practical Techniques and Data analysis
A2 Units Unit 4: 24% of A2
1. Deformation of Solids, Thermal Physics, Circular Motion,
Oscillations and Atomic and Nuclear Physics Unit 5: 24% of A2
2. Fields, Capacitors and Particle Physics Unit 6: 12% of A2
3. Practical Techniques and Data Analysis

Related Subject Areas: “I do physics because I enjoyed it at GCSE and I was thinking of
engineering but now forensics which could still use Physics. I
Maths, Technology, Chemistry and Biology enjoy when I get things right and I like being challenged.”
Hannah Lagan, Year 13
Career Pathways: “In GCSE I enjoyed doing physics the most out of the
sciences. Plus I’ve heard physics is good for the line of career I
Architecture,Industrial Design, Dentistry, Engineering (all plan on going into.”
types), Environmental Health, Food Science, Medicine, Caitlin Gormley, Year 13
Ophthalmic/Optometry, Radiography, Radiotherapy, Medical
Physics, Pharmacy, Quantity Surveying, Sport and
Leisure Studies, Veterinary Medicine

32 St. Patrick’s College Maghera Post 16 2020/2021

Religious Studies

Examination Board: CCEA Religious Studies opens up a wide range of opportunities for
further and higher education and interesting and rewarding
Overview: careers. Candidates engage with debates and are therefore
provided with the opportunity to develop their skills in
AS and A2 Religious Studies provides, candidates with the arguing a case on the basis of evidence, a skill which is
opportunity to learn about, discuss, evaluate and learn from central to progress in the world of work.
religious beliefs, practices and values. It allows opportunities
for candidates to engage with challenging questions about Course Content & Assessment:
the meaning and purpose of life, our place in society and the
world around us.

Unit Module Assessment Weighting
AS1 An Introduction to the Gospel of Luke Externally assessed written paper
AS4 Externally assessed written paper 50% AS
A21 The Christian Church in the Roman Empire: Beginnings, Externally assessed written paper 20% A level
AS24 Expansion and External Pressure Externally assessed written paper
The Theology of the Gospel of Luke 50% AS
20% A level
The Continued Development of the Christian Church in the
Roman Empire to 325AD. 50% A2
30% A level

50% A2
30 % A level

Related Subject Areas: “I decided to study A Level Religious Studies as it gives me
the opportunity to develop skills needed for University and
Sociology, Geography, Psychology, History the world of work. The subject also opens up a lot of options
for courses and careers. It is a subject I really enjoyed at
Career Pathways: GCSE level and it allows you to study other cultures and
religious beliefs. The Religious Studies teachers are really
Teaching,Charity Fundraising, CommunityDevelopment, supportive and the fact that the department gets outstanding
Social Work results every year helps. I really enjoy the subject and would
recommend it to anyone.”

Grace Mullan, Year 14

St. Patrick’s College Maghera Post 16 2020/2021 33

Spanish

Examination Board: CCEA

Overview:
Spanish is one of the most spoken languages in the world and, like all languages, offers an opportunity for students
to improve communication skills in preparation for a wide range of possible careers. A-level Spanish also helps
develop an interest in, an enthusiasm for, and an enjoyment of learning Spanish, including an awareness and
understanding of contemporary society, cultural background and heritage of Spanish-speaking countries and
communities. A-level Spanish also encourages the development of higher order thinking skills such as independent
learning, analysis and evaluative thinking.

A’ Level Spanish
AS: 40% of A’ level

• AS 1: Speaking – Presentation [3 minutes] and a conversation [8 minutes]
• AS 2: [Section A] Listening – Two questions based on two passages [40 minutes]
Sections B and C last 1 hour 20 minutes
• [Section B] Reading – One set of questions in Spanish based on one passage and a translation
from Spanish into English
• [Section C] Use of Language – A series of short grammatical and lexical exercises and the
translation of short sentences from English into Spanish
• AS 3: Extended Writing – One essay response based on one set text [1 hour]

A2: 60% of A’ level

• A2 1: Speaking – Introduction [1 minute] and discussion [5 minutes] based on an individual
research project, conversation [9 minutes] based on A level themes
• A2 2: Total 2 hours
• [Section A] Listening – Two sets of questions based on two passages [45 minutes]
[Section B] Reading – Two sets of questions based on two passages, a summary exercise and a
translation [2 hours]
• A2 3: Extended Writing – One essay response based on one set text [1 hour]

“We enjoy learning about new varied topics like family “My favourite part was the film ‘El Bola’ at AS. I hope to

and the environment at a different level. While learning go on and either study or at least use Spanish in the
grammar is a challenge, once we felt we mastered it we future both at uni and in my career. I know it will stand

felt a great sense of achievement”. me in good stead!”
Shay Madden, Year 14 Erin McCool, Year 14

34 St. Patrick’s College Maghera Post 16 2020/2021

Applied Subject Details.

Introduction. The units of work are now more directed so that the pupil
can show evidence of coverage. They must gather the stated
The crucial difference between Applied subjectsand assessment evidence for each unit. There is only one method
other subjects is the nature of study. All applied ofassessment for each unit.This can be:
subjects, ApGCE or Btec are work-related qualifications
devoted to particular vocational fields. They allow you to Either
gain experience of industry and commerce.You spend • Portfolio evidence produced by assignment
time on work-related assignments learning about an area i.e. coursework
of work such as business, I.C.T., leisure, science or health.
You are involved in planning your own learning activities, Or
which are likely to include:working alone and in groups, • Evidence as a result of an external assessment.
spending time out of the classroom visiting employers
and other organisations, solving problems and meeting The external assessments are set and marked by the
deadlines. As these coursesarevocationally directed, Awarding Body. There will normally be two opportunities for
preparing pupils for employment by developing the pupils to take external tests – January and June.
knowledge and skills demanded by industry, they could
provide a headstart in the search for a job. Pupils develop Pupils will only be allowed one resit of an external test.
a variety of transferable skills throughout these courses. Grading in individual units will be expressed as A, C or E.
They include gathering, analysing and interpreting data However,the overall grade for the Ap.G.C.E. will be reported
and communicating the findings in different ways as well as A, B, C, D, or E as a combined aggregate of all unit grades.
as using ICT and numeracy. The inclusion of these
transferable skills allows pupils to go straight to
employment after Sixth Form if that is the route they
prefer.However,the vast majority of pupils studying
vocational subjects at St, Patrick’s move on to Higher
Education.

St. Patrick’s College Maghera Post 16 2020/2021 35

OCR ICT
Cambridge Technicals

Cambridge Technicalsare targetedat studentsaged 16+ Year14
ina school environment. They allow for greater flexibility
with the choice of units that make up the qualification Unit 06 - E-commerce
and are wholly internallyassessed.In addition,theLevel3 Unit 17 - Interactive Media
qualificationshave UCAS points,supporting progression Authoring Unit 42 - Developing a
tohigher education (HE). Cambridge Technicals in IT Smarter Planet
consist of a wide range
of units such as installing hardware, creating a website, Pupils wishing to undertake this subject must have a
identifyingan IT fault,computer animation and e- GCSE in ICT.
commerce. It is an ideal foundation for students entering
the workplace, providing them with a theoretical “I thoroughly enjoyed studying the OCR Cambridge
background reinforced with practicalskillsthat transfer Technical course during my two years studying A-Levels
into the modern workplace. at St Patrick’s. This course helped me to develop my ICT
skills in using Microsoft’s programmes such as Excel,
Cambridge Technicals have minimal mandatory units, PowerPoint and Word in order to complete the 6 units
providing studentswith the ability to consider specialist over two years. These units helped me to advance my
pathways through the experience gained in a variety of written communication skills while analysing real life
units. scenarios. This course was also an opportunity for me to
develop my confidence while delivering PowerPoint
This course is 100% Coursework presentations to the class helping me to prepare for the
world of work. The teachers who deliver this course offer
An example of the course structure may be as excellent guidance to ensure we meet the deadlines. I
indicated below. would recommend this course to anyone who has an
interest in developing their ICT skills, Communication
Cambridge Technicals Level 3 in IT (Single Award) skills and Time Management which I feel will be highly
beneficial when it comes to university.”
Year 13 Emily Mc Clenaghan Year14
Unit 01 - Communication and Employability Skills
for IT Unit 02 - Information Systems
Unit 12 - Website Production

36 St. Patrick’s College Maghera Post 16 2020/2021

Applied Business Level 3

Examination Board: AQA and entrepreneurship after achieving the qualification or via
university or college. The qualification is entrepreneurial and
Focus is on four themes: people, markets, finance and synoptic whilst being broad, practical and realistic in content.
operational delivery. The qualification is split into units to
address these themes so that content is coherent and joined Level3 Business Studies at a Glance:
up. Studying this subject will provide a broad understanding Pupils can study single award (extended certificate) or
of business knowledge and develop skills to support progress double award (Diploma)
to higher education. It will prepare you to work in business

AS units Assessment Assessment
Unit 1 – Financial Planning and Analysis Externally January & June
Unit 2 – Business dynamics Internally June
Unit 3 – Entrepreneurial Opportunities Externally June
A2 Units
Unit 4 – Managing and Leading People Externally January & June
Unit 5 – Developing a Business Proposal Internally June
Unit 6 – Marketing Communications Internally June

In the qualification, you will cover topics such as: As this qualification also contains both examined and
assignment-basedassessment(bothexternallyand internally-
• the role of finance in planning an enterprise, analysing assessed), this should mean that you should be better
and making financial decisions prepared to make the adjustment to the learner- centred
ethos of study at university.
• how business organisations use the human, physical This qualification supports entryto a range of business and
and financial resources at their disposal to achieve their enterprise associated higher education courses, such as
dynamic goals management, finance, entrepreneurship, economics etc,
whentakenalongside otherqualificationsandis confirmed
• the nature of enterprising behaviour and how this can by the specific support of many universities.
be personallyutilisedto best exploitentrepreneurial
opportunities within specific market conditions.

St. Patrick’s College Maghera Post 16 2020/2021 37

Health and Social Care

This course will appealto studentswho: Pupils studying Ap.G.C.E. Health and Social Care have access to a
• Are interested in a career in the caring field wide variety of health related courses in Universities.
• Have an interest in people of different ages – children However, the qualification can be used, in conjunction with
other subjects, to support applications to non-health related
throughto theelderly. courses. Pupils can also go directly to work in health and social
• Are reasonably competent in Biology. services.

The following are some of the areas covered: Allunits carry equal weighting.The units studied in the College
• Dealing with aspects of individual and community health. are listed below.
• Factors that affect human growth and development.
• Equalopportunitiesandclient’srights Subject Content – Double Award:
• Communicating in Healthand Social Care

AS: AS:

Unit AS 1: Promoting Quality Care Unit AS 1: Promoting Quality Care
Unit AS 2: Communication in Health, Social Care and Early Unit AS 2: Communication in Health, Social Care and Early
Years Settings Years Settings
Unit AS 3: Health and Well-Being Unit AS 3: Health and Well-Being
Unit AS 4: Safeguarding Children Unit AS 4: Safeguarding Children
Unit AS 5: Adult Service Users Unit AS 5: Adult Service Users
Unit AS 6: Holistic Therapies Unit AS 6: Holistic Therapies

Subject Content – Single Award:

AS A2
Unit A2 3: Providing Services
Unit AS 1: Promoting Quality Care Unit A2 4: Health Promotion

Unit AS 2: Communication in Health, Social Care and Early Unit A2 5: Supporting the Family
Years Settings

Unit AS 3: Health and Well-Being

“I am currently in year 14 and am studying Double Award and are easy to talk to which makes it easier to ask questions
Health and Social Care. I chose this subject as I have always if you find something difficult. I would recommend studying
been interested in the health sector and learning about Double Award Health and Social Care to anyone who is
helping others. My sister studied this subject which also considering it as it has been very beneficial and enjoyable for
influenced my decision to choose it as she always talked about me.”
how much she enjoyed it. The teachers are very welcoming Michaela Campbell 14A

38 St. Patrick’s College Maghera Post 16 2020/2021

BTEC Level 3 National Extended
Certificate in Construction and
the Built Environment

This course will appealto studentswho: The BTEC Level 3 in Construction has been
designed to provide a broad educational basis for
• Have an interest in construction and the built further education or for moving into employment
environment within the construction industry. Career
opportunities are many, a few examplesbeingcivil
• Are quite competent in Mathematics and physics engineering,architectureor quantity surveying.

• Are interested in design

The course is made up of a number of external
exams which are written and marked by the
examination board and a number of
assignments set and marked by class teachers.
These are selected from a range of optional
units. The final qualification is equivalent to
one A-level.

Prospectus St. Patrick’s College Maghera 17

40 St. Patrick’s College Maghera Post 16 2020/2021

BTEC Level 3 National Extended
Certificate in Engineering

The Extended Certificate is for learners who are interested part of a program of study that includes other appropriate
in learning about the construction sector alongside other BTECNationalsorA Levels.
fields of study, with a view to progressing to a wide range of
higher education courses, not necessarily in engineering or This course is equivalent in size to one A Level. Students will
complete 4 unitsof which 2 are externally assessed.
construction-related subjects. It is designed to be taken as
External assessment (67%)

Pearson BTEC Level 3 National Extended Certificate in Engineering

Unit number and title Type

Units 1. Engineering Principles External Written exam set and marked by Pearson. Two hours

Units 2. Delivery of Engineering Internal Internally set assignments.
Processes Safely as a Team

Units 3. Engineering Product External A task set and marked by Pearson and completed under supervised
Design and Manufacture conditions.Prior to the supervised assessment, learners will be provided
with a case study in order to carry out research in approximately 3 hours in
a two-week period timetabled by Pearson.
The supervised assessment period is 10 hours and can be arranged over a
three-week period timetabled by Pearson.

Units 10. Computer Aided Design Internal Internally set assignments.
in Engineering

Unit 1: Engineering Principles (this unit has a substantial part of other engineering processes
mathematical content) C Develop a three-dimensional computer-aided model for a

A Algebraic and trigonometric mathematical methods thin walled product and a fabricated product that can be
B Staticengineeringsystems used as part of other engineering processes.
C Dynamic engineering systems
D Fluid and thermodynamic engineering systems What could this qualification lead to?
E Static and direct current electricity and circuits
F Magnetism and electromagnetic induction Progression from this qualification is either to a larger size
G Single-phase alternating current qualification at Level 3 (e.g. BTEC National Extended Diploma
in Engineering or other related subject (e.g. Computing) or
Unit 2: Delivery of Engineering Processes Safely as a Team if completed alongside other programs of study will lead to
courses in higher education. The qualification is recognised
A Examine common engineering processes to create by higher education providers as contributing to meeting
products or deliver services safely and effectively as a admissionrequirementsfor manyrelevant coursesin a
team variety of areas of the engineering sector, for example:
• BEng (Hons) in Engineering
B Develop two-dimensional computer-aided drawingsthat • BEng (Hons) in Electronics Engineering
can be used in engineering processes • BSc (Hons) in Computer Science
• BSc(Hons)inMathematics.
C Carry out engineering processes safely to manufacture a
product or to deliver a service effectively as a team Learners should always check the entry requirements for
degree programs at specific higher education providers
Unit 3: Engineering Product Design and Manufacture
Subject Entry Requirements
A Design triggers, challenges, constraints and opportunities,
and materials and processes 5 GCSEs at GCSE to include Grade A Maths and GCSE
English at a minimum of Grade B.
B Interpretinga briefinto operationalrequirementsand
analysing existing products

C Using an iterative process to design ideas and develop a
modified product proposal

D Technical justification and validation of the design
solution

Unit 10: Computer Aided Design in Engineering

In this unit you will:

A Develop a three-dimensional computer-aided model of
an engineered product that can be used as part of other
engineering processes

B Developtwo-dimensional detailed computer-aided
drawings of an engineered product that can be used as

Winners of the RANNAFAST CUP FINAL
U16.5 ‘A’ FOOTBALL
St Patrick’s Maghera 0-8
St Mary’s Magherafelt 1-4

Prospectus St. Patrick’s College Maghera 29

42 St. Patrick’s College Maghera Post 16 2020/2021

BTEC Level 3 Diploma in Sport

Thisisa VocationalCoursewiththree externallytestedunits. For most students choosing this course

Testedunitswillrequireyoutocomplete: • You will have UUJ as a Third Level target destination

• One unit as a sit down, 90-minute test in your Lower • You can access a range of sport and non-sport
6th year – Anatomy and Physiology related coursesif you scorewell in thissubject area.

• Twounits as controlled assessments – (one in each year of I enjoy Btec sport as it brings sport, one of my hobbies
into a subject in school. Everyone in the class shares the
study), same interests, making class discussions and everything
we learn really beneficial to us in our lives in and outside
o Fitness Training and Programming in L6th of school. Lessons are really engaging as they include
interesting content, with knowledgeable, supportive and
o Investigating Business in Sport and Active Leisure organised teachers. This subject mainly involves
coursework and practical assessments where we get to
6 other Coursework based units will require you to coach younger pupil’s skills in our chosen sport. There is
one controlled assessment at the end of each year which
• Present all your work in assignment form throughout really benefits me, as the majority of Btec sport is
your two years of study completed by the time it comes to completing the exams
for my other subjects in school. This subject can get me
• Practical activity and coaching performance will also into many university courses that I am interested in, and I
be part of your assessments am not restricted to any specific course to do with sport.
This subject is also useful for getting a job in the sporting
Over the two years of the course you will study 9 different industry, which is beneficial as this is an area that is
units– 3 externallytestedand6 internallyassessed.External always developing”.
units will have tests/tasks set by the examining board. Each
internal unit will require you to complete between 4 and 6 Eoghan MacOscar, Year 14
pieces of workand these tasks,when completed,will make up
yourcompletedportfolio forthat unit.

Units will cover such areasas sport as a business; sport as a
career path; training and fitness for sport; fitness testing in
sport; how the body works during and responds to physical
activity;thelearningofskills;leadership;practicalstudiesand
coaching in sport.

External units will be assessed by the examining board while
internalunits are assessed by yourteachersand submittedfor
moderation. All units earn points towards your overall grade
BUT be aware that externally tested units and mandatory units
will have more points value – see the tables above.

St. Patrick’s College Maghera Post 16 2020/2021 43

BTEC Double Award
Applied Science

Overview: Externally assessed units follow the more traditional A
level approach to assessment. All of the units developed for
Applied Science refers to a large group of disciplines externalassessmentallowlearnersto demonstratebreadth
related to the delivery of health care to humans and and depth of achievement. Each assessment is taken
animals through theapplication ofscience,engineering, under examinationconditions.Learnersare permittedto re-
technologyand mathematics.It is the field in which sit any externalassessmentonlyonceduringtheir
knowledge is taken from science and applied to practical programme.
and clinical practices to maintain and improvethehealth of
livingthings.Careersin life and health science are expected Thestylesofexternalassessmentused for qualificationsin
to see substantial growth over the next decade with job the Applied Science suite are:
growth expected to double or triple over this period.
• examinations– all learnerstakethe same assessmentat
This course aims to encourage students to develop their the same time, normally with a written outcome
interest in science including developing an interest in
careers in research science. It will also aim to develop a • set tasks – learners take the assessment during a
deeper understanding of how science works and how the defined windowanddemonstrateunderstanding
sciences contribute to the success of the economy and through completion of a vocationaltask.
society. It
will also help students to develop advanced study skills in Related subject areas:
preparation for higher education. The specification
builds on knowledge,understandingandskillsdeveloped Biology, Chemistry, Physics, Mathematics, Technology,
in GCSE Single Award Science, GCSE Double Award Psychology.
Science and GCSE Sciences (Triple Award). The
knowledge and understanding developed in GCSE Career Pathways:
Mathematics are also relevant.
Audiologist, Counsellor, Dietician and Nutritionist, Education,
Key features: Health administrator, Health promotion specialist, Health
service manager,Health and safety adviser,Occupational
The qualification allows learners to focus on different Therapist, Optometrist, Radiation Therapist, Registered
progressionroutesandfocuson internallyassessedunits nurse, SocialWorker,VeterinaryAssistant/Technician.
and externally examined units. This qualification is for
post- 16 learnerswho wantto continuetheir education Please Note -
through appliedlearning.Thequalificationspreparelearners
fora range of higher education courses and job roles In some cases, this is not in substitute for a Science subject
related to the scientific sector.They provide progression and universities may still require you to have a Science A
either by meeting entry requirements in their own right or Level to study a Life and Health Science related course.
by being accepted alongside other qualifications at the Therefore, please check this with your Careers Teacher if you
same level and adding value to them. arethinking aboutthis subject as an option.

From these specification students can take: “I loved science at GCSE and wasn’t sure what to
specialise in so I chose the Double Award Science as it
• An AS course as a final qualification; or allowed me to
• AS units plus A2 units for a full GCE A level qualification. concentrate on all three sciences. I find the course
• For a full Double Award qualification students must challenging but very interesting. The teachers are very good,
approachable and always go the extra mile. It is brilliant to
complete twelve units: six at AS level and six at A2 level. have the Double Award when applying for University as it
• The full Double Award Advanced GCE is based on gives you access to lots of courses. The skills learnt
throughout the course will help me in my future studies.”
students’ marks from the AS and the A2
Carrie Doran, Year 13
Course Content and Assessment:

For internally assessed units in line with the requirementsand
guidance for internal assessment, departments will select
appropriate assessment styles accordingto the learning set
out in the unit. This ensures that learners are assessed
using
a variety of styles to help them develop a broad range of
transferable skills. Learners will be given opportunities to:

• write up the findings of their own research
• usecase studiesto explore complexor unfamiliar

situations
• carry out projects for which they have choice over

the directionand outcomes
• demonstratepracticalandtechnicalskillsusing

appropriate equipment, procedures and
techniques.

44 St. Patrick’s College Maghera Post 16 2020/2021

Pearson BTEC Level 3 National
Extended Certificate Travel
and Tourism

This course is ideal if you would like a career within the travel be assessed via coursework. Learners have some opportunity
and tourism industry or are interested in this area but not to study in more depth a range of option areas of their choice,
completely sure you want to pursue this as a career.You including:

will study a range of topics which include UK and European • retail and business operations
destinations, marketing, customer service, event management,
holidayrepresentatives,retailtravelandcruising.The • European and long-haul destinations
qualification is equivalent to one A level at grade A-E. You will
• cruising.

Unit Mandatory units Credit Level (all 4 must be covered)

1 Investigating the Travel and Tourism Sector

2 The Business of Travel and Tourism

3 The UK as a Destination

Optional units (Teacher will pick two of the following)

6 Preparing for Employment in Travel and Tourism

7 European Destinations

8 Long-haul Travel Destinations

9 Retail Travel Operations

10 Business Travel Operations

11 Investigating the Cruise Industry

19 UK Visitor Attractions

22 Work Experience in the Travel and Tourism Sector

24 Airfares and Ticketing

26 Researching Current Issues in Travel and Tourism

28 Principles of Supervising Customer Service Performance in Hospitality, Leisure, Travel and Tourism

Career Pathways:
Travel and Tourism covers a wide range of employment
opportunitiesin one ofthe fastest growingindustriesin the
UK.It includesjobs in airlinesandhotels,withtouroperators
and travel agents or involving tourist attractions, conferences
and events,hospitality and entertainment. Gaining a
qualification in Traveland Tourismat this level can lead to
Higher Education which should lead to higher paid jobs.

Many students choose to use their qualifications to go straight
into employment; others choose to continue their studies at
university.This course will equip you with the necessary skills
to succeed at Higher Education and you will be able to study
at either HNC or HND, or at BA level (depending on their final
grade).

“Tourism is one of the fastest growing sectors in Ireland. I
therefore chose to study Travel and Tourism with the intention
of getting a job in this fast-growing vibrant industry.The course
really surprised me. It goes into great depth and covers a diverse
range of topics. It is really interesting and the teachers provide
excellent guidance and support. I would recommend the course
to anyone.”
Aine Mc Glinchey, Year 14

St. Patrick’s College Maghera Post 16 2020/2021 45

Higher Education
Course Entry Requirements

Course Requirement
Accountancy 3 A ‘levels - GCSE Maths grade B and one A level grade lower if offering Maths for Ulster
Agriculture 3 A ‘levels – Preferably Biology or Chemistry + GCSE D.A.S.
Anatomy 3 A ‘levels – Biology with preferably Chemistry
Archaeology 3 A ‘levels
Architecture 3 A ‘levels – Mathematics and Art are preferred (Art portfolio for interview)
Art and Design 3 A ‘levels - including Art portfolio (most students take a Foundation Course in Art and Design)
Fashion Design As with Art and Design
Industrial Design 3 A ‘levels - Art and 2 others (Physics or Technology desirable)
Finance 3 A ‘levels – ABB to include Maths
Biochemistry 3 A ‘levels - Chemistry and one from Mathematics, Physics or Biology
Biological Sciences 3 A ‘levels - including Biology and another science preferably Chemistry
Biomedical Science 3 A ‘levels - 2 sciences Chemistry and Biology preferred
Biomedical Engineering 3 A ‘levels - 2 science subjects + Maths or Technology
Broadcast Production 3 A ‘levels - ABB
Building Surveying BBB to include one from Mathematics, Physics, Chemistry, Biology, Engineering, Technology
(including Digital Technology, Technology & Design and BTEC Construction or Engineering),
Business Studies Geography or ICT.
3 A ‘levels - need to show a commitment to the subject in your personal profile i.e. work
Business Information experience etc.
Technology 3 A ‘levels – GCSE Mathematics
Chemistry
Computer Science 3 A ‘levels - including Chemistry
Communication, 3 A ‘levels - Maths or I.C.T. or Chemistry or Physics (some will not accept ICT so check carefully)
Advertising & Marketing 3 A ‘levels
Consumer Studies
Dentistry 3 A ‘levels
AAA at A-level including Biology/Human Biology and Chemistry. GCSE Mathematics minimum
Dietetics grade C is required if not offered at AS-level or A-level. (UCAT exam and multi-mini interview
Economics now involved)
Engineering (all types) 3 A ‘levels - including 2 sciences – Chemistry preferred BTEC Applied Science accepted
3 A ‘levels - sometimes Maths preferred for some courses
English 3 A ‘levels – including Maths and Physics or Technology, BTEC Engineering also considered with
Environmental Maths or Physics for some
Engineering 3 A ‘levels - including English Literature
Environmental Health 3 A ‘levels - Science + Maths or Technology
Environmental Planning
Environmental Science 3 A ‘levels - including 2 from Maths, Biology, Chemistry and Physics
European Studies 3 A ‘levels - GCSE Maths
Ethnomusicology 3 A ‘levels - including 2 science subjects (which may include Economics and Geography)
Film Studies 3 A ‘levels – Language required
Food Quality, Safety and 3 A ‘levels
Nutrition 3 A ‘levels.
3 A ‘levels - including Chemistry or Biology, preferably both

46 St. Patrick’s College Maghera Post 16 2020/2021

Finance 3 A ‘levels – Maths preferred
Genetics
Geography 2 A ‘levels - including Biology + Chemistry
Government and Economics + Government and
Law 3 A ‘levels - including Geography

Health Studies -Chiropractic 3 A ‘levels - must show evidence of commitment to these courses in your
History personal profile i.e. work experience etc.
Hospitality Management
+ Hotel&Catering / Tourism 3 A ‘levels - including 2 sciences
Housing 3 A ‘levels - including History
Celtic Studies / Irish Studies
Law 3 A ‘levels
Management
Medicine 3 A ‘levels
(this information is specifically for
Queen’s Belfast other universities in the UK will 3 A ‘levels - including Irish
have different entry requirement so important to
do your research.) 3 A ‘levels

Microbiology 3 A ‘levels
Molecular Biology
Music AAA at A-level + A in a fourth AS-level subject including A-level Chemistry plus
Music Technology at least one other A-level from Biology/Human Biology, Mathematics or Physics.
Nursing (Degree level) If not offered at A-level, then Biology/Human Biology grade A as a 4th AS-level
or grade B as a 5th AS-level.
Nutrition OR
Occupational Psychology A*AA at A-level including Chemistry and
Occupational Therapy Biology/Human Biology. OR
Ophthalmic / Optometry A*AA at A-level including Chemistry and either Mathematics or Physics + AS-level
Pharmacy B3ioAlo‘lgeyveglsra-dBeioBl.og(yUCanAdTCexhaemmiastnrdy Multi Mini Interview now involved)

Physics 3 A ‘levels - Biology and Chemistry
Physiology
Physiotherapy 3 A ‘levels - including Music
Podiatry/ Chiropody
Product Design 3 A ‘levels – one from Maths, Physics or I.C.T.
Psychology
Quantity Surveying 3 A ‘levels - Biology preferred but not necessary, GCSE Science (SA, DA or
Radiography TA) necessary. Interview very important. OCN Science not accepted.
Social Work
Sociology 3 A ‘levels Chemistry and / or Biology preferred
Speech and Language Therapy
Sport and Leisure Studies 3 A ‘levels

Teaching 3 A ‘levels

Technology and Design 3 A ‘levels - including 2 from Maths, Physics, Chemistry or Biology (Physics often
Technology Management r3eAqu‘lierevde)ls - including Chemistry + 1 from Biology (Required to at least AS level)
Theatre and Drama Studies Maths or Physics (GCSE DAS required)

Transport 3 A ‘levels – including Maths and Physics
Veterinary Medicine
3 A ‘levels – preferably Biology and Chemistry
Youth and Community Work
3 A ‘levels - one or more science subjects required

3 A ‘levels- one or more sciencesubjects preferred(GCSE DAS required)

3 A ‘levels – Maths and a science or Technical subject

3 A ‘levels

3 A ‘levels - some courses prefer Maths or Physics or Geography

3 A ‘levels - one or more science subjects required (GCSE DAS BB required)

3 A ‘levels - interview very important

3 A ‘levels

3 A ‘levels - including one from English, Maths, or a Science.
3 A ‘levels - 2 from Biology, Business Studies, Chemistry, Economics, English, Maths,
Physics and Sociology.

3 A ‘levels – Including the subject you wish to teach + GCSE English and Maths –
Interview very important

3 A ‘levels - including Design and Technology

3 A ‘levels - including Design and Technology

3 A ‘levels - English Literature required for some courses (GCSE Modern Language
preferred) – Interview + personal profile very important

3 A ‘levels - GCSE Maths and Science or Technology

3 A ‘levels - 3 of the Colleges ask for Chemistry + Biology and one from Maths or
Physics – 3 other Colleges ask for Chemistry and 2 from Biology, Maths and
P3hAys‘liecvse(nlseceadnvdeidteartiensamryuwsotrskhoewxkpneoriwenlecdeg) e and experience of working with
young people – Interview very important

St. Patrick’s College Maghera Post 16 2020/2021 47

Careers Department

CEIAG @ St. Patrick’s
The Careers Department in the College works very closely with each one of our pupils to ensure that they
are as informed as possible regarding their options at Post 16. Sixth form will be your final two years of
formal education so we aim to make sure that you have a career plan in place for the next stage of your
career journey.

Every student in Sixth Form will attend one Careers lesson per fortnight. During this class you will learn
about the different pathways open to you after Year 14, complete a personal career plan and learn about
work experience and how you organise it. You will be also guided through how to write a winning personal
statement for your UCAS application and gain advice and tips on how to complete HPAT, UCAT, Multi-mini
interviews and other university interviews. We will also keep you up to date with apprenticeships they you
can apply to as an alternative to university.

During your Sixth Form at St. Patrick’s there will be many opportunities to attend different events which will
give you an insight into careers of interest to you. You will also be kept up to date with programmes
organised by external bodies such as Generation Innovation, School Employer Connections and Career
Encode to name a few who are all working to provide you with work experience opportunities and
information regarding relevant careers.

We also have close links with local Colleges and universities who attend our annual Careers Convention in
March so you can ask questions directly to them. Alongside them we will also have in attendance local
companies who are keen to inform students of the variety of careers within their company and also about
possible apprenticeship opportunities.

The College has a designated Careers Room which contains a large range of printed material and also
multimedia resources which you can use to ensure your research is as up to date as can be. We also have
two interview rooms, one which is used by our external careers advisor from the Department of Employment
and Learning twice a week. For advice or queries you can call in and we will support and guide you to the
best of our ability.

Ultimately our aim is to provide impartial advice to each of our students and help them make decisions
which they are confident and happy with.

Mrs C O Kane
Head of Careers

48 St. Patrick’s College Maghera Post 16 2020/2021 49 St. Patrick’s College Maghera Post 16
502020/2021

Beyond school

JLR Engineering Degree Apprenticeship

Introduction
I left St Patrick’s in 2018 and relocated to Royal Leamington Spa in the midlands of England to join the Jaguar Land Rover
(JLR) Degree Apprenticeship Programme. JLR offered me a remarkable opportunity - through their Degree
Apprenticeship Program I could complete a bachelor’s degree in applied engineering at the University of Warwick without
having to spend a penny or take out a student loan. Better yet JLR pay me a salary throughout! The programme I’m on is
of six year duration, which is off putting for a lot of people, but the good news is that JLR have started to offer four year
degree courses. JLR offers a range of training schemes from post GCSE to post graduate level, although competition for
these places is tight, - in my year of application, there were 35,000 applications with 550 applicants offered places. For
comparison, across all subjects there are approximately 5 applications per place at Oxbridge.

Application
The application process for JLR was quite arduous. After the initial application to register interest there came a series of
online tests, some to judge Maths and English abilities others to assess situational awareness and judgement. Each of
these had to be completed and passed before there would be an invitation to the assessment day and interview. After
successfully completing the online tests, I flew to Coventry for the Assessment centre and interview. The day consisted of
several parts:
1. A group discussion with other applicants - We were given a subject to discuss which for my group was “Is JLR
moving in the right direction?” while being observed by JLR assessors.
2. A practical task – I was given instructions and told to wire a circuit to operate an electric door mirror. I then had to
explain what was wrong with the system and re-write the instructions to correct the errors
3. A theoretical problem solving task – In this part I was given a set of notes to read with information relating to a
case study in which a vibration could be heard in the cabin of a car. I then had to identify the cause of the fault and
propose a solution.
4. Interview – This consisted of a one to one interview where I was asked typical interview questions

When I applied for the apprenticeship I applied to join under the powertrain department. This is the department which
deals with everything from the engine to the wheels. After I had been offered a position and moved to England I was
assigned to work in the Associative Vehicle Architecture (AVA) department within powertrain.

What I’ll be doing
For me as an Engineering Degree Apprentice, I combine institution-based learning with hands-on experience gained at
one of the Design Facilities (Gaydon). I spent the majority of first year at college, learning the fundamentals of
engineering. Outside of term time, I complimented my studies with work in my job role as a Design Engineer. So far in my
second year with JLR, I continue to work within Powertrain AVA whilst I further my qualifications at college one day per
week, working towards a Foundation Degree. In later years, I’ll attend the University of Warwick on a block-release basis
to study for a full engineering degree.

How I ended up here
I spoke to Mr Mc Gale about my future career options and he suggested JLR as a possibility. From that conversation I
investigated further and decided to apply. For the program I am on JLR asked for Maths and an Engineering / science
based subject along with one other subject at A level. I did Maths, Physics and Product Design for A level, but through the
interview and reading on their website I realised they based their decision more on other things which can be better
applied to the workplace than grades on a piece of paper. I am not ashamed to admit that I could have done better in
exams, but grades aren’t the be all and end all, personal qualities are as important as anything else for employers e.g.
attitude, punctuality, respect and work ethic. I had an interest in the automotive industry from an early age, I started
working in a garage when I was 13, brushing the floor and putting tools away which progressed into swapping engines
and fabricating gearbox mounts. Key selection factors for JLR included enthusiasm and passion for the industry.

So far at JLR, what I do/ what I’m working on
At the time of writing I have been at JLR for 16 months and, so far,
the job has been enjoyable. I’m in the Powertrain AVA department
which essentially means I make complicated 3D computer models
which change shape depending on a table of numbers or other
models. Currently I am working with the battery concepts team to
develop a robust model for the next generation of JLR produced
battery systems. Unfortunately, I'm not allowed to give any more
detail than that!

Would I recommend the programme?
I'm often asked why I chose JLR and if I would recommend the
programme to others and my answer is always the same. I would
strongly recommend JLR - if you’re offered the opportunity grab it
with both hands. There are multiple reasons why JLR was a good
choice for me but the biggest reasons to choose a JLR
apprenticeship over others are the University, as Warwick is highly
regarded, and the salary, as it is much more competitive than those
offered for similar schemes.

St. Patrick’s College Maghera Post 16 2020/2021 49

Important Considerations!

• The requirements listed in the previoustable are what is • For courses like social work, nursing and teaching you
generally asked for admission to the Degree programmes. need to get involved in your local community,doing
However, some institutions may differ slightly on admission voluntarywork or caring for someone.This experiencewill
policy. It is always best to check the current prospectus form an important part of your UCAS personal statement!

in the Careers Library or the most up to date method Whatever you choose, be the best you can be, the world
is to check this on the particular university website. It is needs brilliant people like YOU!
also important to read if they have any specific GCSE
requirements.

• The listsof requirementsdo not differentiate between Useful websites to help decide:
A.G.C.E. and Ap.G.C.E. It would be advisable to check for https://www.nidirect.gov.uk/articles/and-levels
specific institution demands. https://www.nidirect.gov.uk/articles/options-after-year-12
https://www.ucas.com/ucas/after-gcses
• Two A ‘levels and five GCSE’s (including English and https://careeraz.cascaid.co.uk/#/menu
Maths) are the minimum entry requirement for Level 5
courses (HNDs & Foundation Degrees). However, three
subjects are needed in order to gain entry to Level 6
courses (Hons degree courses)

• Studentsapplyingto TeacherTrainingcourses,outside
Northern Ireland, must ensure the Institution offers the
Catholic Certificate in Religious Studies in order to qualify
to teach in the Catholic school system. Also, you need DA
Science at GCSE level.

Be the BEST you can be
and everything else will fall into place

50 St. Patrick’s College Maghera Post 16 2020/2021

Post 16 Qualifications

Post 16 education has changed in keeping with the AS qualification, a six unit single A’ level and finally
demands of industry. It was felt that the traditional ‘A’ level a twelve unit double A ‘level. Pupils can study to
route was too restrictive on the development of many whichever award level they wish.
young people. This conclusion has led to an increased
breadth of the choices open to Sixth Formers. We, in St. • AGCE and Ap.GCE are graded in a similar way i.e.
Patrick’s, were ideally placed to implement these changes grades A,B,C,D and E. This will allow Universities
as the College has, for many years, offered our pupils to equilibrate the two types of course. It is the
a very wide choice of both academic and vocational Government’s aim that both routes are given equal
courses. The changes can be summarised as follows: standing.

• All Sixth Form courses have been broken into specified • BTEC/OCRNationals on offer are a Six Unit National
Units or Modules of study Award and a Twelve Unit Level 3 National Diploma.

• We offer both A’ Levels and BTEC/OCR Nationals Why would you choose a BTEC/Applied/OCR over a
traditional A Level?
• There are two types of A’ Level AGCE and Applied GCE
This is a vocational method, more suited to the type of
• AdvancedGeneralCertificateofEducation(AGCE) student who would prefer to complete portfolio work
which is divided into two parts – an initial Advanced rather than ALL external tests. If you are interested in
Subsidiary (AS) qualification, usually completed in one of these courses and you know it would match your
Lower Sixth comprising of two or three units of study. learning style and the university courses you are thinking
Pupils can continue to a full AGCE qualification in a of applying to accept this qualification then why not!
subject by following an A2 programme of a further A lot of the students who completed these types of
two or three units in Yr14. Pupils can finish with the AS qualifications are very successful and it improves their
qualification in a subject. However, most will carry their overalllevelof qualificationsachieved.
subjects on to A2.

• Applied General Certificate of Education (Ap.
GCE) which is divided into three parts – a three unit

AGCE AS 2/3 40%
Applied GCE AS+A2 4/6 100%
AS 3 40%
BTEC/OCR Nationals A-level 6 100%
Double A-level 12 2 A-levels
6 A-Level
National Award 12 2 A-levels
National Diploma
Medicine and Dentistry will not consider these
Only one applied course is permitted for entry to QUB, qualifications as one of the main three A Levels.
St. Mary’s University College and Stranmillis University
BTEC and Cambridge Technical scores matched to A
College. Two or more applied courses are accepted for a Level’s:
range of degrees in UU.

Cambridge Technical Level 3 BTEC Subsidiary Diploma AQA Extended Certificate Overall A Level Grade
Distinction * Distinction * Distinction * A*
Distinction Distinction Distinction A
Merit Merit Merit C
Pass Pass Pass E