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A Guide

To

Subject and Career Choice

In Year 11

2019- 2020

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CONTENTS: - Learning for Life and Work at St Michael’s

Section A- Options for GCSE - Options for Year 11 at St Michael’s

Section B- GCSE Subjects - Art & Design - Business Studies - Construction - Digital Technology - Double Award Science - Drama - Engineering & Manufacturing - English Language & Literature - Food & Nutrition - Geography - History - Mathematics (including Further Mathematics) - Modern Languages French German Irish - Music - Physical Education - Religious Education - Technology and Design Section C- BTEC Subject Option - BTEC Level 2 Certificate in Applied Science

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LEARNING FOR LIFE AND WORK (LLW) AT ST MICHAEL’S Learning for Life and Work

Aim: The overall aim is to prepare students to take responsibility for their every facet of their own lives both at school and beyond.

Objectives

Understand themselves better and develop their capabilities.

Acquire the skills necessary for decision making.

Make choices about their own career paths, continuing education and training.

Be aware of education, training and career opportunities.

Manage transitions to new roles and situations.

The three main strands of LLW are:

Local & Global Citizenship

Personal Development

Employability & Careers Education, Information and Guidance Local & Global Citizenship in St Michaels In this area of study pupils will have one period per week from Year 8 to Year 12. Citizenship education is concerned with developing in young people the skills, knowledge and understanding to become informed, active and responsible members of their local, national and international communities. Personal Development Education (PD) This subject is all about life and about the skills a pupil will need to survive as a successful human being in the real world. Students in Years 8-14 have one period per week for PD.

Employability and Careers Education, Information & Guidance The main components of this programme are –

A planned programme of careers education through the curriculum: Years 8-14.

Information about the world of work and educational, vocational and training opportunities.

Interview skills training in Years 12 and 14

Experience of work Year 13. Mini-Enterprise in Years 11 and 13.

Individual guidance in Years 10, 12, 13 and by request for those pupils in other year groups.

Recording achievement and planning for the future. CAREERS PROCESSES Employability & Careers Education:

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This comprises a co-ordinated and progressive programme of teaching and learning activities for students in the curriculum, which will help them to develop the knowledge and skills needed to manage their own careers. Many of the skills needed are developed in subject classes, PD, Citizenship and Employability & Careers classes. Careers Guidance: This comprises advice and guidance for individuals through interviews and small group work. Guidance in school does not function as an individual activity. Through the additional research classes in Years 13 and 14 students will be encouraged to review their progress and, where appropriate, to reconsider goals or devise alternative strategies, thereby helping them to forge a deeper level of commitment to their decision-making. Careers Information: Comprehensive and reliable information is accessible to students of all ages and abilities to help them make well-informed and appropriate career choices and decisions. This is facilitated through the internal school email system, careers library, School Twitter feed and the internet. Experiences of Work: Learning about work first hand helps students to develop their understanding of the meaning of work and of the skills that will be of most use to them. This is developed through projects, business games, mini-enterprise, mock interviews, career talks, videos, competitions and work experience. Employability & Careers Programme This programme is delivered as a stand-alone subject as follows:

Years 8-14 inclusive: 1 careers class per week The programme includes the following elements: Portfolio: Each student will keep a record of their career work through school from Year 8 to Year 14. This allows them to trace their career decision development, information gathering, recording achievement, target setting, action planning etc. This portfolio will complement their Progress File. Resources: There is a comprehensive career section in the school library to enable individual pupil research and a careers library/tutorial room is also available for access to leaflets, booklets, prospectuses, application forms, journals, articles etc. This is fitted with computers to facilitate student access to the internet and to careers software programmes. Tutor Groups: In Year 12 those thought to be underachieving will be allocated a tutor, who will meet with them on a regular basis, and seek reports from subject teachers regarding their progress. External Agencies: Careers provision will be assisted by external agencies such as the Careers Service NI who will provide expertise to interview all students in Year 12.

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Open Days: Open Day trips/residentials will be organised for those who have displayed a commitment to researching these institutions. Year 13 pupils have access to university talks in school. Inventory tests: Students throughout the year groups are given the chance to test their suitability to certain job areas by carrying out Inventory tests that match their capabilities with suitable job areas. These tests are obtained through web-based tests and tests by the Careers Service of NI. In Year 13 students will complete Centigrade. This is a professional computer based programme that assesses individual interests, personal qualities and abilities and matches these with degree and HND courses at universities and colleges throughout Great Britain and Ireland.

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Section A Options for GCSE

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KEY STAGE 4

SUBJECT CHOICE: 2019 / 2020

For administrative purposes a working knowledge of subject uptake in Year 11 is required to allow for forward planning. Each student must take all of the Common Core and five subjects from the list of subjects available to study at GCSE. The Subject Choice Form can be downloaded from our website (See Careers Education Section), filled out and returned to the appropriate form teacher.

COMMON CORE

Religious Education English Language Mathematics Physical Education Learning for Life and Work

The following subjects are available to study at GCSE:

Art BTEC Level 2 Certificate in Applied Science Business Studies Construction Digital Technology

Double Award Science Drama English Literature Food & Nutrition French Further Mathematics

Geography

German History Engineering and Manufacturing

Irish

Music

Physical Education

Technology & Design

Please note:

Pupils may only choose one of the following: Technology & Design, Engineering and Manufacturing or Construction

Double Award Science counts as two choices.

Pupils must rank their preferences 1-5 and choose 2 reserve subjects

Where pupils are considered for their reserve subjects: pupils, parents/guardians will be informed.

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While some flexibility may be available at a later stage, parents / guardians and students must be aware of the fact that students who select subjects now will have preference and any changes therefore will be subject to restrictions on class size and / or availability.

Section B

GCSE SUBJECTS

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ART & DESIGN

Head of Department: Ms J Fallis Subject Teacher: Mr C Mc Barron Art Technician: Mrs M Brady Art & Design provides important opportunities to develop young people’s practical, exploratory, expressive, design and problem solving skills at a level appropriate to their age, maturity and physical dexterity.

Students develop intellectual and practical abilities, appreciate the relationships between their work and that of other artists, designers and craft workers and become aware of the history and social aspects of the wider community.

GCSE (CEA) GCSE provides candidates with experiences in which their intellectual, practical and aesthetic abilities are focused in creative and imaginative work. They are assessed through two components of work. Content Assessment Weightings Availability

Component 1:

Part A:

Exploratory

Portfolio

Part B:

Investigating the

Creative and

Cultural Industries

Controlled assessment Internally set and assessed Externally moderated Internally set and Assessed Teachers set tasks basedon examples from a controlled assessment booklet that we provide. Externally moderated

60% Part A: 25% 50 marks Part B: 35% 70 marks

This is a linear

qualification.

Assessment is

available each

Summer from

2019.

Component 2:

Externally Set

Assignment

Controlled assessment Externally set and internally assessed We set a stimulus paper that provides a choice of themed starting points. Externally moderated

40% 80 marks

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Art & Design training can provide skills suitable for a wide range of careers. There is work for artists and designers in industry including: * Architecture * Illustration * ICT Work * Advertising * Media, Art Editor * Automotive Design *Industrial Design *Graphic & Product Design * Ceramics * Silversmithing * Interior Design * Digital Photography and Photo *Journalism * Fashion and Textiles * Art Historian * Gallery Curator * Art Restoration * Art Therapy * Art Education Within the film industry, Theatre and Museums for: * Stage and Prop Design * Lighting Technician * Animation However, the study of GCSE Art & Design does not necessarily mean that a student is pigeon-holing themselves into a creative career path. A GCSE in Art and Design can demonstrate, and provide evidence of, a wide range of transferable key skills that would prove useful in a range of career areas, notably, problem solving skills, independent thinking, self management, as well as the ability to use one’s initiative.

BUSINESS STUDIES

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Head of Department: Mr G Donnelly

Subject Teacher: Mrs Joanne O’Neill

GCSE Business Studies is offered at GCSE by CCEA and is a modular subject. It is a unitised subject consisting of two papers, one examined in June of Year 11 and one in Year 12. Candidates must also complete a controlled assessment. Content Assessment Weightings Availability

Unit 1: Starting a Business • Creating a Business • Marketing • Business Operations

External written examination 1 hour 30 mins Short structured questions and extended writing

40% Summer from 2018

Unit 2: Developing a Business • Human Resources • Business Growth • Finance

External written examination 1 hour 30 mins Short structured questions and extended writing

40% Summer from 2019

Unit 3: Planning a Business (synoptic) • Business Plan

Controlled assessment Students complete the following: • Booklet A, a research task; and • Booklet B, a structured report-writing task. Teachers mark the tasks, and we moderate the results.

20% Summer from 2019

CAREER NOTE Business Studies provides students with the opportunity to learn about the environment in which they will one day work, regardless of career choice. The Study of Business Studies provides students with the opportunity to pursue a wide range of degree courses and careers. Some examples are Accountancy/Finance, Banking, Insurance, Estate Management, Teaching, Marketing and Advertising, Human Resource Management, Production Management, Civil Service, NHS Management, Retail Management, Stock Broker.

CONSTRUCTION

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Subject Teacher: Mrs. L. Donnelly

This qualification features up-to-date content that reflects modern-day practices in the construction industry. It encourages pupils to develop their knowledge of the construction industry and the built environment. They then apply this knowledge in relevant and work-related contexts.

Pupils learn to interpret drawings of domestic buildings and explore the materials and sustainable methods used in domestic and commercial construction. The course also helps pupils to appreciate the importance of health and safety in the construction industry.

What will I study?

The specification has four units:

Unit 1: Introduction to the Built Environment Unit 2: Sustainable Construction Unit 3: The Construction Craft Project Unit 4: Computer Aided Design in Construction.

How is the course assessed? A key feature of this course is the range of assessment methods used to inspire and motivate pupils. This includes completion of a unit, using the A3 drawings provided, whereby pupils must complete a project based on either woodwork or brickwork / blockwork. The craft project is made up of a product and an evaluation.

CAREER NOTE

With this qualification, pupils may choose to progress to our GCE Technology and Design and/or our BTEC Construction. Their career route may include working in construction or other related fields such as architecture, planning or quantity surveying.

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DIGITAL TECHNOLOGY

Head of Department: Mr John Maguire

GCSE – (Examining Board: CCEA) KEY FEATURES

• A relevant and stimulating specification to study. • Provides a foundation for candidates intending to study Information and Communication Technology/ Computing Science related courses at a higher level. • Provides opportunities for candidates progress their Think skills & Capabilities and to generate evidence for Self- Management, Working with others, Thinking, Problem solving, Decision making, Managing Information, Being Creative as well as generating evidence for the cross curricular skills of Communication, Using Maths, Using ICT. • Assessed through a combination of two examination papers and one controlled assessment unit.

Assessment Components

Career Note:

Obviously it is a clear advantage for those who may go on to take Digital Technology at A level to have done so at GCSE. In terms of careers after A level studies, the skills students will develop on this course will stand them in good stead in many careers that use ICT applications and software design. The packages the school use are industry standard and the skills they develop are completely transferable. For specific careers in Digital Technology this subject is not essential but does give a student a big advantage. Areas include software engineering, hardware engineering, web design, systems analysis, technical management, information management. For students pursuing this area to degree standard a BSc Computing Science degree is recommended by those in industry. This area is suffering from a lack of qualified professionals and jobs are available as we emerge from the recent current economic downturn. With over 900 companies in NI specifically working in software development this sector offers excellent job security.

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Some useful websites are: SME-VLE DT CAREERS http://www.itcareerfinder.com/it-careers.html https://www.prospects.ac.uk/careers-advice/what-can-i-do-with-my-degree/information-systems https://www.kainos.com/ www.allstate.com https://www.liberty-it.co.uk/ http://northernirelandscreen.co.uk/sections/13/indie-television-sector.aspx

CCEA DT MICROSITE

Sample Year 12 Websites

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DOUBLE AWARD SCIENCE

Head of Department: Mr. Michael McGovern. Subject Teachers: Mr. A Browne Mrs. D McCaffrey (Head of Biology) Mrs. M O’Neill (Head of Chemistry) Mr. B Regan Ms. G McAree (Head of Physics) Mr. C McDonagh

Subject Introduction and Career note.

In St. Michael’s we offer Double Award Science at GCSE (Exam Board is CCEA). Double Award Science is equivalent to two GCSEs and as a subject has four key assessment components:

Biology (two units)

Physics (two units)

Chemistry (two units)

Assessment of Practical Skills. This subject is essential for entry onto the AS course in Biology, Physics and Chemistry and it is also desirable to have a good grade in this subject for entry onto the PE A-Level course. Double Award Science at GCSE is also essential for entry onto many degree courses irrespective of A-Level grades. Areas such as Construction Engineering, Biomedical Sciences, Biomedical Engineering, Biology, Architecture, Architectural Technology, Construction Engineering and Management, Consumer Studies, Dietetics, Engineering Management, Engineering (with specialisms), Environmental Engineering, Environmental Health, Marine Science, Nutrition, Food Science, Clinical Physiology, Podiatry, Radiography, Speech and Language therapy, Anatomy, Agricultural Technology, Agriculture, Agricultural Science, Physiology and Rural Resources belong to this category. So, as can be seen from the extensive list above Double Award Science is essential in providing the foundation of knowledge needed to progress onto many courses. Moreover the range of choice that this subject leaves open to you is enhanced when you look at the areas that insist on Science subjects at A-level for their entry requirements. Medicine, Dentistry, Pharmacy, Veterinary, Optometry and Physiotherapy are just some of the areas that require combinations of Biology, Chemistry and Physics at A-level.

Assessment Information

The Double award Science will be assessed using a unit approach. Students will sit six unit exams, two each in Biology, Chemistry and Physics and one written exam assessing practical skills (Booklet B). The unit 1 exams will be taken at the end of year 11, while the unit 2 exams will be taken at the end of year 12. The exams can be sat at either Foundation or Higher level. The highest achievable grade via the foundation route is CC while A*A* is available by sitting the Higher-level papers.

GCSE double Award Specification at a Glance

The table below provides a summary of the course content, assessments and weightings of the assessments for this GCSE course.

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GCSE course:

Content

Assessment Weighting Availability

Biology Unit B1:

Cells, living

processes and

biodiversity

An externally assessed written

examination. Foundation and

Higher Tiers: 1 hour

11%

Taken at the end of year 11

Chemistry Unit C1:

Structures,

Trends, Chemical

Reactions,

Quantitative

Chemistry &

analysis

An externally assessed written

examination. Foundation and

Higher Tiers: 1 hour

11%

Taken at the end of year 11

Physics Unit P1:

Motion, Force,

Moments,

Energy, Density,

Kinetic Theory,

Radioactivity,

Nuclear Fission

and Fusion

An externally assessed written

examination. Foundation and

Higher Tiers: 1 hour

11%

Taken at the end of year 11.

Biology Unit B2:

Body Systems,

Genetics,

Microorganisms

and Health

An externally assessed written

examination. Foundation and

Higher Tiers: 1 hour 15

mins.

14%

Taken at the end of year 12.

Chemistry Unit C2:

Further Chemical

Reactions, Rates &

Equilibrium,

Calculations and

Organic Chemistry

An externally assessed written

examination. Foundation and

Higher Tiers: 1 hour 15

mins.

14%

Taken at the end of year 12.

Physics Unit P2:

Waves, Light,

Electricity,

Magnetism,

Electromagnetism

and Space Physics

An externally assessed written examination.

Foundation and Higher

Tiers: 1 hour 15 mins.

14%

Taken at the end of year 12.

Unit 7

Practical Skills Unit

Booklet A Externally marked. Students carry out three pre-release practicals (Biology, Chemistry and Physics) in the final year of study. There are two tiers of entry. 3 Hours for Foundation & Higher tier

Total: 25% Booklet A: 7.5%

Completed between January and May of Year 12.

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Booklet B

External written examination. Students answer compulsory structured questions that include short responses, extended writing and calculations, all set in a practical context for Biology, Chemistry and Physics. There are two tiers of entry. Foundation and Higher Tiers total time: 1 hour 30 mins (Biology 30 mins, Chemistry 30 mins and Physics 30 mins)

Booklet B: 17.5%

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DRAMA Subject Teacher: Mr J Francis Drama will be offered at GCSE level to one class. It is examined through coursework (60%), which includes practical performance, and a terminal examination (40%).

This CCEA course is made up of two units:

Unit One: Understanding Drama (40%) This unit is assessed by a written examination. There are two questions on a set text (open book) and one question on Scripted Performance (see Unit Two)

Unit Two: Drama Performance (60%)

There are two parts to this unit. 1) The compulsory element: Scripted Performance (30%)

2) Students select one element from the following five choices: (30%)

Devised Performance

Improvisation

Dance Drama

Mime

Design Support Drama helps in practical and pragmatic ways. It develops confidence and the ability to communicate effectively. Our students learn to give and to accept constructive criticism, and work as part of an ensemble. The stage provides the ultimate platform for teamwork and individual challenge. Think of the benefits - for interviews, presentations or talking in front of any audience. Or maybe just becoming the best actor ever to have trod the boards of the West End!

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ENGLISH LANGUAGE & LITERATURE Subject Teachers: Mrs B. O’Reilly Mrs M Nagi

Miss N Hatchell Mr J Francis Mrs E. Irvine

ENGLISH LANGUAGE

English Language is compulsory for all students. The English Department offer the

CCEA specification for GCSE (Modular course).

Students must take at least 40 percent of the assessment (based on unit weightings) at the end of the course as terminal assessment.

Content

Assessment

Weightings

Availability

Unit 1:

Writing for

Purpose and

Audience and

Reading to Access

Non‐Fiction and

Media Texts

External written examination Untiered 1 hour 45 mins Students respond to five tasks.

30% Summer from 2018 and January from 2019

Unit 2:

Speaking and

Listening

Controlled Assessment Untiered. Teachers assess the tasks, and CCEA moderate the outcomes.

20% Summer from 2018 and January from 2019

Unit 3:

Studying Spoken

and Written

Language

Controlled Assessment Untiered. Teachers assess the tasks, and CCEA moderate the outcomes.

20% Summer from 2018 and January from 2019

Unit 4:

Personal or

Creative Writing

and Reading

Literary and

Non‐Fiction Texts

External written examination Untiered. 1 hour 45 mins. Students respond to four tasks.

30% Summer from 2018 and January from 2019

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ENGLISH LITERATURE

English Literature is optional for all students. This is a CCEA modular course.

Content

Assessment

Weightings

Availability

Unit 1:

The Study of Prose

External written examination Untiered 1 hour 45 mins Students answer two questions, one from Section A and the set question in Section B. Section A is closed book.

30% Summer from 2018

Unit 2:

The Study of Drama

and Poetry

External written examination Untiered 2 hours Students answer two questions, one from Section A and one from Section B. Section A is open book. Section B is open book.

50%

Summer from 2019

Unit 3:

The Study of

Shakespeare

Controlled assessment Untiered 2 hours Students complete one task: an extended writing question based on a theme.

Teachers mark the tasks, and CCEA moderate the results. 20%

Summer from 2019

Students must take at least 40 percent of the assessment (based on unit weightings) at the end of the course as terminal assessment.

GCSE English and Careers:

GCSE English is seen as essential for just about all careers routes and will be typically asked for as an entry requirement at C grade or above for entry onto the vast majority of level 3 courses at FE colleges and at HE level. In terms of specific jobs there is a vast array of jobs where English gives you an excellent basis. People associate English with teaching and journalism but there is a wide spectrum of jobs in the broadcast and print media as well as the growth in the digital media sector. The skills gained through the study of English are sought after by recruiters looking for students in areas such as law, accountancy and business management, advertising and marketing to name but a few. English is a subject that can make a big difference to your career pathway.

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FOOD & NUTRITION

Head of Department: Mrs G McMahon Subject Teacher: Mrs G McMahon Ms J Fallis

GCSE Food & Nutrition Studies - CCEA

The GCSE course gives you opportunities to learn about the science behind food- the nutritional content of foods, current nutritional guidelines and catering for the differing needs of the people in today’s society. You will also learn about the current nutritional guidelines and you will be expected to plan, prepare and cook meals and dishes in accordance with these guidelines.

Why study Food and Nutrition?

You will gain knowledge and understanding of:

The food we consume- where it comes from and how it is produced;

The foods we should eat to maintain good health;

The differing needs of various groups of people;

Prominent health issues in today’s society;

How to shop effectively;

Why people choose certain foods; and

Affordability when it comes to food and food choice

What will I study?

Component 1: Food and Nutrition (50%)

2 hour exam

Linear qualification

The written paper includes multiple- choice, short and structures questions, and

questions requiring extended writing

Topics: Food provenance; Food processing production; Food nutrition for good

health; Energy and nutrients; macronutrients; Micronutrients; Fibre; Water;

Nutritional and dietary needs; Priority health issues; Being an effective consumer;

Factors affecting food choice; Food Safety; Resource management; Food

preparation.

Component 2: Practical Food and Nutrition (50%)

Controlled assessment

You will research a given task title.

You will then: Justify a choice of dishes; plan a practical; carry out a practical and

evaluate all parts of the task.

Below are some of the Tasks completed by the boys from the previous specification.

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Oran McGee

Mark Mulligan

Kieran Keenan

What can I do with a qualification in Food and Nutrition? Careers in Food &

Nutrition

The course helps to prepare young people for adult life and independent living and

also provides an excellent foundation for young people who wish to work in food

related industries and/ or undertake further studies in this area.

Consumer marketing and market research

Many Nutritionists develop careers within marketing departments of organisations that produce or provide consumer goods or services.

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Consumer Testing

This work may involve design and testing of new consumer appliances or products to meet the growing demand for technical innovation for contemporary lifestyles.

Dietician

A registered dietician is uniquely qualified to translate scientific information about food into practical dietary advice for people on normal and therapeutic diets.

The Food Media

Behind every celebrity chef is a talented Nutritionist who frequently goes on to present in their own right. The fast moving and exciting world of the food media includes such work as food photography, food styling, and recipe development for magazines, radio and TV.

Food Product Development / Food Technologist

Thousands of new food products appear on the supermarket shelves each year. Nutritionists are an integral part of their development, marketing, publicity, testing and evaluation, at every stage from concept to launch and beyond.

Health Promotion

This is an expanding area and Nutritionists have gained employment in many national and local community food and health initiatives e.g. 5- A- Day campaign.

Home Economics Teacher

Quality Assurance/ Control

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In order to comply with stringent UK food and consumer legislation Nutritionists gain employment to ensure compliance with the range of quality assurance demands from industry and government.

Nursing

Nutritional Therapist

Nutritional therapists work with individuals to find out which nutritional factors are affecting a person’s general health and well-being. They suggest specific changes to each client’s diet in an attempt to prevent or alleviate illness. They will also use their specialist knowledge to promote good health.

Useful Websites:

www.tastycareers.org.uk

www.rewardinglearning.org.uk

www.foodafactoflife.org.uk

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GEOGRAPHY Head of Department: Mrs Sinead West Subject Teachers: Mr. Frank Hughes Mr. Damien Stewart The Geography department aims to provide a positive learning experience to all pupils. It is intended that they will acquire a positive attitude towards themselves, fellow citizens and others in the wider world when they participate in our programmes of study. Pupils are also encouraged to have a positive attitude towards their environment. The department will strive to give all pupils the skills and knowledge that will allow them to become informed and concerned citizens and gain, in the future, meaningful employment. GCSE (CCEA): New Specification 2017 – Modular This exam consists of three written examinations. These are:

UNIT 1: Understanding Our Natural World – (Weighting of 40%)

A) River Environments B) Coastal Environments C) Our Changing Weather and Climate D) The Restless Earth External written examination1 hour 30 mins

Unit 1 is completed in Year 11.

UNIT 2: Living in Our World – (Weighting of 40%)

A) Population and Migration B) Changing Urban Areas C) Contrasts in World Development D) Managing Our Environment External written examination1 hour 30 mins

Unit 2 is completed in Year 12.

UNIT 3: Fieldwork – (Weighting of 20%) Students base their answers on their knowledge and experience of fieldwork. Students must bring a fieldwork statement and table of data, based on a fieldwork activity, into the examination. The statement and table of data will be produced prior to the exam.

Unit 3 is completed in Year 12. Students have to sit an external written examination (1 hour). Career Note

STEM & Geography

The term 'STEM', and in particular the 'science' element, covers a wide range of disciplines,

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including Biosciences, Chemistry, Physics, Engineering and Maths. Geography has

recently been reclassified as 'part-STEM' by HEFCE, acknowledging the STEM nature of Physical Geography.

The government has identified STEM as a national priority, to increase students’ STEM skills in order to:

· provide employers with the skills they need in their workforce; · help to maintain the UK’s global competitiveness; · make the UK a world-leader in science-based research and development.

Research carried out by the Council for Industry & Higher Education indicates that STEM skills are not only valued in traditional STEM-related sectors, but also in other sectors, such as 'knowledge intensive service businesses' (a rapidly growing sector at present). There is evidence from employers that there is a short-fall in the number of UK candidates with the appropriate STEM-related skills, and that this concern also relates to a lack of well-rounded candidates with technical skills, broader competencies, such as mathematical capability, and practical work experience.

Geography can help students develop a wide range of skills that are attractive to employers, including investigative, evaluative, problem-solving and decision-making. The most obvious career is teaching but there are many other options open to graduates. These include; Town and Country Planning, Quantity Surveying, Estate Management, GIS specialists, Climatologists, Weather Forecasters, Environmental Managers and Researchers.

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HISTORY

Subject Teachers: Mrs N Beeson

Mr E Irvine

Subject Introduction

The study of History provides students with the opportunity to explore events, individuals

and ideologies which have shaped, and continue to shape, human behaviour. History

enables us to come to a better understanding of the world in which we live. It promotes

awareness of historical evidence and of how the past has been interpreted and

represented. The subject enhances a range of skills such as empathy, critical analysis,

decision making and problem solving.

GCSE (OCR): This is a non- modular course examined at the end of Year 12 and

through coursework

Component 1 The people’s Health (20% of total marks)

- The Elizabethans, 1580-1603 (20% or total marks)

Component 2 History Around Us (20% of total marks)

Investigative Study

Component 3 Viking Expansion, c750-c.1050 (20% of total marks)

Living Under Nazi Rule, 1933-1945 (20% of total GCSE)

The Components are studies across the two years of GCSE

It is recommended that students undertaking GCSE History should have attained a good

level of skill in written English. Students will need to have studied History to GCSE level in

order to progress to AS/A2 level in the subject.

Careers Note

This subject is highly valued by employers and universities because it demands intellectual

rigour. History students are trained to deal with large amounts of evidence and information

and to develop analytical minds. It provides a valuable preparation for a range of careers

in, for example, law, journalism, research, government and administration and the social

sciences.

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ENGINEERING & MANUFACTURING

SUBJECT TEACHER: Mrs Lucy Donnelly

TECHNICIAN: Mr Adrian McGee

INTRODUCTION Engineering is used in everything we do in our lives. It combines the fields of science and maths to solve real world problems that improve the world around us. What really distinguishes an engineer is his ability to implement ideas in a cost effective and practical approach. This ability to take a thought, or abstract idea, and translate it into reality is what separates an engineer from other fields of science and mathematics.

Consider some things you use in your everyday life: Buildings, roads and bridges, vehicles (cars, planes and boats), computers and other electronic devices. Not a single one of them would exist without engineers! You wouldn’t have been able to drive to work, check your facebook status or even use the toilet this morning!

COURSE OUTLINE

The course follows the CCEA syllabus and it is divided into 3 units; Units 1 and 2 are Controlled Assessments and Unit 3 is exam based. The table below summarises the structure of the GCSE Course.

UNIT 1: Engineering Design & Graphical Communication

YE

AR

11

Pupils will be given a task set by the examining board. The pupil will be required to produce a 15 A3 page portfolio. Through studying this unit, pupils learn how to:

Analyse client design briefs.

Develop design specifications and solutions.

Read and produce engineering drawings; using different methods of communication, including CAD.

Test and evaluate their designs against the original brief.

Worth 30% of the final grade.

UNIT 2: Engineering Production

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YE

AR

12

Pupils will be given a task set by the examining board. The pupil will be required to manufacture an engineering product. Through studying this unit, pupils learn how to:

Use product specifications.

Read and interpret engineering drawings and diagrams.

Use production processes and begin to understand their importance for functional and aesthetic reasons.

Understand the importance of quality control.

Use processes, tools and equipment, including computer-aided manufacture (CAM) to make the engineering product.

Apply health and safety procedures.

Worth 30% of the final grade.

UNIT 3: Engineering Technology

YE

AR

11

– 1

2

Pupils will be externally assessed with two 1 hour exams. Paper 1 is based on the pupils subject knowledge and understanding of the subject. Paper 2 is based on pre-release materials where the pupil is tested on research that they have carried out prior to the exam on a specified product. Through studying this unit, pupils learn how to:

Engineering materials and their properties.

The functions of mechanical, electrical/electronic and pneumatic/hydraulic components.

The properties, characteristics and features of materials.

Quality control techniques.

New technology used in and by the engineering industries.

The impact of modern technologies.

Engineered products.

Worth 40% of the final grade.

ENGINEERING IN ST. MICHAEL’S To date in St. Michael’s engineering students have worked independently to provide individual solutions for a problem. They have carried out a design analysis, completed research, produced a product specification, and came up with solutions to problems and much, much more. The students have used and will continue to use a range of communication techniques, including CAD SolidWorks. Here are some photographs of pupil work to illustrate some of the subject content:

Fig. 1a & b: Specification

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Fig. 2a & b: Research

Fig. 3a & b: Design Solutions

Fig. 4a-c: 3D CAD - SolidWorks

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Fig. 5a-f: Manufacturing

CAREERS IN ENGINEERING Structural Engineering Structural engineers design, plan and oversee the construction of new buildings and bridges, or alterations and extensions to existing properties or other structures. Structural engineers are primarily concerned with designing aesthetically pleasing buildings and structures that are safe and capable of withstanding the elements to which they will be exposed. Mechanical Engineering Mechanical engineers produce specifications for, design, develop, manufacture and install new/modified mechanical components or systems. Civil Engineering Civil engineers design, plan and oversee construction projects such as railways and roads. Civil

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engineers create, improve and protect the environment in which we live. They plan, design and oversee construction and maintenance of building structures and facilities, such as roads, railways, airports, bridges, harbours, dams, irrigation projects, power plants, water and sewage systems. Chemical Engineering Chemical engineers are responsible for the chemical, biochemical and/or physical processes that are used to transform raw materials into valuable products. Chemical engineers (aka process engineers) are responsible for designing new process plants/equipment or modifying existing ones.

Construction Site Engineering Site engineers provide technical advice about, plan, organise and supervise construction projects. Electrical Engineering Electrical engineers are responsible for a part of, or the complete life cycle of a new/modified electrical product or system - from research and design to development and installation.

FURTHER INFORMATION Additional useful information can be found on the following website: www.rewardinglearning.org.uk/microsites/engineering

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MATHEMATICS Head of Department: Miss Mary Bogan Subject Teachers: Mr Colm Maguire Mrs Bronagh Mullan Mrs Stephanie O’Neill Mr Brian Regan

Subject Introduction

Mathematics is one of the most fascinating of all the intellectual disciplines. The study of mathematics is not only exciting, but also important. Mathematicians have an opportunity to make a lasting contribution to society by helping to solve problems in such diverse fields as medicine, management, economics, government, computer science, physics, psychology, engineering and social science. Mathematical skills are viewed most highly by employers. Employers are always impressed by the clarity of thought and problem solving skills of mathematicians. GCSE Mathematics

The CCEA GCSE Two-Tier specification offers two levels of entry: Foundation Tier and Higher Tier. This flexibility allows students with wide ranges of ability to demonstrate achievement.

At each tier, students must sit two tests: a module test and a completion test. Each test consists of 2 papers: one with-calculator paper and one non-calculator paper.

The module test is worth 45% of the total award.

The completion test is worth 55% of the total award.

The tier of entry is determined by the choice of completion test.

Students may take these two tests together at the end of the course as a linear examination, or they may take them at different sittings as a modular course.The duration and percentage weighting of each exam paper are as follows:

Foundation Tier Unit T1 1 hour 30 mins 45% Unit T2 1 hour 30 mins 45% Unit T5: Completion Test Paper 1: 1 hour*

Paper 2: 1 hour 55%

Higher Tier Unit T3 2 hours 45% Unit T4 2 hours 45% Unit T6: Completion Test Paper 1: 1 hour 15 mins*

Paper 2: 1 hour 15 mins 55%

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Students must use a calculator for all exams except those marked with an asterisk (*). Calculators are not allowed in Paper 1 of either completion test.

Foundation Tier candidates (targeting grades C–G) normally enter for T1 or T2 and T5.

Higher Tier candidates (targeting grades A*–D) normally enter for T3 or T4 and T6.

Questions may require knowledge and use of problem-solving strategies. Each written paper includes structured questions, questions set in context and some questions requiring the unprompted solution of multi-step problems.

Within all units there will be questions on the functional elements of mathematics. This means that students will need to show how they can apply mathematical skills to questions set in a wide range of contexts.

There will also be questions that assess quality of written communication (QWC). These QWC questions assess how students can express solutions in clear, concise, correct mathematical language, in words or in symbolic form.

Module tests T1, T2, T3, and T4 are timetabled at the same time on the same day. Completion tests T5 & T6 are timetabled at the same time on a different day.

Module T3 is taken at the end of Year 11

GCSE Further Mathematics

Further Mathematics involves studying mathematics at a level beyond GCSE Higher Tier. It can act as a stepping stone that gives students a sound basis for studying GCE Mathematics, introducing some of the mechanics and statistics topics that appear at AS/A2 level.

This examination is intended to cater for those candidates who are capable of working beyond the limits of the existing GCSE Mathematics Specification. It broadens the mathematical experience of high attaining candidates.

Further Mathematics can also help students progress to other studies that require mathematical knowledge and skills, for example higher level science, geography, technology or business.

The subject content of GCSE Additional Mathematics is divided into two main sections:

Pure Mathematics and

Applied Mathematics.

Applied Mathematics is further divided into

Mechanics and

Statistics.

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Pure Mathematics continues the study of algebra and trigonometry beyond the requirement of GCSE Higher Tier. It also introduces three new topics:

Matrices and Determinants Logarithms Calculus.

Mechanics is a branch of Mathematics that is introduced for the first time in this subject. It introduces the concept of a vector (a quantity that has direction as well as magnitude) and considers two examples of vector quantities (force and displacement) that can help explain what happens in the world about us.

Statistics develops concepts introduced in Handling Data in GCSE Mathematics and introduces three new topics:

Binomial Distribution Normal Distribution Bivariate Analysis.

The scheme of assessment will comprise two written papers. Paper 1 (2 hours): 50% will examine topics in Pure Mathematics. (taken at the end of year 11) Paper 2 (2 hours): 50% will examine topics in Mechanics and Statistics. Grades are awarded from A* - E inclusive. Career Note Mathematicians generally define their work as solving theoretical and practical problems concerned with engineering, economics, marketing, physical sciences, computing and statistics. As a result, they are much in demand, particularly in actuarial work and in finance. There is also a substantial and increasing demand for mathematicians to work in the science and electronics-based industries and engineering.

Students with a qualification in GCE Mathematics have experienced success in further and higher education as well as careers in accountancy, finance, statistics, computer programming, engineering, medicine, psychology, dentistry and teaching among others.

Maths careers websites The most useful site for information relating to maths careers is www.mathscareers.org.uk. This has a large number of career profiles of people working in many different sectors. www.mathscareers.org.uk www.stemnet.org.uk

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MODERN LANGUAGES

Subject Teachers: Bean Ui Chaoilte Mr Brendan Rasdale Mrs Mary Nethercott Ms Nuala Corrigan

Subject Introduction Here in St Michael’s pupils have the opportunity to learn three languages. All Year 8 pupils learn French and Irish. In Year 9 they have the option of dropping one language and taking up German instead. All pupils may choose to study one language to GCSE level and can, if they wish, opt to also study their second language for GCSE. Learning a language in today’s world is no longer a luxury but an essential and integral part of everyone’s education. The study of languages provides an insight into our own and other cultures. Learning and using a language can be fun and even at a basic level can help us enjoy a holiday even more when we can communicate with the ‘locals’. At a higher level it will enable our students to communicate effectively and work with our European neighbours. It is vital that we increase our knowledge of languages because of the increasing demands of the world of work and leisure beyond school. The skills shortages in languages has been highlighted at government level as being a key element of supporting our businesses as they strive to expand into global markets. Currently the UK loses £21 billion per year in export revenues attributable to a lack of linguistic skills among the staff employed in export businesses. We believe that the apprenticeship of language-learning at school will lay good foundations for the future of our students by enabling them to be more adaptable in their future lives.

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FRENCH Head of Department: Miss Nuala Corrigan

CCEA GCSE FRENCH (2017 onwards)

The following are important features of this specification. • It offers opportunities to build on the skills and capabilities developed through the delivery of the Northern Ireland Curriculum at Key Stage 3. • It is a unitised specification. This means that students have the opportunity to take different units at different times. Students must complete at least 40 percent of the qualification in the year they wish to have the qualification awarded. • It supports progression to AS and A level study, further or higher education, vocational training and employment. • There is a flexible pattern of entry (Foundation and Higher Tiers) for the reading, listening and writing papers. The full specification and further information can be found on the CCEA website: http://ccea.org.uk/sites/default/files/docs/qualifications/the_revision/gcse/specs/final/GCSE_French_Spec.pdf

ASSESSMENT WEIGHTING.

Unit 1: Listening 25% External written examination with stimulus material in French. There are two tiers of entry: • Foundation (35 mins approx.); and • Higher (45 mins approx.). Students answer 12 questions. Four of these are the same in both tiers. Responses include: • selection; • gap-filling; • answering questions in English; and • answering questions in French.

Unit 2: Speaking 25% One teacher-conducted and externally marked speaking examination. There is one tier of entry. The test lasts 7-12 minutes, plus 10 minutes of supervised preparation time. Each test includes: • two role-plays, both from the same Context for Learning; and

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• a general conversation on two topics, one from each of the other two Contexts for Learning. Each role-play lasts up to 2 minutes and each conversation topic takes up to 4 minutes. Students prepare the first conversation topic in advance from the Context for Learning.

Unit 3: Reading 25% External written examination with stimulus material in French There are two tiers of entry: • Foundation (50 mins); and • Higher (1 hour). Students answer 12 questions. Four of these are the same in both tiers. Responses include: • selection; • gap-filling; • answering questions in English; • answering questions in French; and • translating short sentences from French into English.

Unit 4: Writing 25% External written examination. There are two tiers of entry: • Foundation (1 hour); and • Higher (1 hour 15 mins). Students answer four questions. One of these is the same in both tiers. Responses include: • a listing and short phrase task in French (Foundation Tier only); • short phrase/sentence responses in French (both tiers); • short responses in French to one or more pieces of text (Higher Tier only); • translation of short sentences from English into French (both tiers); and • one structured, extended writing task in French from a choice of three (both tiers). The revised GCSE French specification is unitised. The Listening, Reading and Writing units are available at both Foundation and Higher Tier, so candidates may be entered for whichever tier is more appropriate. The Speaking unit is untiered. Students must take at least 40 percent of the assessment (based on unit weightings) at the end of the course as terminal assessment. A simplified snapshot can also be found on the same website: http://ccea.org.uk/sites/default/files/docs/qualifications/the_revision/gcse/snapshots/FRENCH_Snapshot.pdf

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Career Note French is essential for all French based language degrees and courses and a Modern Language (at GCSE Level) is often a general requirement for University entrance. French is now widely studied in combination with other University disciplines e.g. Law, Business, Finance, Accounting, Marketing and Humanities. French is useful for most careers e.g. Business, Travel, Catering, Tourism, Civil Service, Diplomatic Service, Industry, Science & Technology and Teaching.

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GERMAN

Head of Department: Mr Brendan Rasdale. This course offers opportunities to build on the skills and capabilities developed through the delivery of the Northern Ireland Curriculum at Key Stage 3. It supports progression to AS and A level study, further or higher education, vocational training and employment.

ASSESSMENT WEIGHTING.

Unit 1: Listening - External written examination approximately 35 minutes at Foundation Tier and approximately 45 minutes at Higher Tier. Students answer twelve questions, in English and German. 25%

Unit 2: Speaking - Teacher-conducted speaking examination 7–12 minutes (plus 10 minutes of preparation time) Students complete two role-plays and a general conversation on two topics in German. 25%

Unit 3: Reading - External written examination 50 minutes at Foundation Tier and 1 hour at Higher Tier. Students answer a variety of questions in English and in German, as well as translating short sentences from German into English. 25%

Unit 4: Writing - External written examination 1 hour at Foundation Tier 1 hour 15 minutes at Higher Tier. Students answer four questions including listing (at Foundation Tier), short phrase/sentence responses, translating short sentences, and one extended writing task (from a choice of three) in German. The revised GCSE German specification is unitised. The Listening, Reading and Writing units are available at both Foundation and Higher Tier, so candidates may be entered for whichever tier is more appropriate. The Speaking unit is untiered.

CONTENT:

Contexts for Learning:

1: Identity, Lifestyle and Culture;

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2: Local, National, International and Global Areas of Interest;

3: School Life, Studies and the World of Work.

Careers with German.

Accountancy

Information Technology

Environmental Science

Business/Finance

Tourism

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Civil Service

Education

Electrical/Mechanical Engineering

Sciences (Research)

Biochemistry / Pharmaceuticals

Diplomatic Service (e.g: European Commission)

Marketing

Journalism/Publishing

Law

‘Clean’ Technology

Environmental Engineering

The German economy is the largest in Europe, and it is the third largest exporter of goods in the world. At the moment, it is recognized as the world leader in Environmental Engineering, particularly in the areas of renewable energies such as Wind Power and Solar Power. Other significant industries include Biotechnology, Chemicals, IT, Automobiles, and Financial Services. Hamburg, Frankfurt, Munich and Berlin are key European Trade and Industry locations. Germany is the UK’s largest non-English speaking trading partner. In 2015, exports of goods and services from the UK to Germany were €57 billion, imports from Germany to the UK were €75 billion. The subject is highly rated by potential employers, particularly as it sits so well alongside STEM areas, given the prevalence of German firms in these areas.

Some images from the recent GCSE Year 11 trip to Germany

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AN GHAEILGE: IRISH Head of Department: Maighréad Bean Uí Chaoilte Subject Teachers: Mrs Mary Nethercott

Subject Introduction Irish is the official language of Ireland. It is a modern European language, whilst being among the most ancient languages in the western world, possessing rich cultural, literary, academic and folk traditions.

Irish fulfils the Department of Education’s Modern Language requirement. Irish is offered to students in St Michael’s from Year 8. It is taught by communicative method with the emphasis in the early years on listening and oral skills.

As the students develop their ability and confidence in the language, their reading and writing skills are also developed. From Year 8 students visit the Gaeltacht which is nearby, attend summer courses and enjoy the language in an environment where it is still spoken on a community basis. GCSE and A level students are also encouraged to participate in Irish public speaking which helps improve fluency and confidence.

GCSE- CCEA Examination Board At GCSE level in Irish we aim to develop the ability of students to use the language for practical communication, to develop their awareness of the nature of language and language learning. We aim also to promote a better understanding of our own culture and heritage. At this level students are assessed in the four main skills areas – Listening, Reading, Speaking and Writing. In the GCSE assessment candidates are required to understand and respond to spoken and written Irish and to communicate in both speech and writing, showing a knowledge of grammar and structures. The table below summarises the structure of the GCSE course:

Content

Assessment Weighting

Availability

Unit 1:

Listening

External written exam with stimulus material in Irish. Students answer 12 questions. Responses include

Selection

Gap filling

Answering questions in English

Answering questions in Irish

25% Every Summer (beginning in 2019)

Content

Assessment Weighting

Availability

Unit 2:

Speaking

One teachr-facilitated and externally marked speaking examination Test includes

Two role-plays, both from the same Context for Learning; and

A general conversation on two topics

25% Every Summer (beginning in 2019)

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one from each of the other two Contexts for Learning

Each roleplay lasts up to 2 minutes and each conversation takes up to 4 minutes

Unit 3:

Reading

External written examination with stimulus material in Irish Two tiers of entry , Foundation and Higher Students answer 12 questions. Responses include

Selection

Gap-filling

Answering questions in English

Answering questions in Irish:and

Translating short sentences from Irish into English

25% Summer ( from 2018)

Unit 4:

Writing

External written examination Two tiers of entry, Foundation and Higher Students answer four questions Responses include

A listing and short phrase task ( Foundation tier only)

Short phrase/ sentence responses in Irish ( both tiers)

Short responses in Irish to one or more pieces of text ( Higher tier)

Translation of short sentences from English to Irish ( both tiers);and

One structured, extended writing task in Irish from a choice of three (both tiers)

25% Summer (from 2018)

All students must take at least 40 percent of the assessment (based on unit

weightings) at the end of the course as terminal assessment.

Careers Note: The Irish Language is in much demand at the present in Northern Ireland for teaching and Radio/TV work. The setting up of the new Irish Language TV station, TG4, has created many jobs. Students of Irish have made careers for themselves as Civil Servants, Diplomats, Journalists, Lawyers, Nurses, Social Workers, Teachers, Lecturers, Librarians, Secretaries, DJ, TV Presenters, Translators, Researchers, in jobs in the Gaeltacht and in Irish Culture Organisations. Many students who intend to pursue a particular career which may require only two specific subjects at A-Level choose to take Irish to A-Level as a completely different area of study, but which will allow them to achieve the necessary grade, whilst showing a broader range of skills and knowledge.

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MUSIC

Head of Department: Mrs C McGready

Subject Teacher: Mrs G Hanratty

Tutors: Brass: Mr Simon O’Hare Woodwind: Mr Donald Swain String: Mrs Roisin Dolan Traditional Irish: Mr Pat Mc Cabe Drums: Mr Marty Jones

Subject Introduction While music is taught to all students in Years 8-10, those with a particular aptitude for the subject are strongly encouraged to continue its study at GCSE and A-Level. The music programme develops performance skills, listening and creative composition as well as encouraging teamwork through ensemble activities. Many students also avail of instrumental tuition and take part in extra-curricular activities with the College Choir, Brass Band and Traditional Music Group. It would be helpful if students who wish to take Music for G.C.S.E are currently attending a tutor in their chosen instrument on a weekly basis. GCSE (CCEA Specification- Linear)

Content

Assessment

Weightings

Availability

Component 1:

Performing

and

Appraising

External examination assessed by a visiting examiner Candidates present one solo and one ensemble performance. Performances last no longer than 6 minutes in total. Candidates discuss and evaluate performances with the visiting examiner. Discussion lasts approximately 3 minutes.

Total: 35% Performances: 30% Discussion: 5%

This is a linear qualification. Assessment is available each Summer from 2019.

Component 2:

Composing

Controlled assessment Candidates create two

compositions. One is in response to a pre‐release stimulus; one is free choice. Teachers mark the tasks, and we moderate the results.

30%

Component 3:

Listening and

External written examination 35%

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Appraising

1 hour 30 mins Students answer questions based on familiar and unfamiliar music relating to the Areas of Study.

Career Note Although many students who take music to A-Level go on to pursue specifically musical careers, such as Music Technology, Sound Engineering, Teaching, or Music Therapy, it is also an advantage for any career in the performing arts, practical or administrative. Some students pursuing non-musical careers sometimes take music as one of their A-Levels. This may be because they are very talented and have the opportunity to achieve a very good grade with a high degree of interest, enjoyment and accomplishment. They may also feel that continuing the study of music enhances the creative aspect of their personalities.

It is worth noting that the value of musical study is often a recognised advantage by

Colleges and Universities interviewing students for other courses, such as

Pharmacy, Medicine, Law or Engineering. Indeed, universities would encourage

students who apply for the aforementioned degrees to offer a breadth of knowledge

and skills that studying an Arts related subject at AS/A level can provide.

Music Department activities

Our recent school concert where over 100 pupils took part to a full house in the Ardhowen Theatre was a great occasion for the pupils, their families, this department and the school. Here are some images from the event:

John McCann Mrs Hanratty & Miss Ferguson with the St Michael’s Choir

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Ois in McManusOOiO Oisin McManus Jason McAuley

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PHYSICAL EDUCATION

Subject Teacher: Mr F Shaw The GCSE CCEA Physical Education course provides a basis for the further study of PE and related study at a more advanced level. This is a linear course.

Course Outline:

Content

Assessment Weightings Availability

Component 1:

Factors

Underpinning

Health and

Performance

External written examination 1 hour 15 mins Students answer short response questions and questions that require extended writing. 100 marks

25% This is a linear

qualification.

Assessment is

available each

Summer from

2019.

Component 2:

Developing

Performance

External written examination 1 hour 15 mins Students answer short response questions and questions that require extended writing. 100 marks

25%

Component 3:

Individual

Performances in

Physical Activities

and Sports

Controlled assessment (a) Students are assessed on the consistent quality, efficiency and effectiveness of their performances in physical activities and/or sports. Students perform three physical activities and/or sports from the list that we supply. For one physical activity or sport, the assessment may be based on the consistent quality, efficiency and effectiveness of the student’s performance as an event

manager. 3 × 50 = 150 marks and (b) Students are assessed on the consistent quality of their analysis and evaluation of their own and others’ performances. 50 marks

50%

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As GCSE Physical Education is a popular subject and is likely to be oversubscribed,

pupils should note that, there may be a selection procedure including a written paper

and practical test. As part of this selection process, preference will be given to boys

who have a track record of willingly representing St. Michael’s in out major sports of

Gaelic Games AND cross country/athletics at KS3. Boys selected to be part of the

GCSE PE class MUST make themselves available to represent St. Michael’s in years

11 & 12 if selected to so do in any sport. By signing up to do GCSE PE you are

committing to putting representing the college in our major sports of Gaelic Games

and Cross country/Athletics before outside club/other commitments. This also

allows assessment of practical activities (50%) to be carried out effectively by the

teacher.

Careers Note:

GCSE physical education is useful for boys considering areas like Teaching, Coaching, Leisure Management, Tourism, Physiotherapy, Personal Training, Fitness Instructor, Sports science/Research, Nutritionist or Professional Sport.

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RELIGIOUS STUDIES Head of Department: Mrs Lisa Carlin

Subject Teachers: Mrs Lisa Carlin Mrs Mary Nethercott Mr Cathal O’Connor Mrs Carina McGready Miss Aoife Scott

Introduction Religious Education is a compulsory area of the curriculum and plays a vital role in the spiritual and moral development of the pupil. The Religious Education programme in our school promotes not only the study of religion, but also religious formation. Pupils are given the opportunity to participate in liturgies - Class Masses, Year 14 Leavers Mass, Assemblies, Prayer Services, and in Lent, Reconciliation Services. They are encouraged to put Christian values into action. Thus pupils work on behalf of the poor, fund-raising for Charities and campaigning for Human Rights. Key Stage 3 Key Stage 3 programme of study has Four Attainment Targets. Attainment Target 1: The Revelation of God. Pupils develop an awareness, knowledge, understanding and appreciation of key Christian teachings about God, Jesus Christ and about the Bible; they develop an ability to relate the Bible to life. Attainment Target 2: The Christian Church Pupils develop a knowledge, understanding and appreciation of the growth of Christianity, of its worship, prayer and religious language; they develop a growing awareness of the meaning of belonging to a Christian tradition, and sensitivity towards the beliefs of others. Attainment Target 3: Morality Pupils develop their ability to think and judge about morality, to relate Christian moral principles to personal and social life, and to identify values and attitudes that influence behaviour. Attainment Target 4: World Religions Pupils will be introduced to two world religions other than Christianity in order to develop sensitivity towards the religious beliefs, practices and lifestyles of people of other religions in Northern Ireland

Key Stage 4 – GCSE

The GCSE CCEA Syllabus is modular and has two sections:

a) Saint Mark’s Gospel – Students sit this module at the end of Year 11

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b) Roman Catholicism : Ethics - Students sit this module at the end of Year 12

The scheme of assessment comprises two written papers (50% each).

Trocaire speak to Year 12 students about their work. Religious Studies and Careers Specialist jobs directly related to Religious Studies are Teaching and Ministry, both Ordained and Lay. A qualification in Religious Studies can be useful for archaeology, law, journalism, nursing, social work and personnel management. Employers who like applicants to have knowledge of themselves and their role in society view it favourably.

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GCSE TECHNOLOGY & DESIGN: SYSTEMS & CONTROL (CCEA)

Head of Department: Mr Connor Mc Barron Technician: Mr Adrian McGee

INTRODUCTION

Studying Technology and Design provides opportunities to tackle and resolve design and technological problems to meet human needs within a range of contexts, such as home, school, leisure, community, business and industry. Essentially, we are searching for better ways to do things, inventing solutions and taking risks.

Technology & Design is based upon the laws and principles of science and utilises these to solve real-life problems through the design and manufacture of high quality technological products. Technology is also concerned with the management of the environment, and familiarity with materials, energy and control systems – electronic, mechanical, pneumatic and computer control.

COURSE OUTLINE

Students follow the CCEA GCSE Level Technology & Design: Systems & Control Specification.

This GCSE in Technology and Design is divided into five units:

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Unit 1: Technology and Design Core;

Unit 2: Systems and Control;

** Unit 3: Product Design;

Unit 4: Design Assignment; and

Unit 5: Design Project.

** We do not study this option.

The table below summarises the structure of the GCSE Course.

UNIT 1: Technology & Design Core

YE

AR

11

Externally assessed written paper

This unit is compulsory. Students study manufacturing, electronics, mechanical control systems, computer control systems and pneumatic systems and control.

Worth 20% of the final grade.

UNIT 4: Design Assignment

YE

AR

11

Controlled Assessment 1

This unit is compulsory. Students complete a design assignment. They must demonstrate their ability to design a product under controlled conditions.

Worth 20% of the final grade.

UNIT 2: Systems & Control: Electronic and Microelectronic Control

Systems

YE

AR

12

Externally assessed written paper

This unit the optional unit that our pupils will study. Students study electronic and microelectronic control systems.

Worth 20% of the final grade.

UNIT 5: Design Project

YE

AR

11

– 1

2

Controlled Assessment 2

This unit is compulsory. Students must demonstrate their ability to design and manufacture a product in the

Systems Design option.

Worth 40% of the final grade.

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TECHNOLOGY & DESIGN: SYSTEMS & CONTROL @ ST. MICHAEL’S COLLEGE

Through studying this specification, students have opportunities to:

analyse existing products; develop practical solutions to consumer needs, wants and opportunities; design and make quality products and/or systems; understand that designing and making reflect and influence cultures and societies; understand that products have an impact on lifestyle; develop their creativity and critical analysis skills; make links between existing solutions, technological knowledge and the principles of

good design; explore how aesthetic, technical, economic, environmental, ethical and social

dimensions interact to shape designing and making; develop decision-making skills; consider sustainability; and gain insight into related sectors such as manufacturing and engineering

SYSTEMS & CONTROL PROJECT EXAMPLES

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CAREERS IN TECHNOLOGY & DESIGN: SYSTEM & CONTROL This specification helps prepare students for the study of technology and design related courses at a more advanced level, for example Advanced Subsidiary and Advanced Technology and Design, and BTEC Nationals in Engineering and/or Manufacturing. It also prepares them to make informed decisions about further learning opportunities and career choices. Electrical & Electronic Engineering Electrical & electronic engineers are responsible for a part of, or the complete life cycle of a new/modified electrical product or system - from research and design to development and installation. Mechanical Engineering Mechanical engineers produce specifications for, design, develop, manufacture and install new/modified mechanical components or systems. Civil Engineering Civil engineers design, plan and oversee construction projects such as railways and roads. Civil engineers create, improve and protect the environment in which we live. They plan, design and oversee construction and maintenance of building structures and facilities, such as roads, railways, airports, bridges, harbours, dams, irrigation projects, power plants, water and sewage systems. Structural Engineering Structural engineers design, plan and oversee the construction of new buildings and bridges, or alterations and extensions to existing properties or other structures. Structural engineers are primarily concerned with designing aesthetically pleasing buildings and structures that are safe and capable of withstanding the elements to which they will be exposed. Chemical Engineering Chemical engineers are responsible for the chemical, biochemical and/or physical processes that are used to transform raw materials into valuable products. Chemical engineers (aka process engineers) are responsible for designing new process plants/equipment or modifying existing ones. Construction Site Engineering Site engineers provide technical advice about, plan, organise and supervise construction projects.

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Other Associated Career Paths

Architecture, Teaching, Product Design, Agriculture, Marketing, Production Management,

Quantity Surveying, Construction.

FURTHER INFORMATION Additional useful information can be found on the following website: www.rewardinglearning.org.uk/microsites/technology

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Section C

BTEC NATIONAL CERTIFICATE SUBJECT

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Edexcel BTEC Level 1 First Award in Principles of Applied Science

Progression opportunities

At KS4- Edexcel BTEC Level 1/ 2 Applied Science. (Equivalent to one GCSE).

This allows for greater flexibility of subject choice at Key Stage 4. BTEC Applied Science is an assignment based course, suitable for students who find exam based subjects challenging, with only one exam taken externally at the end of Year11. Students who take this course:

can progress to the BTEC Level 3 Nationals in Applied Science, including the Forensic Science and Medical Science.

(*not currently undertaken in St. Michael’s College, but offered in the FLC Learning Block at school).

retain a qualification in Science in their portfolio of subjects up to Post 16. However, are unable to study Biology, Chemistry or Physics at A-Level.

Principles of Applied Science

Assessment

Undertaken

during

Overall Grade

Unit 1: Principles of Science (external) Yr 11 25%

Unit 2: Chemistry and our Earth (internal) Yr 11 25%

Unit 3: Energy and our Universe (internal) Yr 12 25%

Unit 4: Biology and our Environment(internal) Yr 12 25%

Unit 1: Principles of Science:

Award Unit Unit Type Type of External Assessment

Principles of Science Unit 1: Principles of Science (25%) Core Exam Time:60 mins

Unit 2-4: Internally Assessed:

● Distinction ● Merit ● Pass