Post 16 Information 2016/2017 - Loreto Grammar School, Omagh · Orla Donnelly and Alice Moir welcoming a Year 8 pupil. 4 The Transiton to Year 13 Moving from ... and the p4 faith

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2016/2017Post 16 Information

Celebrating 160 Years in Education

1Post 16 Information 2016 - 2017

CONTENTS

Section Content Page

Introduction and Welcome Principal’s Welcome 2 Head Girl’s Address 3 The Transition: Students’ Views 4

Post 16 Admissions and Curriculum Provision Post 16 Admissions Criteria 5-6 Curriculum Provision 7 AS / A Level Explained 7 Post 16 Subject Choices 8 Examination Boards 9 “The Big Picture” Provision 10

Subject Information Subjects: Specifications, Requirements and General Information 11-44 Key Skills Provision 45 Omagh Learning Community 46-48

Careers Education, Information, Post 16 Careers 49Advice and Guidance Work Experience and Community Links 50

STEM 51 Careers Guide 2016 and UCAS: University Course Requirements 52-55

Religious Education, Outreach Programme, Religious Education Programme 58-61Personal Development Justice, Peace & Integrity of Creation 62-64

Personal Development and Assembly 65

Leadership and Extra-Curricular Opportunities Pupil Leadership: Experience and Opportunities 66-68 Extra-Curricular Activities & Community Links 69-73

Other Information School Policies and Documents available 74 Extract from ETI Inspection Report 74 Pastoral Care Support 75 How to Succeed 76 Educational Maintenance Allowance 77

Loreto Grammar School, Omagh2

Dear Student,Welcome to Loreto Grammar SchoolOmagh, a vibrant school commendedfor its outstanding quality ofeducation and pastoral care. Our aimis to give you the confidence toextend your qualifications and skillsalong with your personal, social andfaith development. Our Post 16Senior School is a forward thinking,opportunity packed learningenvironment where you will find yourstrengths for the future.

In this booklet you will find importantinformation about the range andcontent of courses available for Post16 students in the September 2016 –June 2017 academic year. Post 16Courses and specifications areoutlined for each subject. In addition,information is available on CareersEducation, Religious Education,Outreach Programmes, EducationalMaintenance Allowance, LeadershipDevelopment, PersonalDevelopment, Key Skills Provisionand Pastoral Support. You will findthe reference list for grade entry intoHigher Education courses very usefulfor guidance when considering yoursubject choices and possible careerroutes but remember this is always

subject to change. The UCAS tariffsystem is also explained.

We have also included a section onsubjects which you can study throughthe Omagh Learning Community(OLC). This offers further opportunityto achieve the courses you want tofollow which may not be available inour home school. Please do nothesitate to contact us if you want to

discuss your options further.

I wish you every success with yourdecisions and hope that followingPost 16 with us will make your nextsteps in education most enjoyable.

Yours sincerely,

Mrs Gráinne T. O’Hanlon PRINCIPAL

Vice Principals:Mrs C Turbitt & Mr G Bradley

Senior Teacher and Head of Post 16:Mrs S. Cullinan

Senior Teacher and Head of Pastoral Care:

Mrs C. McHugh

Principal ’s Welcome

Principal: Mrs G T O’ Hanlon with Chairperson of the Board of Governors-Mrs Mary Murnaghan, Guest Speaker at Prizegiving 2015-Baroness

Nuala O’ Loan DBE and Head Girl, Sinéad McAleer.

Senior Management Team 2015-2016

Good evening everyone and a very warm welcome to Loreto’s Post 16 Open Night.

It seems no time ago since I was considering the transition to Post 16. Iremember the difficulty of trying to focus on GCSE revision while havingimportant decisions about future studies approaching rapidly. To narrow mystudies down to only 3 or 4 subjects seemed impossible to me as a GCSEstudent studying 10! How would I choose? Would I make the right decision?How would all this affect my future career?

But eventually, just like everyone else, I settled down and made my decision –Biology, Business Studies, ICT and English. I firmly believe that this was theright decision for me. It is your turn to ask the questions, your turn to narrowdown your choices and your turn to find the combination of subjects that willhelp you achieve your best.

Choosing the right grouping of A-levels is not an easy task, as it is a reallyimportant decision for your future. The most important thing to remember isthat there is a lot of time for you to make this choice - time to ask a lot ofquestions, time to talk to other students and time to change your mind. Youwill not be making this decision firmly until August - and even then you may beallowed some manoeuvre. So for now, gather as much information aspossible and explore every avenue that is open to you – there are a lot ofoptions!

Here at Loreto, we are fortunate to have a wide and diverse range of subjectsto choose from at Post 16 and a team of teachers who hold you and youreducation as their top priority. Every department adopts an “open-door policy”and is prepared to give you guidance and support through this stage of youreducation. Loreto’s excellent Post 16 provision means you can be confidentthat there is always someone endeavouring to make your transitionexperience as smooth and as enjoyable as possible.

Indeed, at Post 16 there is an opportunity for every girl to shine – regardlessof ability, background and talent. Outreach programmes, extracurricularactivities and opportunities for leadership will all give you a chance to engagein learning outside the classroom. There is never a dull day in the corridors ofLoreto as there is always some activity, club or event taking place. Now isyour chance to branch out and explore your talents. Take it!

My time as a Post 16 student at Loreto has given me friendships andmemories I will carry with me long after I leave this school. Amidst all thestudy, targets and grades I can assure you that you will have wonderful funand become friends with girls you may not even know this year.

I wish you all well with your choices and remember that if you take your timeand ask lots of questions you will find the A-level subjects which are right foryou. My hope is that, whatever you decide to do, you will find joy andhappiness. Look forward to it!

Sinead Mc AleerHead Girl


Head Girl ’s Address

Senior Leadership Team2015-2016

Head Girl with Deputy Head Girls: Orla Donnelly and Alice Moirwelcoming a Year 8 pupil

4

The Transiton to Year 13

Moving from another school:

I joined Loreto at Post 16 to begin my A Level course.

I settled really well within the firstweek! I find everyone welcoming and friendly: pupils and teachers.

Sandra Klobusek,Year 13

My transition to Post 16 was a lot easier than I expected. At first,

I was concerned how I would manage mytime and volume of work. I realise thatPrivate Study classes are very helpful

and I can get a lot of work done. Post 16has helped me make more friends and

provided good opportunities for our yeargroup to become even closer.

Dervla Dolan, Year 13

The biggest change for me was doing only three subjects, yet

a lot of work. I have settled in easily,I have adjusted to the new schedule

and I can manage my time well. Post16 has been a most enjoyable

experience so far.Sarah Masterson,

Year 13

Student Views

Although the transition between GCSE and Post 16 is a step- up, this was made easier through all of the new extra-

curricular opportunities available at Post 16. I am a member of the school football team, the

build a bank team, and the p4 faith friends’programme. Having the chance to participate

in so many new and unique programmesalongside new and old friends in Post 16

has made my transition much easier and really enjoyable.

Meabh MacRory,Year 13

Loreto Grammar School, Omagh


Post 16 Admissions Criteria

In striving for excellence and meeting the aims of Loreto Grammar School all Post 16 students will study a minimum of 3 Advanced Level subjects and engage in the Post 16 Religious Education programme and bespoke Key skills provision.

CRITERIA for ADMISSION

1.1 The school does not exceed its enrolment numbers 1.2 Places are available in the year and subject groups 1.3 Applicants have achieved at least 6 GCSE passes with a minimum value of 246 points using the following C2K examinations system:A* = 58 points, A = 52 points, B = 46 points, C = 40 points Grade B at least, in three subject areas for selection to A’ Level is preferable1.4 It is the responsibility of the student to ensure she obtains a GCSE in the required subject areas e.g. English and Mathematics for entry to third level education. The school will offer support to the student in this process where possible 1.5 Applicants must have a positive record of Conduct, Attendance, Punctuality and Attitude during their previous years of secondary education 1.6 If there are more applicants to the Advanced Courses with qualifications set down in the above than there are places available, preference will be given to students already at the school who have a positive record of Conduct, Attendance, Punctuality and Attitude1.7 A rank order, using the point system at (1.3) will be implemented to fill any remaining places

ENTRY to POST 16 SUBJECT AREAS

2.1 All applicants in Post 16 must complete the school’s Post 16 Application Form and those meeting the criteria for admission to the school will be interviewed by a member of the Senior Management Team2.2 Applicants must have confirmation of their Date of Birth, Qualifications and Attendance record for Year 12 (Registration Certificate - printout from Attendance Module) 2.3 Applicants will be asked to consider 3 or 4 subject areas for Advanced Level from the school’s option pools with reserve areas in the event they are unable to be placed in a subject area 2.4 Where there are more applicants to subject classes than there are places available, preference will be given to students with the highest grades in the subject area at GCSE or in contributory subject areas and who have a positive record of Conduct, Attendance, Punctuality and Attitude 2.5 Students who cannot be placed in their first choice subject/s will be given choices in the reserve subject/s 2.6 Students who have secured admission to the school with below 414 points will be advised to limit Advanced Level subjects to three areas. This criterion may change depending on GCSE results

The above criteria may change dependent on the availability of places


Criteria for Extra Places made available by the Department of Education for admission into Year 13 (Sixth Form).The Department of Education may, in response from a school, on request increase the number of pupils that theschool can admit to its Year 13. Places that become available in this way shall be allocated only to pupils whomeet the basic eligibility criteria for sixth form study (as outlined above) and shall be allocated in the order determined by the criteria, to be applied in the order set down:

*Parents should note how the Department of Education will, in response to a school’s request, increase theschool’s enrolment number, in order to allow an extra Post 16 pupil to enrol. DE will only increase the school’s enrolment number if it is content that each external pupil for whom a place is requested would not be able to pursue their Post 16 course choices at a suitable school without undertaking an unreasonable journey (i.e. a journey that by public transport would be over an hour from where the young person lives.) If DE finds that that noother suitable school may provide all of the Post 16 courses that the pupil wishes to pursue – then DE will agree aschool’s request for an extra place.

What is a school of a type suitable for a pupil? To determine this, DE first considers all schools to be one of fourtypes: denominational, non-denominational, Integrated, Irish-Medium. A school requesting an extra place for a Post16 pupil will belong to one of these four types and DE will consider any other school or school from this type assuitable for the pupil. DE will also consider as suitable for the pupil, any school from the same type as the type ofschool that the pupil attended in Year 12.

EXTRA PLACES

NOTES

3.1 Applicants must have forms and official confirmation of results submitted to the school immediatelyafter receiving GCSE results.

3.2 Applicants will be given confirmation of acceptance into Post 16 and into subject classes only after all applicants are interviewed

3.3 It is essential that applicants to this school and parents/guardians indicate an acceptance of the school ethos, all school regulations and a willingness to observe them.

3.4 Loreto Grammar School is a Voluntary Grammar School and all parents should be aware that: Voluntary Subscription of £60 per student per annum is requested with concessions for families - £60 for 1 child, £100 for 2 children and £120 for 3 for more children

3.5 It is compulsory to wear the school uniform

See “Curriculum Provision” for Information on the subjects offered to Advanced Level at Loreto Grammar School, Omagh and via the Omagh Learning Community

1 Pupils who have most recently completed Year 12 in Loreto Grammar School, Omagh.

2 Pupils from other schools where admission to an Extra Place at Loreto Grammar School, Omagh has been agreed by the Department of Education.* (DE)


IMPORTANT INFORMATIONReforms to A’ Levels mean that two systems are now in operation, depending on the Examination Board throughwhich a specific subject is delivered.Students and parents are encouraged to visit examination board websites for updates in any of the subjects offered in Loreto.

A’ Levels

Revised

The Post 16 Curriculum in Loreto has been designed and structured to provide opportunity for breadth of study andpreparation for higher education and employment and comprises of:

• Advanced Subsidiary Levels (AS)• Advanced Levels (A’Level / A2)• BTEC• Microsoft Office Specialist Accreditation (MOS)

The Post 16 Curriculum offered in Loreto

Students studyeither 3 or 4

subjects.(see Post 16 Admissions

Criteria: 1.3)

CCEAFor students choosing subjects in the academic year 2016-2017 deliveredby CCEA, The Examination Board in Northern Ireland, the majority ofspecifications have been revised. One of the key changes is that the weighting of assessments has altered.The new AS is worth 40% of A’ Level with 60% to be gained at A2 level.A number of revised specifications have been accredited and are at pre-publication review stage.A number of revised specifications are in draft form and subject to change.Please note: all information printed is based on the most recent updateavailable from examination boards and is subject to change.Mathematics under CCEA will not introduce a new specification until 2017and therefore Mathematics will deliver the continuing legacy specification foranother year. Performing Arts under CCEA was revised in 2013 and major changes arenot envisaged in this subject.Subject Title Information:Note: Nutrition and Food Science is the title of the new specification whichreplaces Home Economics.Digital Technology replaces Information and Communication Technology.

AQA / Edexcel Reforms to subjects delivered by the EnglishBoards mean that AS and A2 have beendecoupled. A’ Level subjects are now mainlylinear with 100% of A’ Level grade based on A2.(AS is available as a stand-alone grade and as acore foundation to A2)Phase 1 to reforms within the English BoardSystem came into effect in 2015 and impactedon Psychology and Sociology in this school.Phase 2 will impact on Physical Education 2016.Note: Design and Technology and MediaStudies will deliver continuing legacyspecifications (Modular) and reforms in thesesubjects will be introduced in September 2017. BTEC information has been provided by OLC.Students and parents are advised to contacthost school for further information or to visitexamination board website.See P47*OLC= Omagh Learning Community


POST 16 SUBJECT CHOICES: LORETO 2016 - 2017

The curriculum at Post 16 encourages breadth of study and is complemented by a wide, challenging EnrichmentProgramme. The school will meet the requirements of the Entitlement Framework for Post 16 and is currently amember of the Omagh Learning Community.

At Post 16 students choose from an extensive range of Applied and General subjects

SUBJECTS in Loreto Grammar School Applied /(A) General / (G)

Applied Health & Social Care PArt and Design PBiology PBusiness Studies PChemistry PDesign and Technology PDigital Technology PEnglish Literature PFrench PGeography PGovernment and Politics PHistory PIrish PMathematics PMedia Studies PNutrition and Food Science PPhysical Education PPhysics PPsychology PReligious Studies PSociology PSpanish P

OLC: Examples of Subjects availed of by Loreto Students in 2015-2016BTEC Agriculture-Land Based Business P SWC*BTEC Engineering P SWC*Performing Arts P CBS*

Omagh Learning Community / (OLC)

Music (A) is to be offered in 2016-2017 at Omagh AcademySummary of courses to be offered via OLC is available after Loreto Subject Information

Note centres for above courses: SWC-South West College, CBS-Christian Brothers’ Grammar School


EXAMINATION BOARDS

Post 16 subjects follow the new revised specifications as outlined in CCEA, AQA or EDEXCEL Syllabi

Examination Board Subject Modular Linear

Media Studies P Physical Education P Sociology P

www.aqa.org.uk

Applied Health and Social Care P Art and Design P Biology P Business Studies P

Chemistry P Digital Technology P English Literature P French P Geography P Government & Politics P History P Irish P Mathematics P Music (OLC) P Nutrition and Food Science P Performing Arts (OLC) P Physics P Religious Studies P Spanish P

www.ccea.org.uk

BTEC Agriculture-Land Based Business P Design and Technology P BTEC Engineering (OLC) P

Psychology P

www.edexcel.org.uk

Modular=AS level in Year 13 combined with A2 in the same subject in Year 14 will constitute a full A’Level. The % weighting of AS / A2 varies. Note: new specifications introduced by CCEA for first teaching in 2016 are commonly based on an assessmentweighting of AS 40%, A2 60% of A’Level.

Linear=AS qualifications are freestanding and do not contribute to A’Level. AS and A’Level qualifications will be assessed at theend of the course, typically a 1 year course for AS and a 2 year course for A’Level (Ofqual 2014)

Assessment information for each subject is provided in this booklet. Full details are available on examination board website


“THE BIG PICTURE” PROVISION

In this section, you will find details on each component of Post 16 Provision at Loreto GrammarSchool, as outlined below, including specificationoutlines, career opportunities and the student voiceon their experience.

Opportunities for all Post 16

Students

Leadership Development Student Council Young EnterpriseSchool Magazine Committee Parish and Community InvolvementJustice, Peace and Integrity of Creation Pope John Paul 11 andMillennium Volunteer Awards Curriculum Enrichment throughExtra-Curricular Opportunities Educational Visits

WorkExperience

3 / 4 Subjects: AS, A’Level, BTEC

Key Skills: Microsoft Office Specialist

Careers Education, Information, Advice and Guidance (CEIAG)

Religious Education Programme

Personal Development Programme and Weekly Year group Assemblies

All Post 16 Students

OutreachProgramme


Minimum school entryrequirements plus at least GradeB in English

OTHER CONTRIBUTORYSUBJECTSPsychology, Sociology, Biology,Home Economics, ChildDevelopment

OTHER INFORMATION:This course allows students todevelop their creative andanalytical thinking ability. Itallows them to develop skills thatwill enable them to make aneffective contribution to theHealth and Social Care sector,including skills of research,evaluation and problem-solvingin a work related context.

APPLIED HEALTH & SOCIAL CARE

CAREER POSSIBILITIES

The health, social care and early years’ sectors are major employers in the public,voluntary and private sectors in Northern Ireland. This broad based qualification givesstudents the opportunity to study an eclectic range of subjects relevant to thesesectors, including communication, physiology, social policy and psychology.

Why choose Health & Social Care? “Because itmatters...educating the Care Providers of our future”

RECOMMENDED GCSESUBJECTS AND GRADES

In the AS units, students learn about good quality care and how thiscan be achieved in health, social care and early years settings. Theylearn how to communicate effectively with service users in the workplace. They also learn about the importance of health and well-beingfor individuals and how government and other agencies contribute tothe health & well-being of the population. Students who continue to A2learn about how health and social care and early years’ services aretailored to meet the needs of specific service-user groups. They alsohave the opportunity to further their understanding of physiology,psychology and nutrition and can develop research skills in topicsrelevant to health and social care, including health promotion.

Year 13 Health and Social Care Students visit Hillbank Fold


“I love going to Health & Social Care class. It hasprovided me with the opportunity to learn things of great importance and relevance to my everyday life” Shannon Diggin (Year 14)

“It is a subject which allows you to maximise yourpotential with coursework throughout the year and then via exam- based work at the end of the year”. Eimear Connolly (Year 14)

“Studying Health & Social Care has enhanced me as a person. I have been made more aware of the issues and settings around me and have gained valuableknowledge that will help greatly with my future studies and work”.Orlagh McNamee (Year 14)

2015Shannon Lennon – 1stAine McConnell – 2nd

Lucia Ward – 3rd

2014Kerry Quinn -1st

Niamh Herron – 2ndTara Gallagher – 3rd

2013Ellen Ward - 1st

Emma Clarke – 2nd Colleen Conway – 3rd

2012Brigin McWilliams – 1stRoisin McCrystall – 2ndHayley O’Donnell - 3rd

2011Megan Adair – 2nd

2010Megan McElhatton - 1st

Lauren Harper - 3rd

METHOD OF ASSESSMENT

ASUNIT 1: Promoting Positive CareUNIT 2: Communication in CareSettingsUNIT 3: Health and Well Being

A2UNIT 9: Providing ServicesUNIT 11: Supporting the FamilyUNIT 12: UnderstandingHuman Behaviour

AS and A2 Health & Social Care is assessed by means of a combination ofexternal assessment (externally set and marked exams) and internal assessment(portfolio evidence marked in school and moderated externally)AS = 40% of the total A’LevelA2 = 60% of the total A’Level

SUBJECT CONTENT

Past Pupil “As a third year BEd teacher inSaint Mary’s University, Belfast, Ihave a keen interest in educationand the well-being of children. As atrainee teacher, I have found thatwhat I learned in Health and SocialCare has benefited my knowledge,especially when coveringPsychology units in University. Weoften look at behaviours in theclassroom and in Health and SocialCare we explored strategies toimplement positive behaviour, e.g.Positive Reinforcement, CognitiveBehavioural Therapy.

Health and Social Care is a lovelyand beneficial subject to study at A’Level – it has helped me grow inmy career and overall as aperson.”

Arlene Mc Carroll(Arlene is in attendance this evening asthe subject ambassador for Health andSocial Care)

Success record- Congratulations to all!

Top Candidates in Northern Ireland A’Level Health & Social Care

APPLIED HEALTH& SOCIAL CARE(Continued)


A*-C Art and Design

OTHER CONTRIBUTORYSUBJECTSEnglish Literature, ICT, MediaStudies and Technology &Design

OTHER INFORMATION:In Art and Design you will:Respond to ideas, themes andsubjects; Pursue and analyseideas; Research andcommunicate; Appreciate thework of artists and designers;Work independently; Visitexhibitions; Have opportunitiesto participate in Art workshopswith local primary schools.Essential Personal Qualities:Commitment; Love of Art andDesign; Creativity andImagination.

This course has been designed to provide students with an opportunityto express their creativity and realise their artistic potential, using awide range of media. Students will be encouraged to develop theirideas, stretch their imagination and express themselves confidently.Students will be encouraged to decide which areas of Art and Designthey wish to focus on, e.g. if someone is interested in architecture theywill be able to choose a project that will allow them to develop this areaof work.

ART & DESIGN

Inspiring creative revolution!RECOMMENDED GCSESUBJECTS AND GRADES


Architecture: Interior, Spatial and Landscape.Design: Fashion, Interior, Furniture, Illustration, Ceramics, Product, TextileDigital and Multi Media: Digital illustration, Concept Artist, Animator, 3D model maker,and Advertising.Education: Teaching, Lecturing, Art Therapy, Education/Arts OfficerGraphic Design: Publishing, Web Design, Logos and BrandingThe Theatre: Set Design, Costume DesignArt and Design can be great preparation for any career that requires fine motor skills,presentation skills, an eye for aesthetics and creative thinking.

Post 16 Art and Design students partipcating in the Primary School Art Programme - February 2016 at Holy Family Primary School.


Past Pupil Name: Saerlaith Duffy Studying: BA (hons) GraphicDesign and Illustration at Universityof Ulster, Belfast.

Saerlaith decided to pursue thiseducational pathway after realisingshe wanted to bring her passion fordrawing to her career. A’Level Artand Design prepared Saerlaith forthis route by developing her skillswith traditional artistic media andintroducing her to new creativetechnologies.“During the first year of the

degree there was a lot of drawing,short design projects and myexperience of using Photoshop at Loreto really helped”.

Saerlaith Duffy(Saerlaith is in attendance this evening as the subject ambassador for Art and Design)

ASAS 1: Experimental Portfolio50% of AS 20% of A levelAS 2: Personal Response50% of AS 20% of A level%

A2A2 1:Personal and CriticalInvestigation60% of A2 36% of A levelA2 2: Thematic Outcome40% of A2 24% of A level

SUBJECT CONTENT


Units will be assessed by the subject teacher and moderated by anexternal CCEA examiner.

Art & Design(Continued)

“This year, I have really enjoyedthe freedom to be creative in myown area of interest – fashion! Iam really looking forward todesigning and making myown fashion piece.”Dervla Dolan (Year 13 AS Art & Design student)

AS Art and Design students visiting a local art exhibition - September 2015

at Strule Arts Centre.

Top achiever inNorthern Ireland

Oonagh TaggartCCEA Joint First Place

in Northern Ireland at A ‘Level

Art & Design- 2013

Examples of work at Post 16



DoubleAwardScience A*A*-ABGCSE Biology A/B

OTHER CONTRIBUTORYSUBJECTSChemistry (GCSE) A/B

ASUnit 1:Molecules and CellsUnit 2:Organisms and BiodiversityUnit 3:Practical Skills in AS Biology

A2Unit 1:Physiology, Co-ordination and Controland EcosystemsUnit 2:Biochemistry, Genetics andEvolutionary TrendsUnit 3:Practical Skills in Biology

Assessment of AS: External written examinations (1hourand 30 minutes) for both Units 1 and 2. Each exam consistsof 6-8 structured questions and an essay and is worth 37.5%of the final AS. Unit 3 is an external written examination (1hour) assessing practical skills and an internal practicalassessment (marked by teachers and moderated by CCEA)Unit 3 is worth 25% of the final AS award.

AS will contribute to 40% of the overall A level Award (AS1 –15%, AS2 – 15% and AS3 10%)

Assessment of A2: External written examinations for Units 1and 2 (2 hours and 15 minutes each), both consists of 6-9structured questions and an essay. Unit 1 and 2 are worth24% each. Unit 3 is an external written examination (1 hourand 15 minutes) assessing practical skills and an internalpractical assessment (marked by teachers and moderated byCCEA) Unit 3 is worth 12% of the final A Level award.

BIOLOGY


Biology will provide opportunities for careers such as:

SUBJECT CONTENTRECOMMENDED GCSESUBJECTS AND GRADES

The A’ Level specification offers students an opportunity to gain asound understanding of Biology and to explore modern applications of Biology - e.g. biotechnology, genetic engineering and geneticfingerprinting. It will provide an appropriate foundation for the study of Biology or related subjects in higher education and provide aworthwhile course in terms of general education and lifelong learning.

“I chose Biology to study at A-level asit opened a wide variety of careers tostudy at university” Niamh Browne

“Biology at A-level is a step up fromGCSE, but once you have adjusted itis very easy to apply yourself andlearn the knowledge. It is a greatsubject to have as many universitycourses I was looking at required aScience, and you learn analysis andcommunication skills which are veryapplicable across all subjects” Sarah McCarron

“ A- level Biology is challenging but worth it”Abbie Thompson

Agriculture Biochemistry Biomedical ScienceBiotechnology

DentistryDietetics Food Science Food Technology Medicine

NursingPharmacy PhysiotherapyPsychology Veterinary Science

Biology... is for life!


English Language A / BMaths A / B

OTHER CONTRIBUTORYSUBJECTSBusiness StudiesICTAccounting

OTHER INFORMATION:In addition to Careershighlighted, Business Studies isalso extremely useful if you areconsidering having your ownbusiness at any time in the futuree.g. Night Club; CinemaComplex; Restaurant; ClothesShop; Production Company;Chemist Shop; Optometry Clinic;Physiotherapy Clinic; DentalSurgery; GP Surgery

The subject content in Business Studies is very interesting as it relatesto everyday life. A-Level Business Studies provides students with theopportunity to explore the many aspects of business activity such asFinance, Marketing, Human Resources and Production. Students willalso explore how businesses interrelate with the external environmentin relation to the economy, changing trends, developments intechnology, for example.

ASAS 1: Introduction to BusinessAS 2: Growing the Business40% of A-Level

A2A2 1: Strategic Decision MakingA2 2: The Competitive BusinessEnvironment60% of A-Level

BUSINESS STUDIES

Nurturing Entrepreneurship

SUBJECT CONTENT


A-level Business Studies students during a recent visit to Tayto Park in County Meath.


Marketing Manager Financial Manager Retail ManagementProduction Manager Management Consultancy Sales ManagerTeaching Public Relations Mortgage AdvisorAdvertising Executive Accountant Hotel ManagementPersonnel Manager Environmental Manager Market ResearchLecturing Customer Services Manager Internet ManagerBrand Manager Bank Manager Company Director

“I enjoy studying BusinessStudies and it is a useful andinteresting subject. BusinessStudies develops our analyticaland time management skillsand is extremely relevant to theworld in which we live. It isgreat to be able to use theknowledge we gain in class ineveryday situations”Megan O’Hanlon Year 14.


Data Response Questions Case Studies Report

Business Studies achievementat Northern Ireland level

Josephine Quinn was 3rd in NI in GCSEBusiness Studies, Summer 2015.


Chemistry is the study of elements and thecompounds they form. As a fundamental science itis involved in nearly every facet of everyday life.Almost every new technological change andimportant discovery has its foundation in chemistry.Chemists influence our lives and make the world abetter place in which to live.

CHEMISTRY

Chemistry unlocks the future

Year 13 pupils engaged in Chemistry practical work


METHOD OF ASSESSMENTAS: External written examination1 hour 30 minutesStudents answer Section A containing 10 multiple-choicequestions (10 marks)

Section B containing a number of structured questions (80 marks).40% of AS / 16% of A level

AS 2: External written examination1 hour 30 minsStudents answer Section A containing 10 multiple-choicequestions (10 marks)

Section B containing a number of structured questions (80 marks).40% of AS / 16% of A level

AS 3: Practical booklet A consists of a variety of practicaltasks worth 25 marks.

Students take the examination in the laboratory. 1 hour 15 minutes

Practical booklet B consists of a variety of questions testing knowledge of practical techniques, observations and calculations worth 55 marks.

Students take the assessment in an examination hall. 1 hour 15 minutes

20% of AS / 8% of A level

A2 1: External written examination 2 hoursStudents answer Section A containing 10 multiple-choicequestions (10 marks)

Section B containing a number of structured questions (100 marks).40% of A2 / 24% of A level

A2 2: External written examination 2 hoursStudents answer Section A containing 10 multiple-choicequestions (10 marks)

Section B containing a number of structured questions (100 marks).40% of A2 / 24% of A level

A2 3: Practical booklet A consists of variety of practicaltasks worth 30 marks.

Students take the examination in the laboratory.1 hour 15 minutes

Practical booklet B consists of a variety of questions testing knowledge of practical techniques, observations and calculations worth 60 marks.

Students take the assessment in an examination hall.1 hour 15 minutes.

20% of A2 12% of A level

ASAS 1: Basic Concepts in Physical andInorganic ChemistryAS 2: Further Physical and InorganicChemistry and an Introduction toOrganic ChemistryAS 3: Basic Practical Chemistry

A2A2 1: Further Physical and OrganicChemistryA2 2: Analytical, Transition Metals,Electrochemistry and Organic NitrogenChemistryA2 3: Further Practical Chemistry


These are endless - a chemistry qualification gives you great choice. It is useful for awide variety of science/non science related courses and is essential for Research andDevelopment and Biomedical Sciences, Food Science, Pharmacy, Dentistry, LifeSciences, Veterinary Science, Dietetics, Medicine.

SUBJECT CONTENT

Double Award Science: AA or higher

Triple Award Chemistry: B orhigher

Biology

OTHER CONTRIBUTORYSUBJECTSMathematicsPhysics

OTHER INFORMATION:Chemistry tests students’ powersof analysis and their ability toapply understanding of conceptsand relevant knowledge todifferent situations. Practicalskills are developed further withmore wide ranging anddemanding tasks.


Chemistry(Continued)



GCSE Design and Technology is not a prerequisite for entry toAS Level.Design and Technology A*/CICT A*/C Art and Design A*/COTHER CONTRIBUTORYSUBJECTSArt & Design Business StudiesChemistry Maths PhysicsOTHER INFORMATION:Edexcel Product Design is aninterdisciplinary course which isdesigned to be student focused.Students should have a broadacademic background and havecreative and practical skills. Thedevelopment of these skills willdepend heavily on independentlearning.

The aims of this subject are to encourage creativity and innovationwith a view to producing high quality products based on knowledge of technological processes and informed design.

ASUnit 1: Coursework – Portfolio of Creative Skills (60% AS / 30% A’ Level)• 25–30 A3 pagesUnit 2: External Assessment – Design & Technology in Practice (40% AS / 20% A’ Level)• Examination – 1 hour 30 minutes

A2Unit 3: External Assessment –Designing for the Future. (40% A2 / 20% A’ Level)• Examination – 2 hoursUnit 4: Coursework – Commercial Design - (40% A2 / 20% A’ Level)• 26-30 A3 pages

Unit 2General Questions on:• Materials and Components• Industrial and Commercial Practice• Quality • Health and Safety

Unit 3General questions on:• Industrial and Commercial Practice • Systems and Control • Design in Context • Sustainability

DESIGN & TECHNOLOGY

CAREER POSSIBILITIESDesign and Technology combined with Sciences and Maths is excellent forEngineering. Combined with Art and Design and some Science, it would be excellentfor industrial/product design. In any combination, Design and Technology is excellentfor teaching.

Design & Technology... where knowledge and creativity unite

SUBJECT CONTENT


“TD is a great change from my otherA levels. The best aspect is the rangeof skills and activities throughout theyear, including working with ICT,improving drawing and sketching,developing writing and evaluationskills as well as making products inthe workshop. TD does not focus onimproving just one skill but enhancescommunication, designing,creativity, mathematics, problem-solving, craftsmanship and more;skills all recognised by bothuniversities and employers.” Sarah McGowan 14A

Pupils at work in Design and Technology

An example of a final product in Post 16Design and Technology


ASAS 1: Approaches to System DevelopmentIn this unit, students develop knowledgeand understanding of the variousapproaches to the development ofcomplex systems, the key stages in thedevelopment process and the outputsproduced at each stage.AS 2: Fundamentals of Digital TechnologyIn this unit, students develop knowledgeand understanding of the fundamentalsof any system such as datarepresentation, computer architecture,software and the user interface

A2A21: Information SystemsIn this unit, students developknowledge and understanding ofinformation systems, includingnetworks, databases and applicationsof Computing/ICTA22: Application DevelopmentIn this unit, students have theopportunity to become involved in areal-world situation where they canapply their skills, knowledge andunderstanding of digital technology tosolve a problem for a specified client.

Digital Technology


SUBJECT CONTENT


This specification has been designed to help learners to develop a capacity tothink creatively, innovatively, analytically, logically and critically; and to developan understanding of the consequences and considerations of using ICT.The A2 qualification forms the basis for entry into higher/further level educationor employment. It provides an excellent foundation for careers in whichcomputers are used:

Digital Technology is the name of the new ICT A’ level specification being offered by the Northern Irelandexam board. The specification aims to develop a genuine interest in digital technology and gain anunderstanding of the system development process.

METHOD OF ASSESSMENTAS 1: External written examination (1 hour 30 minutes) Students answer short and extendedquestions based on Approaches toSystem Development. 20% of A’ LevelAS 2: External written examination (1 hour 30 minutes) Students answer short and extendedquestions based on the Fundamentalsof Digital Technology. 20% of A’ Level

A2 1: External written examination (2 hours 30 minutes) Students answer short and extendedquestions based on InformationSystems. 40% of A’ LevelA2 2: Internal assessment Students compile a portfolio showingevidence of the analysis, design,development, testing and evaluation ofan application for a specified end user.20% of A’ Level

Inspire, Connect, Transform

AS ICT students at workAccountancyComputer EngineeringComputer Games ProgrammingComputer Programming

Computer Network ManagementProject ManagementConsultancyDatabase Administration

“In A-level ICT we get the opportunity to develop projectmanagement skills through the completion of coursework.Working to deadlines can teach us a lot about ourselves. We also examine how innovative technology actually works.” Sinead McAleer & Cora Devine, Year 14

There is no specific requirementfor prior learning, although aGCSE or Level 2 qualification inan ICT-related course would bebeneficial.OTHER CONTRIBUTORYSUBJECTSBusiness Studies is a usefulbackground as we examine theimpact of ICT in the world ofbusiness. A good grade in GCSEMathematics would also bebeneficial for the computationalaspects of the course.

OTHER INFORMATION:The AS specification will givestudents an up-to-dateunderstanding of the advancesin communication applicationsand allow them to developknowledge that is important toemployers. A practicalmultimedia task will providestudents with a more modernand accessible option of solvinga task, whilst a data processingtask will involve the morefunctional business skills.


This course provides an opportunity to study a wide range of Irish andinternational literature. It will give you the opportunity to explore animportant part of your own cultural heritage and to deepen yourunderstanding, not only of your own history and society but also gainan insight into others. Through independent and critical reading,discussing ideas and engaging in debate with your peers, you willdevelop your interest and enjoyment in literary studies and become anaccomplished, discerning reader.

ENGLISH LITERATURE

CAREER POSSIBILITIESEnglish Literature complements subjects such as Modern Languages, History andPolitics. A qualification in GCE English Literature could lead to a degree course in theareas of arts, humanities or communication. This qualification is a good foundation forthose interested in careers in journalism, the media, theatre, law, public relations,politics, or teaching, as well as for those planning to go straight intoemployment.The skills acquired through taking this course are in demand by employers as well asuniversities and colleges.

English: creating, connecting, communicating

Year 13 English Literature Students at work

“If you want to study a subject whichcan transport you to 1920s Americaor 18th Century America or 14thCentury England or 19th CenturyEngland, while learning the historyof the times and developing excellentcommunication along the way, studyEnglish Literature. Mostimportantly, if you want to study asubject you’ll love, study EnglishLiterature!” Sarah Grimes, Year 14

“I have loved engaging withcharacters in various texts and, as aHistory student, I find the contextside fascinating.”Shauna McCaul, Year 13


“English Literature is highlyengaging and the wide range of textsstudied gives you the chance to escapeinto different worlds and settings –you will never be bored!”Seánáin Murray, Year 13

“The fiery class debates on Bronte, theawesome opportunity to writedramatically engaging performancescripts and the wonderfully wordwhirling world of Chaucer; what’s notto like about English Literature?”Elizabeth McSorley, Year 14

“It can be challenging at times andthe demands of the subject should notbe underestimated; however, the skillsI have developed in essay writingbenefit me greatly in my othersubjects.”Cora Marlow, Year 13


English A*/A/BEnglish Literature A*/A/BMinimum Grade for bothsubjects – B

OTHER CONTRIBUTORYSUBJECTSAny Modern Language, Art andDesign, History, Media Studies,Religious Studies, Sociology

OTHER INFORMATION:Students need to be self-motivated in order to fully enjoyand meet the challenges of thiscourse. Moreover, a passion forreading and discussing literature,along with a willingness to studyindependently, is a must.Sensitivity to language is alsovital.There are sometimesopportunities for conferenceswith neighbouring schools andtheatre visits.

ASModule1: Comparative study ofPoetry written after 1900 (pairedpoets) (Open Book) and the Study ofDrama after 1900 (Closed Book) Module 2: This Study of Prose Pre1900 (Closed Book)

A2Module 1: Critical Response toShakespeareModule 2: The Study of Pre 1900Poetry (Closed Book) and a responseto an Unseen PoemModule 3: Comparative Study of two novels, one of which must be 21st Century

AS Module 1: 2 hour ExaminationAS Module 2: 1 hour ExternalExaminationA2 Module 1: 1½ hour ExternalExamination

A2 Module 2: 2 hour ExternalExaminationA2 Module 3: Internally AssessedComponent – 2500 words

SUBJECT CONTENT


English Literature(Continued)


GCSE French Grade A* / A

OTHER CONTRIBUTORYSUBJECTSAny other language, EnglishLiterature, Politics, Sociology,Business Studies

OTHER INFORMATION:It is recommended that studentsspend some time in France inYear 13. The globalisation of theworld economy has placedanyone possessing goodlanguage skills in a strongmarketable position as regardsemployment. Companies andother organisations are, morethan ever before, operating onan international rather than anational basis.

French


SUBJECT CONTENT


Accountancy ArchitectureBanking Bilingual SecretarialDiplomatic ServiceEngineering Export MarketingHotel and Catering

Information ScienceInternational BusinessInterpreting Journalism Law Librarianship LinguisticsPolitics

Retail MarketingTeaching The MediaTourism Translating andInterpreting Transport

More than 220 million people on all fivecontinents speak French. It is a majorlanguage of international communication.French is the second most widely learnedlanguage after English. The ability to speakFrench is an advantage when looking for ajob. Many multinational companies useFrench as their working language. Post 16French is for students with a lively interest inlanguage, who are interested in how otherpeople think and live, and who want to bepart of the global workforce in the twenty-first century.

METHOD OF ASSESSMENTAS 1PresentationConversationAS 2ListeningReadingUse of languageAS 3Extended Writing: an essay responseto one set work – either text or film

A2 1DiscussionConversationA2 2Listening ReadingA2 3Extended Writing: an essay responseto one literary text

50% of French class 2013-2014 are continuing with French

studies at Queen’s University

French: a language that is fun to learn and opens up the world

Some Year 13 pupils working with the French Assistant Elodie.

ASUnit AS 1: SpeakingUnit AS 2: Listening, Reading and Useof languageUnit AS 3: Extended Writing

A2Unit A2 1: SpeakingUnit A2 2: Listening and readingUnit A2 3: Extended Writing

“French has been a brilliant subject choice for me. I love the language and it will enable me to explorecareer opportunities all around the world. It is a really interesting subject at Post 16. We explore theAS topics in depth and the work never feels overwhelming because it is so enjoyable. I woulddefinitely recommend taking on French for AS Level because it is rewarding and very useful for expanding your future horizons.”Emilie Mullan


GEOGRAPHY


Geography: providing our students with a window to the world.

Aid worker, air traffic controller,archaeologist, architect,cartographer, census dataspecialist, civil engineer,conservationist, diplomat,estate agent, environmentconsultant, environmentalhealth officer, financial adviser,flood protection manager,foreign correspondent ,geologist, geophysicist, GISspecialist, graphic designer,holiday rep, hotel manager,human resources officer,human rights officer,hydrologist, journalist,

landscaper, marketing, media,meteorologist, peacekeeper,pharmacist, physiotherapy,planner, pollution analyst,public policy research, riskassessor, refugee and asylumadviser, social worker, speechtherapy, surveyor, teacher,tourist information officer,transport manager, translator,travel agent, United NationsTerrorism Prevention Officer,urban planner for sustainableprojects, urban regenerationofficer, weather presenterAnd many, many more…

• Provides opportunities through fieldwork, for first hand investigation of places, environments and human behaviour

• Builds a knowledge and understanding of current events from local to global

• Develops skills for the future, including literacy, numeracy, ICT, problem-solving, team work, thinking skills and enquiry

• Helps recognise the challenges of sustainability and the implications of sustainability for our lives and the lives of others

• Values your views when making decisions about difficult issues

Year 13 Fieldwork along R Pollan, Gortin Glens October 2015

Northern Ireland success forLoreto Geography students:

A2 2015: Molly O’Kane was the joint 8thout of a total entry of 1852 students

across Northern Ireland.

A2 2014: Hannah McGinn was the 2ndhighest achiever

Also in 2014 Sinead Donnelly was the5th and Ellen McCullagh & Maria

McElroy were joint 6th highest achieversout of a total entry of 1791 students

across Northern Ireland.


Geography A* - BEnglish A* - BMaths A* - C However, it is possible forstudents to enrol without anyprior learning or attainment inGeography.

OTHER CONTRIBUTORYSUBJECTSBiology, Chemistry, History,Maths, Politics, Sociology, etcGeography has links with all ofthe subjects studied in school..

OTHER INFORMATION:An interest in people, places andissues at local, national andglobal level is a benefit tostudying A Level Geography.Geography has recently beenreclassified as 'part-STEM' byHEFCE, acknowledging theSTEM nature of PhysicalGeography.

ASUnit AS 1: Physical Geography This unit is concerned with physical processes and systemsand human interaction with them. Students investigate fluvialenvironments, local and global ecosystems, and theprocesses that shape weather and climate. They studyphysical processes and environments at a range of scalesand in a range of places. They have opportunities to use arange of technologies including GIS to enhance knowledgeand understanding.The three compulsory units of study are:The Fluvial Environment (Rivers)EcosystemsAtmosphere & Weather

Unit AS 2: Human Geography This unit has three themes covering key aspects of humangeography. Students investigate how different humansystems and relationships across our world change overspace and through time. Students explore a range of places,at a variety of scales.The three compulsory units of study are:PopulationSettlementDevelopment

Unit AS 3: Fieldwork Skills and Techniques in Geography In this unit students become actively involved in first-handcollecting of geographical data through fieldwork. Studentsidentify geographical questions and issues, selectappropriate sources and methods and establish effectiveapproaches to inquiry in their geographical studies.Section A – Geographical SkillsSection B - Fieldwork

A2Unit A2 1: Physical Processes, Landforms andManagement In this unit students choose two options from the fouravailable. Assessment for this unit is a written examinationwith four parts. Each part corresponds to one of the fouroptions listed below. Each part has two structured questions.

Option A: Plate Tectonics: Theory and OutcomesOption B: Tropical Ecosystems: Nature andSustainabilityOption C: Dynamic Coastal EnvironmentsOption D: Climate Change: Past and Present

Unit A2 2: Processes and Issues in Human Geography In this unit students choose two options from the fouravailable. Assessment for this unit is a written examinationwith four parts. Each part corresponds to one of the fouroptions listed below. Each part has two structured questions.Option A: Cultural GeographyOption B: Planning for Sustainable SettlementsOption C: Ethnic DiversityOption D: Tourism

Unit A2 3: Decision Making in Geography This unit enables students to develop decision-making skillsin a real world scenario. They identify and analyseappropriate material, examine conflicting values and makeand justify recommendations.

SUBJECT CONTENT

RECOMMENDED GCSESUBJECTS AND GRADES “I am very happy that I chose Geography as one of my A level

subjects. I particularly enjoy studying the atmosphere and thefactors that influence our weather. I am also fascinated by thefluvial processes that operate along our rivers and result in theformation of so many different river features. I hope to study for adegree in Geography at university and I would like to specialisein either Geomorphology or Climatology. The transition fromGCSE to A level Geography is a step-up because the course isbroader and the topics are studied in greater detail but it is veryinteresting and informative.” Fiona Duffy, Year 13

“I chose A Level Geography because I have always enjoyed thesubject. It was one of my favourite subjects at GCSE and Iachieved my target grade. AS Level has involved studying sometopics that I am already familiar with but I am also studying newtopics which are increasing my knowledge and understanding ofthe both the physical and human environment. I am reallyenjoying this AS course and I am delighted with my progress.” Megan Loane, Year 13


“My name is Caoimhe O’Neill. I studiedin Loreto from 2003-2010 leaving withmy 3 A-levels in Geography, ICT andRegions Studies. I have since graduatedfrom Queen’s University Belfast with aBSc Geography (2013) and MScLeadership in Sustainable Development(2014). I am now employed withMcLaughlin & Harvey as a TraineeSafety, Health, Environmental andQuality (SHEQ) Officer.

One of my duties is overseeing thedelivery of the Considerate ConstructionScheme Initiative. This involves workingwith various sites (including Omagh’snew Hospital!) in being considerate tothe community, their workforce andensuring the environment is protected.

Protecting the environment is a keyaspect that MCLH monitors on differentsites as there can be many chances foran environmental accident to occur e.g.

water pollution through poormanagement or carelessness.

Geography has helped me fulfil this roleas I have an understanding of physicalworld and how construction can be full ofpotential pollution and hazards to theenvironment. The major environmentalaspects that are monitor includes:

- Water- Noise and Vibration- Dust- Electricity- Fuel usage- Chemicals and

Hazardous Substances

Reports are a vital component used tocontinuously monitor environmentalaspects on various jobs. The SHEQteam ensures all sites are continuouslychecking and reviewing monitors andrecording data such as water and

electricity usage. This is all thencomplied into regular SustainabilityReports to track of progress andhighlight any failings which could resultin a potential environmental hazard.

Geography has allowed me to developskills in observations, analysing andinterpreting data and presentinginformation. These are core skills which Iuse on a daily basis to do my job to thebest of my ability. Alongside this, I alsodeveloped transferable skills such asproblem solving, team work, IT skills andcommunication skills which have helpedme throughout my degree and internshipto improve my employability skills.”

Caoimhe O’ NeillCaoimhe is in attendance this eveningas the subject ambassador forGeography.

METHOD OF ASSESSMENTAS 1: Physical Geography External written examination 1 hour 15 minutes Section A: Students answer three short structured questions,one on each theme. Section B: There are three questions requiring extendedwriting, one on each theme. Students answer any twoquestions. 40% of AS 16% of A Level

AS 2: Human Geography External written examination 1 hour 15 minutes Section A: Students answer three short structured questions,one on each theme. Section B: There are three questions requiring extendedwriting, one on each theme. Students answer any twoquestions. 40% of AS 16% of A Level

AS 3: Fieldwork Skills and Techniques in Geography External written examination 1 hour Students must bring a table of data and a summary statementto the examination covering the aims and context for theirfieldwork. There are two compulsory, structured questions. For Question 1 students may be required to present, analyse,interpret and evaluate their fieldwork data and the techniquesthey used to collect it. For Question 2 students respond to quantitative andqualitative data from secondary sources. 20% of AS 8% of A level

A2 1: Physical Processes, Landforms and Management External written examination 1 hour 30 minutes The paper has four parts. Each part corresponds to one ofthe four options and includes two structured questions.Students answer two questions, one from each of their twochosen options. 24% of A level

A2 2: Processes and Issues in Human Geography External written examination 1 hour 30 minutes The paper has four parts. Each part corresponds to one ofthe four options and includes two structured questions.Students answer two questions, one from each of their twochosen options. 24% of A level

A2 3: Decision Making in Geography External written examination 1 hour 30 minutes This is a compulsory decision-making exercise in the form ofa case study. 12% of A Level

Past Pupil


GCSE English A*/A/B GCSE History A*/A/B

OTHER CONTRIBUTORYSUBJECTSStudying politics helps learnersgain many analytical andpractical skills including theability to conduct research, oraland written communication andIT. All of these are invaluable intoday’s employment market andsubjects such as ReligiousEducation and Geography wouldbe beneficial.

OTHER INFORMATION:Studying Government and Politicsoffers students an insight into theworld in which they live. Inlearning how political decisionsaffect our daily lives, pupils gainknowledge into who has thepower and authority to makethose decisions. Throughdebating topical and controversialissues they also develop valuableanalytical and evaluation skills toform their own political opinionsand study different ideologicalperspectives. It is an invaluablecourse for those who areinterested in people, power andfairness in society.

Few subjects are as relevant to our everyday lives as Government andPolitics. Politics is a challenging and rewarding subject examining thedynamics of human interaction and seeks to understand what happenswhen individuals and groups struggle with one another to achieve theirdifferent goals.

ASModule 1:Government and Politics of NorthernIreland.Module 2:The British Political Process

A2Module 1: Comparative GovernmentA Comparative Study of theGovernment and Politics of the UK and USAModule 2:Political Power and Political Ideas

GOVERNMENT & POLITICS


Law, Journalism, Marketing, Education and Lecturing, Civil Service, Government,Electioneering Legislative Affairs, Public Relations, Event Manager, Armed forces.

Yes We Can!

SUBJECT CONTENT


Year 13 pupils during a recent visit to Stormont

“I chose politics as it has great prospects for my intended future university course and career choicestudying Law with politics. An excellent subject that keeps us well-informed with current affairs, italso offers a deeper insight into the chambers of Parliament as well as our own Stormont assembly.” Dara McNabb, Year 13

METHOD OF ASSESSMENTThis subject is assessed by external examination only. There is no coursework.Examination papers vary in length and consist of short and longer questions.

AS 1: External written examinationinvolving one source and four questions. (1 hour 15 minutes)AS 2: External written examination withfive questions (1 hour 45 minutes)AS Level 40% of A’ Level

A2 1: External written examination withsix questions and one source (2 hours 15 minutes)A2 2: External written examination withfive questions and one source (1 hour 30 minutes) A2 Level 60% of A’ Level

Year 13 pupils during a recent visit to Stormont

“The answer to difference is to respect it” - John Hume

“Politics is too serious a matter to be left to the politicians”

- Charles de Gaulle



History GCSE A*/A/B English GCSE A*/A/B

OTHER CONTRIBUTORYSUBJECTSPolitics, Religious Studies,English

OTHER INFORMATION:With History you develop theskills which provide the basis forfurther study of History andrelated subjects or progressionto employment. History improvesyour individual awareness. Itgives you a sense of identity andequips you with skills for life. Thepast is the present. So in orderto understand the present andindeed the future you mustunderstand the past.

ASModule 1: Structured question andsourcesModule 2: Structured question -mini essaysA2Module 1: One essayModule 2: Structured questions andsources

HISTORY


History is vocational, useful and exploitable in relation to careersVOCATIONAL: (History is essential): Archaeology, Architecture, Broadcasting, Historyteaching, Publishing and Museum work.USEFUL: (Actively sought by employers):- Civil Service, Local Government,Diplomatic Service, Journalism, Libraries, Political Research, Law, TeachingEXPLOITABLE: (Employers show an interest): Banking, Computer Programming,Fashion Designing, Management, Social Work and Travel Agent.


“I would recommend A Level History to anyone who enjoys a challenge andwants to open their mind to a fascinating world of people and countries, as wellas engage in heated debate. Welcome to the party” Shauna Mc Caul Year 13.

“History broadens your understanding of world events and helps to developyour judgement, analytical and writing skills”. Anna Flanagan Year 13

“The key to the past lies in the study of history. Whether you choose to open thatdoor is entirely your choice but it is one that I have thoroughly enjoyed both interms of the challenge and the inspiration acquired”Claire Mc Kernan Year 14.

“Through avidly analysing Lenin, scrutinising De Valera or heatedlydebating Hitler, the intriguing study of History is a vast and fascinatingspectrum which develops one academically and personally”. Elizabeth Mc Sorley Year 14.

The periods selected, for AS/A’Level build upon programmes ofstudy at Key Stage 3 and GCSE.In History you study how men andwomen have interacted with theirpolitical, economic and socialenvironment in the past and theirideologies/culture. Historydevelops many important skills. It develops your knowledge andunderstanding. Also it fosters yourability to analyse, evaluate andmake historical judgments.

History is Past, Present, Future.

SUBJECT CONTENT

ASModule 1:Germany 1919-45.Module 2:Russia 1914-41A2Module 1:Clash of Ideologies 1900-2000.Module 2:Partition of Ireland 1905-1923.

Success at Northern Ireland Level 2014:

Caroline Slevin, achieved joint second highest in A Level History in Northern Ireland.

“This is an outstanding achievement and we are so proud of her commitment and dedication to the subject.” History Department

History A Level pupilsat an A Level RevisionConference atOmagh Academy with the author oftheir A Level Historytextbook RussellRees.


Irish A*/A

OTHER INFORMATION:Students who choose AS/A2Level Irish must be committed totheir studies and it will bestrongly recommended that theyattend residential courses in theGaeltacht. Independent study isalso an important aspect of thecourse and, a wide range ofresources are available to makeprovision for this.A’ Level students in Irish aregiven the opportunity to enhancepersonal development by takinga lead role in organizing supportand activities for other yeargroups. Extra- curricularactivities are a fun andprominent element of studyingadvanced level Irish.

ASAS 1: SpeakingAS 2: Listening [A]; Reading [B]; andUse of Language [C)AS 3: Extended Writing

A2A2 1: SpeakingA2 2: Listening [A]; and Reading [B]A2 3: Extended Writing


SUBJECT CONTENT


Education: Teaching in English or Irish Medium Sector; Lecturing; DevelopmentOfficers with a range of organizations committed to the promotion of Irish Language.

AS Level Irish builds on the knowledge, understanding and skillsdeveloped within GCSE Irish at higher tier. The Advanced GCEspecification incorporates the AS. Why choose GCE Irish? Learning alanguage and studying another culture are both fascinating and mind-expanding in their own right. We live in an interconnected world where international and cross-cultural working relationships are commonplace and a key aspect ofthe global workplace. Being able to speak another language,understand another culture and empathise with colleagues who areworking in a second language is valuable for students with a range offuture career plans.” From CCEA Specification Introduction.

AdvertisingDramaHospitality Management ICTInterpretingJournalism

MarketingMediaNews-readingRadioReportingScriptwriting

TelevisionTourismTranslationWebsite Design

Irish: growing your roots.

IRISH

Year 14 students working on listening skills


METHOD OF ASSESSMENTAS 1: Question 1: students give a presentation based on anAS level theme related to an aspect of an Irish-speakingcountry or community. (3 mins)Question 2: Conversation (8 mins)

AS 2:Section A-ListeningSection B-ReadingQ1 – ComprehensionQ2-Translation from Irish to EnglishSection C-Use of LanguageQ 1-4: A series of short grammatical and lexical exercisesQ 5: Translation of short sentences from English to Irish(2 hours)

AS 3: Extended Writing- Students write one essay in Irish inresponse to a set film or literary text. ( 1 hour)AS=40% of A Level

A2 1: Question 1: Students introduce and discuss oneindividual research project.(6 mins)Question 2: Conversation (9 mins)

A2 2: Section A-ListeningSection B-ReadingQ1-Gap-filling exercise in IrishQ2-ComprehensionQ3- Summary questionQ4-English to Irish(2 hours 45 mins)

A2 3: Extended Writing – Student write an essay in responseto a literary text(1 hour)A2=60% of A Level

“A-level Irish has helped me to develop my language and communicationskills. I now have a greater degree of independence since GCSE and I am able totranslate to and from Irish and converse fluently on a variety of topics whichare relevant to young people and the issues in our society, such as homelessnessand obesity. I enjoy learning Irish at A-level because it is so different from myother subjects and I am constantly building on my existing knowledge of thelanguage. This has encouraged me to pursue Irish at university level and topursue a career with Irish. Beir bua!”

Geanaibhín Ní Bhaoill, Bliain a 14

“I have thoroughly enjoyed the A Level Irish course as it has empowered me withessential skills to write and speak the language; has helped fuel myaspirations to study the language further at university and eventually becomea primary school teacher, with Irish being my main subject. This will add tomy choice of employment as it offers Irish-Medium education as an option.

The topics studied at A Level have given me an insight and view into the worldoutside the classroom, with societal themes such as human rights and ourenvironment being explored. I am confident that my skills of communication,fluency and confidence in my use of Irish have grown immensely sinceGCSE. I would highly recommend the Irish A Level course to anyone who has apassion for our native language and a flair for language acquisition- yes, it ischallenging, but I promise it will be worth it!”

Eibhlín Nic Eachaidh, Bliain a 14

Irish(Continued)

There are 4 broad themes exploredbetween AS and A Level study:

• Relationships (AS)

• Culture & Lifestyle (AS)

• Young People in Society (A2)

• Our Place in a Changing World (A2)


AS3 ModulesPure and Applied MathematicsCore Modules - C1 and C2 with eitherM1 or S1

A26 modulesComprises AS and A2Pure and Applied MathematicsCore Modules - C1, C2, C3 and C4with M1 and S1

MATHEMATICS


SUBJECT CONTENT


Accountancy, Actuary, Aeronautical Engineering, Architecture, Banking, BiomedicalSciences, Business Analyst, Chemical Engineering, Civil Engineering, Consultancy,Dentistry, Economics, Education, Electrical Engineering, Environmental Health,Finance, Forensics, Healthcare, Insurance, Law, Mathematician, MechanicalEngineering, Medicine, Operational Research, Optometry, Radiography, Pharmacy,Programming, Quantity Surveying, Retail, Software Engineering, Statistician,Veterinary.

AS LEVEL: Candidate studiesPure Maths, with eitherMechanics or Statistics.

A2 LEVEL: Candidate continuesstudies in Pure Maths with eitherMechanics or Statistics.

METHOD OF ASSESSMENTAS(end of Year13): 3 written papers each lasting 1 /2 hours. [Core Module C1 is a non-calculator module.]

A2(end of Year 14): 3 written papers each lasting 1 /2 hoursThere are no January Modules available in AS / A2

The study of Mathematics is like the Nile; it begins in minuteness and ends in magnificence.

Year 13 Mathematics students engage in peer mentoring with juniors.

Mathematics: MinimumRequirementHigher Level (Modules T4 & T6) A*/A/B – subject to examperformance and work ethic.*** GCSE Further Mathematicsis beneficial but not essential.***

OTHER INFORMATION:Aptitude for the subject combinedwith consistent application andregular attendance at class is vital inthis sequential course. Studentsmust be prepared to undertake alarge amount of independent study,for progression in the subject. Skillsincorporating interpreting informationand problem-solving are essential atthis level of Mathematics. This willinclude the ability to solvecontextualized problems set in noveland unfamiliar ways, with pupilsselecting their approach andbringing together various aspects ofthe course content. Mathematics is akey contributory subject in the STEM initiative

“The transition from GCSE Maths to A Level Maths is very challenging. Mathsis a demanding subject that requires a lot of independent study and dedication.It is also very rewarding and offers a great sense of achievement on completionof a challenging problem. The skills developed during A level Maths includeproblem-solving, decision making and analysing – all vital skills for futurecareers including Engineering, Actuary, Medicine and Computing. Ifapplying to Southern Universities, A level Maths is awarded an extra 25 CAOpoints. I have really enjoyed Maths at A Level and am glad I followed this routeat Post 16.” Niamh Mc Laughlin – Year 14


“Last year, I was presented with the runner up prize atthe second annual IET IngeNIous Female StudentAwards, which took place in Belfast on Wednesday 18thMarch 2015. The award is presented to promisingfemale students and I was recognised further tonomination by Mrs. Connolly, Head of Mathematics andmy essay contribution on “A Female Engineer who is aRole Model for Future Generations of Engineers.” Ibased my essay on Maire O’Neill, who is a SoftwareEngineer specialising in cyber security. She is Professor

at QUB and is currently Director ofResearch for data security Systemsat the centre for Secure InformationTechnologies (CSIT). Further to mynomination, I was given theopportunity to participate in a workplacement at Intel, Belfast which I found extremelyvaluable, informative and enjoyable.”Eva O’ HanlonYear 14 Mathematics Student.

Great Achievement, Great Opportunity!

Mathematics(Continued)

Year 13 Mathematics students engage in peer mentoring with juniors.

Past Pupil Name:Jennifer Doody

Job Title/Current Status:(employment/company/voluntary work)

Final Year Student:Master of Mechanical Engineering

Briefly outline any mathematicsinvolved in your university course?“The fundamentals of my course aremathematics. In first year of Universitywe revisited and went into more depth of the topics covered at A Level. I wouldnot be able to do my engineeringmodules without the basics (e.g.differentiation, integration) covered in school.”Any advice to current Mathematics students in Loretoconsidering a STEM related career (including any otherskills essential for your job)?“Be prepared to move from an all girls’ school to a maledominated environment!”

Skills:“Team-working, communication and creativity are essentialelements to working in Engineering.”

Jennifer on a recent work placement with Rolls Royce


A good pass in a range ofsubjects

OTHER CONTRIBUTORYSUBJECTSSociology, English, ICT, Art and Design, Music

MEDIA STUDIES



The Media Industry is one of the largestemployers in the world. There are a widerange of possible careers associated withthe study of media: Advertisements,Public Relations, Radio, Television,Journalism, Marketing and Teaching toname but a few. In fact, this subject lendsitself to any medium of communicationand with the arrival of digital technologythe opportunities for work are expanding.

This course aims to provide students with a critical understanding of the theoretical, social and practical elements of the Media Industry,through A’ Level assessment. This will involve both the technicalaspects of media production across different technological platforms(print, e-media, film and radio) and their theoretical frameworks.

You are what you habitually do.

Year 13 students in action

A’ LEVEL SUBJECT CONTENT AND ASSESSMENTA2Unit 3: Media Critical Perspectives2 hour written examination, 2 sections(i) 3 compulsory questions on unseenstimulus pieces(ii) 1 essay from a choice of 2 topics25% of A’ LevelUnit 4: Media: Research and ProductionPractical unit, internally assessed andexternally moderated,2 sections (i) Critical investigation(ii) Linked production piece 25% of A’ Level

ASUnit 1: Investigating the Media 2 hour written examination 2 sections(i) 4 compulsory short questions (ii) Choice of one of two essays50% of AS, 25% of A’ LevelUnit 2: Creating MediaPractical unit, internally assessed andexternally moderatedExternally set production briefs2 linked production pieces taken from2 of the 3 media platforms studied inunit 1 plus 1500 word evaluation50% of AS, 25% of A’ Level

“Media Studies is a great subject because it gives usa wide range of transferable skills that can be ofbenefit to any career path.”Jessica Devlin, Past Pupil

Home Economics GCSE A*-BEnglish Language GCSE A*-BIt is not essential, althoughpreferable, to have studiedHome Economics at GCSE

OTHER CONTRIBUTORYSUBJECTSBiology, Chemistry, BusinessStudies, Health and Social Care.

OTHER INFORMATION:The Home Economicsspecification offers opportunitiesfor educational visits and otherpractical activities.

Nutrition and Food Science focuses on the health and well-being ofpeople in their everyday lives. The course will help enable students toaddress increasingly complex challenges related to human needs, themanagement of resources to meet those needs and making informeddecisions about nutrition and consumer issues.

ASUnit AS 1: Principles of Nutrition Study micro and macronutrientsand other dietary constituents, i.e. NSP and water. The unit will also lookat nutritional considerations throughthe life span.Unit AS 2: Diet, Lifestyle and HealthExplore the trends in food consumptionthat have led to increased prevalenceof diet-related disorders The unit will also discuss the barriersthat prevent consumers from makinghealthy food choices and the healthimplications of making poor diet andlifestyle choices.

A2Unit A2 1: Option A Food Securityand Sustainability Examine consumer behaviour whenmaking food purchasing decisions andconsider the issues and implications ofconsumer food choice.Or Option B Food Safety and Quality Explore securing a safe food supplyfrom the primary producer to theconsumer.Unit A2 2: Research ProjectChoose a research area from any ofthe other three units (AS 1, AS 2 or A21 ) and produce a report of no morethan 4,000 words.

Nutrition and Food Science


Your health is your wealth

SUBJECT CONTENT


Year 14 pupils at work.

Dietetics, Environmental Health Officer, Food Technology, Physiotherapy, Nutritionist,Trading Standards Officer, Hospitality Management, Nursing, Teaching, Public HealthNutritionist, Consumerism, Radiography, Pharmacy



METHOD OF ASSESSMENTAS 1: External written examination (1 hour 30 minutes) 50% of AS or20% of A’ LevelAS 2: External written examination (1 hour 30 minutes) 50% of AS or20% of A’ LevelA2 1: External written examination (2 hours 30 minutes) 30% of A’ LevelA2 2: Internal Assessment 30% of A’ Level

“Having studied HomeEconomics for seven years Ihave thoroughly enjoyedevery aspect. It reallyintroduces you to a broadrange of health related andconsumer issues. I have alsohad the opportunity to bepart of the Health PromotionTeam in school, where I havebeen working with Heads ofYear to promote relevanthealth issues to differentyear groups in the school”Niamh McCarron Year 14

“Not having studied GCSEHome Economics, I madethe transition with ease andnow it has become one ofmy favourite subjects. Ireally enjoy learning aboutissues which are relevant toeveryday life.”Stacey McCullagh Year 14

Past Pupil

“A-Level Home Economics has proved to be highlybeneficial to my career choice as many of the topicsinterlink. During my pharmacy degree, I have studiedthe prevention of many of the dietary disorders studiedat AS such as Cardiovascular Disease, Diabetes,Obesity, Cancer and Sexual Health. I was very lucky tohave such a solid background from studying A-Level HEto assist me at the beginning of my pharmacy course. I definitely feel thiswas a huge advantage to me.

I would recommend anyone who wishes to pursue a career in the field of health, nutrition or teaching to consider this A-Level as I cannot speakhighly enough of the benefits. Not only has A-level HE benefited mychosen college course but at GCSE and Junior School, I learnt life skillsthat I could not possibly learn in any other subject. A-Level and GCSEHome Economics at Loreto has endless opportunities for young people today”Gráinne Kelly, Pharmacist: Queen’s University Graduate.

Year 14 pupils at work.


GCSE PE- BGCSE PE is desirable, notessential.

OTHER CONTRIBUTORYSUBJECTSDouble Award Science Childcare

AS1. Applied anatomy and physiology2. Skill acquisition3. Sport and society4. Biomechanical movement5. Sport psychology6. Sport and society and the role of technology in physical activity and sportOne Sport

A21. Applied anatomy and physiology2. Skill acquisition3. Sport and society4. Exercise physiology5. Biomechanical movement6. Sport psychology7. Sport and society and the role oftechnology in physical activity andsport

PHYSICAL EDUCATION


SUBJECT CONTENT

RECOMMENDED GCSESUBJECTS AND GRADESLeadership in Outdoor Pursuits

Leisure Industry Nursing

Occupational TherapyPE Teaching Physiotherapy

“By studying physiology and psychology I feel that this helps me to optimise my performance as an international athlete.”

Year 14 Chloe Mc Glade A level PE


Written exam: x 2 hours at the end of A2

Be the best you can be

Loreto A’ Level PE student, International Soccer Player.


ASModule AS1Forces, Energy and ElectricityModules AS2Waves, Photons and AstronomyModules AS3Practical Techniques and Data Analysis

A2Module A21Deformation of Solids, Thermal Physics, Circular Motion,Oscillations, Atomic and Nuclear PhysicsModule A22:Fields, Capacitors and Particle PhysicsModule A24:Practical Techniques and Data Analysis

PHYSICS


SUBJECT CONTENT


AS/A’ Level Physics provides a relevantbasis for work in the fields of:Engineering: Aeronautics, Civil, Electrical and MechanicalBroadcasting and Science Journalism Medicine Environmental PhysicsOpticsInformation Technology Space Science GeophysicsMeteorology

Physics is that branch of Science that deals with such basic ideas as energy, force, matter and time. It involves the study of heat, light,sound, electricity, magnetism, mechanics and the structure of the atom and its nucleus.

METHOD OF ASSESSMENT“I don’t mind if I don’t know

everything, as long as I am able to search for the answer”.

- Richard Feynmann, Nobel Physics laureate.

In Science we are launching the future.

Double Award Science - ** - BBPhysics Triple Award - * - BMathematics - * - B

OTHER CONTRIBUTORYSUBJECTSEnglish Further Mathematics

OTHER INFORMATION:Students should develop theirpractical skills and essentialknowledge and understanding inphysics in order to use them innew and changing contexts.

“Studying Physics at A- Level is really rewarding. Physics helps you to gain an understanding of how the world works. It inspires curiosity by investigating and exploring topics which have applications to real lifeproblems. The A-Level course is really engaging, with a good mix of theory and hands on work. Analytical and practical skills are developed throughoutthe two years. Physics links to many other subjects and through its study youcan develop careers in Medical Physics, Engineering and the Financial sector.It is also a great help when studied with Mathematics or the other Sciences.”Derbhla, Emma and Eva. Year 14 Students

AS 1 and AS2 Written Papers 1 hour 45 minutesAS31 hour practical test1 hour experimental analysis test

A21 and A22Written Papers 2 hoursA231 hour practical test1 hour experimental analysis test

Year14 Physics students at work.


PSYCHOLOGY


Psychology offers excellent careerprospects. There are a large number ofcareers in this field, but the skills learnedwill also readily transfer to many otherdisciplines. Many put their knowledge ofPsychology to work in variousprofessions, including Criminal Justice,Education, Health Care, Marketing,Business, Advertising, Human Resourcesand Politics.

Loreto Psychology Students

“Psychology is a truly fascinating subject! Ifeel like everything I am learning relates backto everyday life experiences, such as whypeople are more influenced to engage in anti-social behaviour when in groups rather thanon their own. My mind has been opened up toso many aspects of human behaviour”.Rianna Curran (Year 13)

Psychology is a science and looks at how the brain works and whatdrives our behaviour. Studying psychology stretches your mind andforces you to think laterally about a range of interesting and topicalproblems. Studying psychology at Post-16 level will help ensure youstay up-to-date with current issues and also develop the skills tocritically analyse a range of issues.

Minimum school entryrequirements plus at least GradeB in English and MathsOTHER CONTRIBUTORYSUBJECTSBiologySociologyHealth & Social CareHome EconomicsChild DevelopmentMathematicsOTHER INFORMATION:This course is designed toprovide a broad introduction tothe scope and nature ofPsychology as a science. Theemphasis is on applyingknowledge and understandingrather than just acquiringknowledge, thereby developingstudents’ transferable skills ofanalysis, evaluation and criticalthinking. There is a range oftopic-based options which bringtogether explanations fromdifferent approaches and engagestudents in issues and debatesin contemporary Psychology.The demand for psychologicalservices in schools, hospitals,substance abuse treatmentcentres and social servicesagencies, is expected to fuel thedemand for trainedprofessionals. Three job areasexpected to be in high demandare in Clinical Psychology,Educational Psychology andOrganisational Psychology.



A’ LEVEL SUBJECT CONTENT AND METHOD OF ASSESSMENT

The purpose of psychology is to give us acompletely different idea of the things

we know best.

ASPaper 1: Overview of content• Topic 1: Social psychology• Topic 2: Cognitive psychologyOverview of assessment• Students must answer all questions

from three sections.• The assessment is

1 hour 30 minutes.• The assessment consists of

70 marks.

Paper 2: Overview of content• Topic 3: Biological psychology• Topic 4: Learning theoriesOverview of assessment• Students must answer all questions

from three sections.• The assessment is

1 hour 30 minutes.• The assessment consists of

70 marks

N.B.- AS will be a separate, linear

qualification so an AS grade will not contribute to an overall A level grade.

- The content of the AS will be delivered as a subset of the A level. This is to enable the co-teaching of the AS and A level qualifications.

- The assessment of quantitative skillsin Psychology will include mathematical skills at level 2 or above as a minimum of 10% of the overall AS or A level marks.

A2Paper 1:Foundations in PsychologyOverview of content• Topic 1: Social psychology• Topic 2: Cognitive psychology• Topic 3: Biological psychology• Topic 4: Learning theoriesOverview of assessment• Students must answer all questions

from five sections.• The assessment is 2 hours long.• The assessment consists of

90 marksPaper 2:Applications of PsychologyOverview of content• Topic 5: Clinical psychology• Topic 7: Child psychologyOverview of assessment• The paper is composed of two

sections. Students must answer all questions

• The assessment is 2 hours long.• The assessment consists of

90 marks.Paper 3: Psychological SkillsOverview of contentTopic 9: Psychological skills:• Methods• Synoptic review of studies• Issues and debates.Overview of assessment• Written examination.• Students must answer all questions

from three sections.• The assessment is 2 hours long.• The assessment consists of

80 marks

“I really enjoy Psychology. It is my favouritesubject as I love to investigate and understandwhy people behave in certain ways”.Ciara Monaghan (Year 13)

“Psychology is such anenjoyable subject. It isreally applicable to youreveryday life, whichmakes it incrediblyinteresting and easy to remember”.Chloe Emerson (Year 13)


GCSE Grade B in ReligiousStudies

OTHER CONTRIBUTORYSUBJECTSEnglishHistoryGeography

OTHER INFORMATION:An interest in the subject and acommitment to work are themost desirable criteria.

ASTextual Study: An introduction to the Gospel of LukeSystematic Study of one Religion:Either The Celtic Church in Irelandin 5th, 6th and 7th centuries or AnIntroduction to Islam

A2Textual Study: Themes in the Synoptic GospelsSystematic Study of one Religion:Either Themes in the Celtic Churchand post Reformation Church or Islamin a Contemporary Context

RELIGIOUS STUDIES


SUBJECT CONTENT RECOMMENDED GCSESUBJECTS AND GRADES

Accountancy Journalism PhilosophyBusiness Administration Law Psychology Environmental Studies Media Studies Teaching Ethics Medicine TheologyOr any Arts course

“I chose Religious Studies asan A Level subject and I loveit. It is enhancing myresearch skills and buildingmy confidence as anindependent learner. As wellas helping me to explore mystudy at a deeper level, itchallenges critical thinkingand demands that I includemoral and ethical reason andargument.”Jane Mc Sorley, Year 13

A study of religious beliefs,teachings, doctrines, principles,ideas and theories as expressedin texts, writings and practices.The modules include a TextualStudy and a Systematic Study of one Religion

The glory of God is man or woman fully alive. (St. Irenaeus)

The one who believes is never alone. (Pope Benedict)

Past Pupil “At A Level, Religious Studies really helpedme to reason and balance arguments,based on evidence.

For anyone interested in a career whichrequires thoroughness, this is an excellentsubject as it demands detail and analyticalthinking.”

Aoife Mc Kenna (Aoife is in attendance this evening as the subject ambassador for ReligiousStudies)

METHOD OF ASSESSMENTAS – Two 1 hour 20 minutesexternally assessed written papers - 40%A2 – Two 2 hour externallyassessed written papers – 60%

A Level Religious Studies Class


SOCIOLOGY


Contemporary research shows that students entering the jobmarket will change careers several times, which begs thequestion, ‘why limit yourself to one type of job’? Sociology trainsyou to answer the ‘what’, ‘how’ and ‘why’ questions abouthuman societies, giving you a competitive edge and a strongintellectual background for University courses and theprofessions. Students find Sociology steers them into Healthand Welfare Services, Education and Teaching, Law,Journalism, Public and Human Relations, Government andResearch agencies and Criminal Justice.

If you are fascinated by the behaviour of others andwhy we act the way we do, then Sociology is foryou. Sociology seeks to understand all aspects ofHuman Behaviour, including the social dynamics ofsmall groups of people, large organisations,communities, institutions and entire societies.Sociologists are motivated by their desire tounderstand social life. If you choose to embark on the wonderful world of Sociology, you will begin tounderstand more about your motivations andbehaviours whilst gaining a wide range of veryvaluable skills that can be applied to a variety ofUniversity courses and future careers.

In sociology, things are not what they seem.

The study of Sociology provides a solid skill base forUniversity such as adaptability, insight into socialstructure and knowledge of research methods.Throughout my Law degree I always had my A-LevelSociology notes at hand when studying Crime andDeviance and ethical practice. My knowledge gainedfrom the study of family, Education and Gender Rolesbenefited my professional practice and social insight.During my Law tutorials I could critical evaluate anargument and this came from studying Sociology.

During my MSc in Governance and Management myprior knowledge of Theory and Method was pivotal tomy success. Studying Sociology helped me growintellectually and heightened my social awareness. Itwas the most enjoyable and engaging subject thatproved invaluable for my educational and professionaldevelopment.

Aoife Mc Sorley LLC MSc ACIS(Corporate Business Manager)

‘I thoroughly enjoy studying Sociology as it enables me tounderstand society and social occurrences better. Sociologyexposes me to new ideas and interpretations of the world welive in. The skills of analysis developed will aid mydevelopment in a future Law course.’ Cara Mc Sherry Year 14

‘Sociology is excellent for improving your written and oral communication skills. It also makes you think more clearly and critically about the world you live in.Knowledge and skills amassed where really helpful when I was completing my HPAT.’ Eimear Mc Cullagh Year 14

Sociology has allowed me to gain great insights into how society is organised and how we experience life. It hasdeveloped a wide range of skills such as critical thinking. Eva Mc Kenna Year 14, OLC

‘Sociology is a subject I am very passionate about. I havegreatly enhanced my understanding of the functions ofsociety. It has developed my skills in critical reflectionwhich I know will be invaluable for university and a widerange of careers. There are no limits to the sociologicalimagination and as a subject it helps to reveal all that is hidden!’ Ellie Mc Dermott Year 13

‘Sociology helps our understanding of real life issues andsocial problems. I love learning in Sociology through themany diverse teaching methods. Through research, I knowthat studying Sociology will help me progress within awide range of careers.’ Shannon Cassidy Year 13

‘Sociology is completely different from any other subject, it is simply intriguing! Assessments, homework andclasswork are never a chore as the topics are all relevant toeveryday life. I love studying Feminism and The Family’ Sarah Hughes Year 13

Past Pupil

Year 13 Sociology Students


METHOD OF ASSESSMENTStudents will be assessed externally through written examinations. Students willbe assessed on their extended responses to the taught options within each paperand to draw upon integral elements and core themes. Students will be assessedon subject content and the skills of application, analysis and evaluation.

ASPaper 1(50% of AS marks)Education (short answers andextended writing)Methods in Context (extended writing)Paper 2(50% of AS marks)Section A: Research Methods (shortanswer and extended writing) Section B: Families and Households(short answer and extended writing)

SUBJECT CONTENT

A’ LevelPaper 1(33.3% of A’ level)Education (short answer and extendedwriting) Methods in Context (extended writing) Theory and Methods (extended writing)Paper 2(33.3% of A’ level)Section A: Families and Households(extended writing) Section B: Beliefs inSociety (extended writing)Paper 3(33.3% of A’ level)Crime and Deviance (short answer andextended writing) Theory and Method (extended writing)

Past Pupil ‘The Sociologist Weber argues that Sociology is a Sciencewhich attempts to understand and interpret social action toarrive at causal explanations. In other words we need tounderstand why people act the way they do. Within myrole in The Probation Board for N Ireland, I engage withyoung offenders in order to produce positive changes inattitudes and behaviour to reduce reoffending by supportingthe offender to commit to change. To enable me to perform my job effectively, I follow Weber’s views. Sociologyinspired me at A-Level and influenced by choice in completing a SocialWork degree. Sociology has directed my career in a positive andmeaningful way.’ Oonagh Duffy

English at grade B or aboveHumanities at Grade B or above(Geography or History)

OTHER CONTRIBUTORYSUBJECTSPsychology, Health and SocialCare, Political Studies, ReligiousStudies

OTHER INFORMATION:The skills you learn in Sociologymake you very marketable andhighlight your intellectualcuriosity and understanding of the world around you.Sociological theory helps you become a critical thinkerbecause it exposes you to manydifferent ways of seeing thesocial world and this gives youan informed sense of social lifeto allow you to engageeffectively in many courses andcareers. You will develop greatcommunication, interpersonal,analytical and leadership skillsand together with your insightsinto the workings of society, it isnot surprising that Sociologystudents are seen as highlydesirable.


Year 13 Sociology Students Year 13 Sociology Students

Sociology(Continued)


SPANISH

“Why choose GCE Spanish? An estimated 426 million people speak Spanish as their first language. Thirty five million of thesespeakers live in the United States of America. The Spanish speaking population is rapidly increasing, sodemand for competent speakers in a variety of roles has escalated. The ability to travel further afield hasopened up the Hispanic world to a greater volume of people who are now appreciating Hispanic culture.More and more people are exploring Latin America and the less well-known parts of Spain. The rise ofHispanic economies has also led to increased demand for speakers of Spanish in the business sectors.”From CCEA Specification Introduction

AS/A’ Level builds on the knowledge, understanding and skills developed at GCSE. Students willdevelop their awareness and understanding of the contemporary society, cultural background andheritage of countries and communities where Spanish is spoken.

Sonriete; estas en espanol! Smile, you’re in Spanish!

Year 14 Spanish student Classe de Jose, Language Assistant


Spanish A*/A

OTHER CONTRIBUTORYSUBJECTSAny other language also History,English, Art, Sociology

OTHER INFORMATION:Those who choose AS/A2Spanish should be committed totheir studies. An interest ingeneral Hispanic culture isadvantageous and a willingnessto work on one’s own (e.g.reading, computer based workinternet research etc.) is veryimportant.

Students should be able tocommunicate confidently, clearlyand effectively in a variety ofcontexts.

ASAS 1: SpeakingAS 2: Listening [A]; Reading [B]; andUse of Language [C)AS 3: Extended Writing

A2A2 1: SpeakingA2 2: Listening [A]; and Reading [B]A2 3: Extended Writing


SUBJECT CONTENT RECOMMENDED GCSESUBJECTS AND GRADES

The study of Spanish aims to enable students to acquire knowledge, skills andunderstanding for practical use, further study and/or employment. Spanish is alanguage which allows students to take their place in a multilingual global society.

Employment includes: Business/Management, Education, Journalism, Law, Tourismand Media.

“Spanish is a really interestingsubject. It helps improve yourcommunication skills and opensyour mind to different cultures. It isreally enjoyable but hard work!”

Year 14 Spanish Students


AS 1: Question 1: students give apresentation based on an AS leveltheme related to an aspect of aSpanish-speaking country orcommunity. (3 mins)Question 2: Conversation (8 mins)

AS 2:Section A - ListeningSection B - ReadingQ1 – ComprehensionQ2-Translation from Spanish toEnglishSection C - Use of LanguageQ 1-4: A series of short grammaticaland lexical exercisesQ 5: Translation of short sentencesfrom English to Spanish(2 hours)

AS 3: Extended Writing- Studentswrite one essay in Spanish inresponse to a set film or literary text. ( 1 hour)

AS=40% of A Level

A2 1: Question 1: Studentsintroduce and discuss one individualresearch project.(6 mins)Question 2: Conversation (9 mins)

A2 2: Section A - ListeningSection B - ReadingQ1-Gap-filling exercise in SpanishQ2-ComprehensionQ3- Summary questionQ4-Translation passage fromEnglish to Spanish(2 hours 45 mins)

A2 3: Extended Writing – Studentwrite an essay in response to aliterary text(1 hour)

A2=60% of A Level


Key Skills Provision

KEY SKILLS: MICROSOFT OFFICE SPECIALIST, LEVEL 3

AS students are all encouraged to gain experience and qualifications in the Key Skill of InformationCommunications Technology. The Key Skill programmeensures students develop essential transferable skills that help to improve their learning and performance ineducation, training, work and life in general. The Key Skill offered to all Year 13 students is ICT.

Microsoft Office Specialist (MOS) is a comprehensive,performance-based Certification Programme to validatedesktop computer skills using Microsoft Office 2010.

MOS is recognised globally, as the number 1 credentialto validate knowledge and skills, relating to theMicrosoft Office systems.

Different modules can be completed in Word,PowerPoint, Excel, etc.

Microsoft Certification will increase a pupil’sproductivity, improve their job readiness and increasetheir employability capacity.

87 Microsoft Office Specialist, Level 3 Certificates wereawarded in the academic year 2014-2015 with manypupils obtaining both Word and Powerpoint Certificates.

“Gaining a MOS certificate was easy and will provebeneficial for you when applying for future jobs or foruniversity and will set you aside from other candidates.You can work at your own pace which puts no pressure onyou to keep up with everyone else. I have achieved bothcertificates in Microsoft Word and PowerPoint andpersonally I think this is a great achievement.”Sarah Hughes Year 13

Year 13 Students are awarded MOS certificates.


Omagh Learning Community

ADDING CHOICE VIA OLC

Subjects, not offered in Loreto Grammar School, may be offered via the Omagh Learning Community. Please refer to the school’s option pools, available in August in the relevant year. Also, subjects from

the option pools may not be offered where a low uptake is anticipated in any given year. See information below on proposed offers for 2016-2017 (subject to change)

BTEC Level 3 Certificate(AS)/Subsidiary Diploma(A2) Agriculture – LandBased Business

Course Structure

The course consists of 7 units covering a broad range ofsubjects and applications. Coursework includes practical andproject work and assignments based on realistic workplacesituations and activities.

Modules (60 credits total)

1 Understand and Carry Out Farm Livestock Husbandry (10 credits)

2 Grassland Management (10 credits)3 Undertake an Investigative Project in the Land-based

Sector (10 credits)4 Undertake Land-based Industries Pollution and

Waste Control Management (10 credits)5 Manage Agricultural Environments (10 credits)6 Understand the Principles of Plant Science (5 credits)7 Understand the Principles of Plant Science (5 credits)

Key Features

• Focus on a vocational context and on development of specific knowledge and skills for the land based sector.

• Resources include local case studies of diversified land based production systems and businesses, a renewable farm associated with South West College and renewable energy demonstration projects.

• Students also visit relevant DARD Focus Farms to explore best-practise in the land-based sector.

Assessment

Each unit will be assessed and graded individually with anoverall grade for the qualification awarded on completion.Assessment is 100% coursework based, with no exams.

Skills Developed

• Livestock and grassland practical management skills• Enterprise and business development• Specific knowledge of diversified land based activities

BTEC LEVEL 3 ENGINEERING

Within Southwest College we offer the following qualificationsfor year 13 and 14 students from our local schools.

The courses allow students to gain qualifications that allowthem to sample the area of Engineering. The courses areaccredited through Edexcel and are equivalent to AS and A2qualifications and carry UCAS points.

Below are details of the present course structure for thequalifications. The design of the qualifications has taken intoaccount local employment needs and developments withinthe field of Engineering. This ensures that students followingthese qualifications are using industry standard equipmentand software which will provide them with a practicalexperience of Engineering.

The qualification assessment is through assignments andeach individual unit is graded, either Pass, Merit, Distinction,Distinction*.

BTEC Level 3 Certificate in Engineering (Year 13)

Unit 1 Health and safety in the Engineering Workplace.Unit 16 Engineering Drawing for TechniciansUnit 26 Applications of Computer Numerical

Control in Engineering.

BTEC Level 3 Subsidiary Diploma in Engineering (Year14)

Unit 5 Mechanical Principles and ApplicationsUnit 15 Electro, Pneumatic and Hydraulic Systems

and DevicesUnit 53 Electronic Measurement and Testing


A Level MusicDraft Specification

Omagh Academy

Why choose GCE Music?Music is a combination of sounds, silence, rhythm, pitch,tone, melody and harmony that communicate emotions andideas. It has great power to excite and to relax us.

Studying GCE Music, you can create and perform musicwhich allows you to express your own particular musicalinterests and style.

Research shows that studying music can help studentsdevelop critical thinking, spatial reasoning and cognitiveskills. It also helps develop communication skills andencourages creativity and expressiveness.

Students who play music develop skills in self-discipline, self-esteem and the ability to manage information.(CCEA)

Subject Content

AS 1: PerformingAS 2: ComposingAS 3: Responding to Music

A2 1: PerformingA2 2: ComposingA2 3: Responding to Music

Method of Assessment

AS 1: - Solo performance- Viva voce

AS 2: A: Composition taskorB: Composition with technology task• Written commentary

AS 3: 2 external written examinationsTest of aural perception (1 hour)Written examination (2 hours)

A2 1 - Solo performance- Viva voce

A2 2: ComposingA2 3: 2 external written examinations

Test of aural perception (1 hour 15 mins)Written examination (2 hours)

AS: 40% of A’LevelA2: 60% of A’Level

A Level Performing Arts

Performing Arts (Specification Revised in 2013)

The A Level in Performing Arts offers a wide range of skills in both performance and production. The creative industriesare one of the fastest growing and increasingly importantindustries in Northern Ireland. This GCE gives studentsopportunities to research and gain insights into the performingarts and entertainment industry and prepare for employment,further training and/or study. Students can choose to developtheir skills in either Performance or Production. Thespecification includes the investigation of employmentopportunities and working methods linked to industry practice,as exemplified in the example of work based tasks. ASstudents have an opportunity to plan and realise a PerformingArts event. A2 students plan, perform and promote an eventwhich they choose from a commission brief.

What you will study

This specification gives you the opportunity to develop amulti-approach to the Performing /Production Arts andexpand your knowledge of a variety of performance styles. You will cover:

• Various theatre performance and practitioner techniques and how to apply these to your practical work.

• The process of devising and rehearsing a performance piece.

• How to work as part of an ensemble cast.

• How to textually analyse and write your own script.

• How to devise and respond to a set brief.

• How to choreograph, block and apply a variety of physical and vocal techniques to performance for the stage, television and film.

• Directorial elements, including movement and staging.

• Research elements using the internet, media, text books and the professional arts industry.


Internally assessed. Externally moderated. A portfolio, including asummary of research, skills audit, action plan, record of work, riskassessment, live performance or production, presentation and evaluation.

AS 1Developing Skills and Repertoire

60% of AS30% of the A Level

Externally set. Externally assessed.Supporting document in three sections, produced under controlled conditions.Live performance and/or presentation.

AS 2Planning and Realisinga Performing ArtsEvent

40% of AS20% of the A Level

AssessmentContent Weighting

Internally assessed. Externally moderated.A record of work, including a written report, employment plan, promotional portfolio and evaluation.

A2 1Planning forEmployment

60% of A230% of the A level

Externally set. Externally assessed. A record of work, including a research report, evidence of tasks completed and evaluation.The evaluation is to be produced under controlled conditions.Live performance and/or presentation.

A2 2Performing to aCommission Brief

40% of A220% of the A Level

The Extras!

While you are studying Performing Arts there will be many opportunities to learn tips from professionals, visit professionalcompanies and venues. You will also get an opportunity to display your work and talent in the Performing Arts Showcase forperformance direction and production.

Communication is a key part of what makes Performing Arts a success, whether it is the actor or musician communicating with theaudience or the director communicating with the actor – their jobs will only work together successfully if everyone communicatesand cooperates. Therefore, involvement in the Performing Arts will improve and develop your interpersonal skills for manty thingsin life.

Career Options

An A Level in Performing Arts combined with two other qualifications at A level will allow progression onto a huge variety ofUndergraduate Degree programmes at universities both in Northern Ireland and the UK.

Successful completion of the Performing Arts course has led many students on the path to various careers opportunities in areassuch as:

Arts and Humanities Art, Music and EntertainmentCreative Performers: Acting, Music and Drama Media and BroadcastingMedia – Entertainments Planner Television and FilmPresenting: TV and Radio Drama and Music TherapiesPersonal Assistant Teaching; Primary and SecondaryPrint and Broadcast Journalism LawDirecting and Choreography

Specification at a glance

Performing Arts (Continued)


Careers Education, Information, Advice and Guidance (CEIAG)

CareersEducation

EmployabilitySkills

WorkRelated

Learning

CareersAdvice andGuidance

CareersInformation

CEIAGLearner

Entitlement

Mr Wilson, Head of Careers Department offers advice and guidance to Year 13 students.

The main learning outcome in Year13 is to ensure ‘AS’ Level studentshave the opportunity to investigatefully the options available to them atthe end of sixth form and acquire thenecessary skills to make informed,supported and independent careerchoices.

In Year 14 departmental staff aim toensure ‘A2’ Level students are fullyaware of the relevant applicationprocedures and receive up-to-datecourse information. Taught Class,coupled with Individual CGIs willguide future choices and helpstudents prepare, in an informedmanner, for lifelong learning and the world of work.

Key Attainment Targets for Post 16 Students

Self-Awareness & Development - identifying, assessing and developing theskills and qualities necessary to choose and implement an appropriate careerplan.Career Exploration - acquiring and evaluating information and reviewingexperiences to identify and investigate appropriate career pathways andlearning opportunities in education, training and employment, locally,nationally and internationally. Careers Management - developing skills in career planning and employingeffective career decision-making strategies to manage transition and makesuitable career development choices, with the appropriate support, advice andguidance.


Students in Years 13 & 14 are also afforded the opportunity to attend Allied Health Professionworkshops and seminars, organised by both the Belfast and the Western Health and Social CareTrusts. Furthermore, they are invited to apply to various vocational initiatives throughout the year, suchas the Nuffield Research Bursary and the Sentinus Insight into Engineering and IT schemes.

The Careers Department utilises important links with outside agencies such as the Northern IrelandCareers Service, UCAS, CAO, SEC, SENTINUS, NISCA, CHARTER, Queen’s University Belfast, theUlster University and many other Institutions of Further and Higher Education, who regularly visit theschool to host talks, presentations and career workshops.

Work Experience and Work Shadowing opportunities are undertaken by all Post 16 students. The aimis to provide the students with a valuable opportunity to experience the world of work. Learning takesplace through active participation in the normal events of the day. These opportunities allow students toview their current course of academic study in the context of employment and long term careeraspirations. Students are encouraged to independently negotiate relevant experiences, and theCareers Department also helps students to identify and secure suitable opportunities with localemployers and many high profile organisations such as:

WORK EXPERIENCE & COMMUNITY LINKS

• Agrifood & Bioscience Institute (AFBI).

• ALMAC Pharmaceuticals Group. • BBC NI.• Danske Bank.• Fujitsu.

• Kainos• Liberty IT.• NI Court Service.• PriceWaterhouseCoopers.• Randox Laboratories.• UTV.


STEM

www.qub.ac.uk/sites/STEM www.futuremorph.org

www.tomorrowsengineers.org.uk www.mathscareers.org.uk

www.sciencecareerpathways.com

www.nicurriculum.org.uk/STEMworks www.sciencebuddies.org

www.tastycareers.org.uk http://bringitonni.info

www.planet-science.com

STEM is an abbreviation for Science, Technology,Engineering and Mathematics.

Graduates in STEM subjects are vital for the UK’sfuture economic prosperity; due to the genderimbalance and skills shortages that exist in manySTEM employment areas, vast opportunities existfor women to join companies, who are leading theglobal innovation race against powerful countriessuch as China, the USA and India.

The core STEM subjects are Science, Biology,Chemistry, Physics, Technology and Mathematics. Other subjects in the curriculum which maycontribute to the STEM Agenda are Business

Studies, Geography, Health & Social Care, HomeEconomics, ICT, Media Studies and PhysicalEducation.

Recent economic thinking has highlighted theneed for Creativity in STEM development;subsequently there is a general acceptanceamong business and government leaders thatgreater convergence is needed between STEMand Arts based subjects, in order to nurturecreative thinking in future generations, hence themove from STEM to STEAM.

This school promotes STEM and the Arts, referredto as STEAM.


CAREERS GUIDE 2016

Find below the UCAS Tariff systemexplained, along with a list of usefulwebsites for you to browse. Followingthat is a list of A’ Level subjects andgrades required for a range of HigherEducation courses. The information isbased on entry to courses in NorthernIreland and information prospectusesfor 2016 entry and other relevantpublications.

AS UTP A2 UTP

- - A* 140

A 60 A 120

B 50 B 100

C 40 C 80

D 30 D 60

E 20 E 40

UCAS TARIFF POINTS (UTP)GCE Qualifications

This is not a definitive list and there is no doubtthat entry to most courses can be accessedelsewhere in the UK with alternative subjects andgrades. It is important to remember that courserequirements change periodically.

For this reason you should seek the most up-to-date information from the institution website toensure you are fully informed and aware of anychanges to subject and grade requirements.


USEFUL WEBSITES

Queen’s University Belfast www.qub.ac.uk

University of Ulster www.ulster.ac.uk

St. Mary’s Teaching College www.stmarys-belfast.ac.uk

University and Colleges www.ucas.comAdmissions Service

Universities in the www.cao.ie Republic of Ireland

University Guide and www.guardian.co.uk/educationLeague Tables /universityguide

Teaching Quality Information www.unistats.com

Russell Group www.russellgroup.ac.uk(24 Leading UK Universities) /informed-choices

NI Careers Service www.nidirect.gov.uk/careers

Careers A – Z www.careersoft.co.uk &

Get Career Ideas Sign In Access Code: pp44zj36


UNIVERSITY COURSE REQUIREMENTS

COURSE A’ LEVELS GRADES GCSE’s REQUIREDAccounting QUB None specified AAB English Grade C and Maths

Grade B or aboveAccounting UU None specified AAB – ABB or ABB Minimum Maths Grade B;

– BBB Inc. Maths English CActuarial Mathematics is AAA + A in Very strong GCSE profileScience QUB essential 4th AS Level or

A*AAArchitecture QUB Mathematics and Art ABB Strong Grades

strongly preferred required in Maths, Art, English

Architecture UU Art and Science 300 UTP to include and Sciencesubjects preferred grades BB

Biomedical Minimum of one 300 UTP to include Grade C or above in Engineering UU from Physics/Maths/ grades BB English & Maths

Chemistry/Technology or Biology

Biomedical Science Biology or Chemistry ABB - AAB; Grade C QUB (preferably both) 2 depends on or above in

Science Subjects, one subjects offered English, Science from each pool & Maths

Biomedical Science 300 UTP to UU include grades BBChemical/Civil Maths and a BEng. - BBB Strong Grades in English, Engineering QUB 2nd Science related MEng. - AAB Maths and Science

subject, preferably Chemistry or Physics

Civil Engineering UU Maths & one from T&D, 270UTP from three Maths & EnglishGeog, Physics, Chem A ‘Levels to include Grade B or aboveor Biology grades BC

Computer Science At least one from Maths, BBB - ABB (BEng.) English and Maths QUB Computing or SSD. AAB - AAA (M.Eng) Grade C or better

Other combinations Depends on subjects possible offered.

Computer Science UU All subjects considered; 300 UTP to include English and Maths Grade Possible points reduction. grades BBC C or better

Computing & IT QUB Computing, Maths, or ABB - BBB depends English and Maths Science subjects on subjects Grade C or better

Criminology QUB None specified ABB English and Maths Grade C or better

Dentistry QUB Chemistry and at least AAA + A in 4th AS Very high GCSE Threshold1 from Biology*, UKCAT - Multiple Maths & Physics Mini Interviews.

Dietetics UU Preferably Chemistry & BBB Good grades in English, one from Maths, Physics, HPAT Maths & ScienceBiology or HE

Education (Primary) At least 1 Primary AAA - AAB Maths, Science at English St. Mary’s Curriculum Subject Depending on main Grade C or better

subject - InterviewsElectrical/Mechanical Maths and one from BBB - (BEng) High Grades in Maths and Engineering QUB Physics*, Biology, AAB - (MEng) Science; also GCSE English

Chemistry or T&DEnglish QUB English Literature ABB - BBB depends English Grade C or above

on degree optionEnvironmental Health Grade A in at least one 300 UTP to include English & Maths grade C UU from Maths, Chemistry, grades AB or above

Physics, Biology, Geog. or Home Economics


COURSE A’ LEVELS GRADES GCSE’s REQUIREDFinance and Investment None specified - Useful BBB or BBC if Minimum Grade B in Management UU subjects include Maths offering A Level GCSE Maths and a C

and Business Studies Mathematics in EnglishInteractive Multimedia Useful subjects – Art, 320 UTP to English and Maths Grade C Design UU ICT, Technology, include minimum or above

Media Studies BBBLaw QUB None specified AAB Strong GCSE profile

inc. EnglishLaw UU None specified – literary ABB Very good profile to include

and essay based minimum Grade C in Englishsubjects are useful

Medicine QUB Chemistry and at least AAA + A in 4th AS GCSE Score out of 36pts one from Biology, Maths UKCAT from 9 best; or Physics Multiple Mini UKCAT – 6pt band

InterviewsNursing QUB Reduced offer if BBC No Science Min 5 GCSE’s

presenting one from BCC With Science including English,Biology, Maths, Maths & ScienceChemistry or Physics

Occupational None specified BBB English and Maths at Grade Therapy UU HPAT C or aboveOptometry UU Two from Biology, AAB - A in both Strong profile to include

Physics, Maths Science subjects English, Maths and Scienceor Chemistry

Pharmacy QUB Chemistry and at least AAB including Strong profile including one from Biology, Maths, Chemistry; Biology English, Maths and SciencePhysics preferred to at least

AS levelPhysiotherapy UU One from Biology*, BBB English and Maths Grade C

Maths, Chemistry or HPAT or abovePhysics

Politics, Philosophy None specified AAB Mathematics Grade B, and Economics - QUB English Grade C – strong profileProduct Design Maths and one from BBB – Maths and Grade C or above in English, Engineering - QUB Technology, Biology, Physics preferred Maths and Science

Physics* or Chemistry M.Eng AABPsychology QUB None specified ABB English and Maths grade C

or aboveRadiography One from Maths, BBB C in English & Maths; D/A (Diagnostic) UU Chemistry, Physics HPAT Science Grade B or above

or BiologySocial Work QUB None specified - ABB - Voluntary English & Maths Grade C

Personal Statement and Work essential or aboveEssay very important

Speech and Language 1 from English, Maths, BBB English, Maths & Science Therapy UU Science or Languages – HPAT Grade C or above

others may be considered

Veterinary Science Chemistry, Biology and AAA + A/B in Very Strong GCSE Profile - (England / Scotland) preferably one from 4th AS Level Extensive Work

Maths or Physics Experience

GCSE English Language (Minimum Grade C) or equivalent is a prerequisite for entry to all university courses throughout the UK.

HPAT – Health Professional Aptitude TestUKCAT – UK Clinical Aptitude Test

QUB – Queens University BelfastUU – University of Ulster


Notes


dreams possible!

Pathwayto success…

...making young

CommunityOutreach

Extra-CurricularOpportunities

LeadershipDevelopment

Personal Development

Gra

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ar S

choo

l, O

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ReligiousEducation

Pastoral Care and Support


30 Year 14 students received the Pope John Paul 11 Award on Tuesday 2nd February in the Millennium Forum, Derry. The awards were presented by Most Reverend George Stack, Archbishop of Cardiff and Most Reverend Donal McKeown, Bishop of Derry.

Religious Education continues to be progressive and creative in its approach to faith and community building and offers students the opportunity to develop spiritually and to nurture positive attitudes and values. It iscomplemented by weekly assemblies and annual retreats and it is supported by the school chaplain.In Year 13, all students are given the opportunity to participate in the Pope John Paul ll Awards. The Year 13 R.E Programme offers a wide range of speakers on moral and religious issues.

Keeping abreast of current Church events,sixteen Year 13 students have formed aYear of Mercy Team in response to theproclamation of Pope Francis of a JubileeYear of Mercy. They launched theirprogramme of events by entering the HolyDoor of Mercy in St Eugene’s Cathedral,Derry. They will be responsible for schooland parish events on the theme of Mercy.

Religious Education Programme

In Year 13, all students are given the opportunity to participate in the Pope John Paul ll Awards. The Pope JohnPaul ll Award was created to commemorate a Pope who was committed to young people. Through the Award,students are enabled to take an active part in parish life and to develop community links through the OutreachProgrammes in the R.E. Department. The Award acknowledges the leadership potential of young, adultChristians. It is an award given by the Diocese for service both to the local community and to the parish.

Year ofMercy


Outreach Programme

I really enjoyed the link with Arvalee School through theOutreach Programme. I have developed so much fromworking with the children: teamwork skills, communicationand listening skills. Moreso, we all have great fun with thechildren and look forward to meeting them weekly. This isan experience I will never forget and always cherish.Gráinne Sludden, Year 13

Arvalee Special Needs’ School

Outreach to the Elderly, Hillbank Fold

“Each week, the Elderly OutreachProgramme visit Hillbank ResidentialFold and organise activities from cakedecorating, storytelling to interactivegames. The residents are always sodelighted to see us and we are made sowelcome. Our time there is full of fun and unfortunately it always passes soquickly. Visiting the Folds is thehighlight of my week. It is so wonderfulthat we have been afforded the opportunityto form friendships with individuals whohave life experiences beyond ours. We learnso much from our visits and we appreciate their wisdom, oral histories and we particularly enjoytheir musical talents. We always feel very honoured and appreciated.”Rianna Year 13


Confirmation FaithFriends

“I really enjoy my role as aConfirmation Faith Friendbecause I have the opportunityto work closely with thePrimary 7 children and helpthem to prepare for theSacrament of Confirmation. I enjoy helping them tounderstand the sacramentbetter and being a witness tomy own faith.”Orlagh, Year 13

Faith links with Holy Family Primary School

“Being a part of the St Vincent De Paul groupin school is a great opportunity. It has givenme the chance to work with the SVP Conferencewithin the local community. Witnessing andparticipating in some of the great work SVPdo is extremely worthwhile and rewarding.Our school conference attended the AnnualSVP Sale of Work where we had a teenagestall. We raised £600 selling items such asmake up, candles, CDs and many other items.This SDP experience is very rewarding as itgives pupils the chance to get involved withhelping and supporting the localcommunity.”Nicola, Year 13

Saint Vincent de Paul: SVP

Holy Communion Faith Friends

“I am involved in the Year 4Faith Friends Programme withHoly Family Primary School.Each Loreto student encouragesand supports two Year 4children on their faith journey.During the programme we helpto prepare the children for theirFirst Holy communion and weshare our different experiencesof faith. I really enjoy thisprogramme because it provides me with an opportunity to workcreatively with younger children and to share my faith.”Dervla, Year 13


Annual Sale of Work November 2015

The SVP Youth Conference has been very active intheir work for social justice in the local area. Theyparticipated in a Bag Pack in Asda, a SVP Flag Day inOmagh, a teenage stall at the SVPAnnual Sale.

Christmas Hamper Appeal 2015

Loreto SVP also helped with the Christmas ToyAppeal and organising the annual ChristmasHampers. 46 Hampers were donated to the localOmagh, Beragh and Strathroy areas.

Annual Youth Day – 10th February 2016

Year 13 SVP Youth Conference visited Crumlin RoadGaol for the Annual Youth Day. This day celebratedthe contribution of young people to the work of thesociety and to social justice issues in theircommunities. Ms R Shields – Loreto Coordinator ofSVP addressed the conference with a speech entitled‘A different perspective…’

Easter Chicks – MFMarshall GroupSixmilecross

Ladies knitted Easterchicks to raise fundsfor SVP.

Year 13 Conferencesold eggs and helpedraise £308


See a snapshot of recent Fundraising activities and events involving Post 16 students

JPIC: Justice, Peace and Integrity of Creation

“Be lovers of truth and doers of justice”Mary Ward

The values of justice, peace and theintegrity of creation are promoted inLoreto. Social justice is a coreelement of the Loreto Mission –students should be ‘active citizens forchange.’ The aim of developmenteducation is to increase awarenessabout the root causes of local andglobal poverty and injustice and tofind meaningful ways to take actionfor change.

Each year group is involved invarious fundraising activities for bothlocal and international charities.

The following Year 13 studentshave been selected for the JPICGroup:Aoibh Haigney, Caitlin Dyson, Rianna Curran and Ellie McDermott.

2015 -2016 JPIC [Justice and Peace]Group has been established, led byJustice PrefectsElizabeth McSorley [SeniorPrefect], Eadaoin Devlin, Lauren Donnelly, Caoimhe McElholm, Chloe McEnhill, Meabh McGartland, Meibh McKinney (Year 14)

Peace Pledge3 Loreto Students attended the launch of the OmaghPeace Pledge in the new Oasis in September 2015.Elizabeth McSorley(MC) Justice and Peace SeniorPrefect, and Lauren Donnelly, Year 14 JPIC Prefect andMarta Chojak 10a2 who spoke about her vision of peaceas a young person.

In October Year 14 had a “Think Pink”Day and Coffee Morning to raisefunds for Cancer Focus NI


Hair-raising Funds!Year 14 donated inches for wigs!

In December The SeniorLeadership Team organisedtheir annual formal fashionshow to raise funds forLoreto Sudan.

In November / December the Senior Leadership Teamraised funds for the “Little Princess Trust”

(Before)

(After)

The team also organised “Plait Days” to raise funds for Loreto Sudan

Year 13 RE Programme November 2015Children in Crossfire - £302 plus £150 donation from school funds.


This year a key Justice Project was about Syria and the Refugee Crisis. The JPIC team presented to the whole school community about thesituation in Syria and led a whole school fundraising effort for refugees.

On Friday 29th January – students from Year 8-14 participated in alunchtime talent contest to support the Syrian Refugees. £225 wasdonated to the Trócaire Syrian Appeal.

In February 2016, Year 13 participated in a dress-up day and coffee morning toraise funds for the NI Children’s Hospice,Horizon West Facility, Killadeas. Theseevents were in support of iSave BankTeam’s initiative.

The iSave Team have launchedthe NI Children’s Hospice Herocampaign and have pledged thatall funds raised will be donatedto the Hospice, Horizon Westfacility.

In addition, the iSave Bank Team have soughtsponsorship, organised raffles and promotions andare selling customised wristbands to raise funds forthe hospice. The iSave bank team haveincorporated the theme of saving lives as well assaving money. In addition to supporting theHospice through fundraising, they aim to raiseawareness of “Opt for Life”, organ donationcharity and the Northern Ireland BloodTransfusion Service. Pupils have been activeassisting at local blood donation events.

You can support theircampaign by purchasinga wristband anduploading your picture to their facebook page.

The iSave Bank Team were successful in the recent regional final of theAIB Build a Bank Challenge and will proceed to the final at the RDS Dublin,in April. This competition and project is led by First Trust Bank Omagh.

iSave thank all for their support so far and urge continued support.


Personal Development Programmeand Weekly Year group Assemblies

The Personal Development Programme is based on the 3 key concepts of Personal Development, asoutlined in core curriculum guidance: Self Awareness / Self-Management, Personal Safety / PersonalHealth and Relationships. The design of each programme mirrors the focus of each Year group motto:

Year 13: OMG – “Organise, Manage, Grow”,

Year 14: LOL – “Life Outside Loreto”

Assemblies provide a forum for guest speakers to reinforce Personal Development focus, forcollective worship and for recognition and celebration of achievements within the year group.

Key speakers 2015‐2016 included representatives from PSNI, Order of Malta, First Trust Bank, Bank of Ireland, New Driver NI, NI Blood Transfusion Service, NI Children’s Hospice, Cancer Focus NI

“Lloyds TSB Foundation for NIrecognises the benefit that programmessuch as Millennium Volunteers offers toboth the young people taking part as thevolunteer and host organisation. TheFoundation recognises that MVencourages young people to becomemore involved in their communities in ameaningful and mutually beneficial way.Skills and experience gained through MVcan be beneficial in their future job oreducational developments as well asdeveloping an increased sense ofcitizenship.”

Millennium Volunteer Awards

Post 16 students are strongly encouraged to apply for aMillennium Volunteer Award as formal recognition for timespent volunteering for organisations or charities in thecommunity or through involvement or leadership displayedthrough events, clubs or activities in school. For example,pupils may receive awards for involvement in local sports’ clubs,assisting at Summer schemes or youth clubs as well asparticipating in activities, schemes or clubs and local charities.Time registered for the Pope John Paul II award may also beincluded. In school,pupils may claim awardsfor fundraising, prefect orleadership duties, peereducation or volunteeringto assist at key schoolevents. Applying throughschool gives pupils theopportunity to claim forschool and communitybased activities.

Millennium Volunteer Awards 2015‐2016, to date: Post 16‐ 5pupils have received award for 35 hours of service; 13 for 100hours of service and 16 for 200 hours Gold Award.

Post 16 Loreto pupils are awarded Gold MVcertificates for 200 hours of service.


Leadership Experience in LoretoSenior Leadership Team POSTSSenior Leadership Team

Leadership development andformation is an integral part ofthe educational experience atLoreto. We seek to developdynamic student leaders in Year14 with “heart”, wisdom, vision,the will to influence and bringabout change in the schoolcommunity through a meaningfulrole of responsibility on theSenior Leadership Team.

A team of enthusiastic,energetic, committed Year 14students lead by example in thefollowing positions and assist theSenior Management and Staff inthe smooth running of theschool:

• Literacy Prefects

• Environment Prefects

• Justice & Peace Prefects

• Health Promotion Prefects

• Post 16 Prefects

• Head Girl• Deputy Head Girls• Senior Prefects• Pastoral Monitors• Sports Prefects• Public Relations Prefects

Examples of SENIOR LEADERSHIP TEAM ROLES

Head GirlThe Head Girl leads the students in Loreto Grammar School, and is an outstanding role model in attitude,behaviour, punctuality, attendance and school regulations. She co-ordinates the Senior Leadership Team, is arepresentative at school functions and liturgies and works closely with the Senior Management Team.

Deputy Head GirlsThe two Deputy Head Girls assist the Head Girl in leading the students and coordinating the Senior LeadershipTeam. They are outstanding role models, are representatives at school functions and liturgies and work closelywith the Head Girl and Senior Management Team.

Senior PrefectsThey are committed leaders and excellent role models for a designated Year Group or area of responsibility. Theywork closely with the Head Girl, and designated teacher leading the identified area.

Pastoral MonitorsCaring, committed leaders and excellent role models for a designated Form Class with whom they establish apastoral relationship based on trust and sharing, promoting and nurturing the class spirit. They work closely withthe Head of Pastoral Care, Senior Prefect, Head of Year and Form Teacher.

Public Relations PrefectsThe P.R. team members excel in hospitality and management at all formal school functions. The students aretrained how to greet and receive guests and visitors and present a positive public image of the school at eventssuch as Open Nights and Prize Giving. They work closely with the Public Relations Officer and the SeniorManagement Team.

Sports CaptainA sporting role model for all students, promoting and demonstrating active participation, skills and interest in thearea of Sport and Recreation in school life. The Sports Captain co-ordinates the Games Team and works closelywith the Head of P.E


“It was a privilege to be chosen as Head Girlin Loreto. I grasped the opportunity, as I feltthe need to give something back, after all theopportunities given to me.

I will always be grateful for the caring ethosof Loreto and for the life-long skills and

attributes I have been taught. It was anhonour for me to lead a well-coordinatedteam who were excellent role models and whomade a significant contribution to theschool.”

Fionnuala Conwell, Head Girl 2012-2013

Head Girl in Loreto is a very rewardingexperience. Not only did it develop usefultransferable skills such as communication,working in a team and leadership, it alsomade every day more enjoyable and it reallyenriched my last year at Loreto. It was aprivilege to represent Loreto and the finalyear Loreto students, and it was great fun

organising a very supportive and helpfulleadership team. I would encourage everyoneto become involved with the studentleadership team as it is a once in a lifetime opportunity

Siobhan Kirk, Head Girl 2014-2015

“Being Head Girl was not only a pleasureand a privilege, but an invaluable experiencefor which I am truly grateful.

Through my role, I developed a greaterappreciation for the importance of team workand the value of drawing on everyone’sindividual talents to bring out the best inevery situation.

Along with studying for my A’Levels, itwas important to remain disciplined and

manage my time well and these are skillswhich will stand me in good stead for thefuture.

Probably the best lesson I will take awaywith me is the reward that comes fromworking together, looking out for others andthe affirmation that it truly is “in givingthat we receive”

Niamh Mc Girr, Head Girl 2013-2014

Pupils’ Leadership ExperienceTaking on the role of Head Girl has been anexperience that I will carry with me longafter I leave Loreto. It has given mewonderful and unique opportunities, suchas leading a team of talented and dedicatedprefects and being a representative for ourschool. Working closely with senior staffhas been a complete privilege and I havelearned valuable lessons about theimportance of team work and commitment. Throughout our time as student leaders, I

have witnessed my deputies and I developour skills and abilities, while maturing intoyoung leaders. As I prepare to leave Loreto, Ifeel I have gained knowledge on theimportance of dedication, team work andleadership. Thank you, Loreto, for thisopportunity to show how I can contributeand make a difference to the schoolcommunity. It has been wonderful.”

Sinead Mc Aleer, Head Girl 2015-2016


Hello everyone, my name is Breonna and this year I have the privilege of taking up thepost as Sports Captain in Loreto for the academic year 2015 - 2016. Loreto GrammarSchool has an outstanding reputation in performing and succeeding at all levels in awide range of sports and extra curricular activities, such as netball, Gaelic football, horseriding and cross country athletics to name but a few. The wellbeing and health of ourstudents plays a pivotal role in our day to day school life.

E district senior girls’ team camesecond in recent competition.

In the Ulster championship, AideenCasey secured 8th place, qualifiedfor All‐Ireland participation and was

selected to represent NI in theLondon Mini Marathon. Aideen will bejoined by 2 other Loreto pupils in the

London mini marathon.Congratulations to our Loreto Gaelic All‐Star Award Winners

Post 16 Loreto pupils run to success!

Getting involved in our schoolsports enables students to makelong lasting friendships, as wellas improving sportsmanshipand enabling students to reachtheir full potential.

During the 2014 and 2015seasons, the Intermediate andSenior netball teams progressedto both Western Area andNorthern Ireland Finals due tothe hard work, skill anddetermination of both studentsand coaches. Our students alsoexhibited great talent on the footballpitch, with several students receivingthe honour of ‘Schools Ulster Gaelic AllStars’, recognising the great ability ofour students.

I am honoured to have represented myschool in a number of Western Areafinals where I captained my team tothree titles and two runner up medalswhilst competing in the NorthernIreland Netball Finals. As a result ofthis success, I was able to train and compete with theNorthern Ireland Regional U15 development squad,which was a huge honour. Having competed on manyfootball teams throughout my years at Loreto, I have anUlster title to my name.

With the success andrecognition of theseachievements, I believe that theopportunities that I have availedof by participating in sport atLoreto have improved myteamwork skills, self- discipline,dedication and commitment.These are skills and qualitiesthat cannot be bought or wonand are truly rewarding.

The PE Department also providesa number of opportunities forstudents who may not find the

competitive sporting arena asappealing. This includes theopportunity of representing the schoolby volunteering with the NorthernIreland Special Olympics. Also, I washonoured to become a YoungAmbassador for Sport for my school in2013, which added to my overall schoolexperience, and one that could not havebeen achieved without the guidance ofthe dedicated PE Department.

My sporting life in Loreto has helped me to become awell -rounded student and committed sports person forthe future, and I would fully encourage all students tograsp every opportunity offered and get involved.

Breonna, Sports Captain

Sport opportunities and experiences at Post 16


A wealth of extra‐curricular opportunities at Post 16!

Young Enterprise

The Young Enterprise group provides Year 13 students with theopportunity to experience the highs and lows of an everyday business by running a real business and working under the guidance of externaladvisors from the local business community. The Young Enterprise aim of“Learning by Doing” is very evident throughout the Company Programmewith a strong emphasis on the importance of teamwork; and listening toand respecting the ideas and opinions of others. It allows participatingstudents to develop life skills and demands the use of initiative. Thecompany also competes against the other schools in the district atexternally judged trade fairs. Loreto Grammar School has built up a very strong tradition of success in this area of the programme.In Loreto Omagh the Young Enterprise Company Programme andqualification inspires and equips our students to learn and succeedthrough enterprise. In a busy, active and thoroughly enjoyable scheme we have a long history of success throughout the years having held theSperrin and Lakeland Area Winning Company achievement and runner up position in Northern Ireland. The programme is not limited to BusinessStudies students, in fact it is of benefit to anyone wanting to enhance theirskills base and get the taste of the life of a Director of a business.Young Enterprise Project 2015‐2016 ‘Healthy Helper’ is Loreto’s latest Young Enterprise venture. The team ismade up of 25 fantastic year 13s who brainstormed and developed theHealthy Helper book. Healthy Helper is a guide that promotes a healthyheart, mind and body. With their detailed recipes, amazing exercises andsimple relaxation techniques it could not be any easier to maintain ahealthy lifestyle! So far, the business has been very successful with bookssold at Trade Fairs, Open night and in outlets such as ‘Top News’. Bookswill be available for sale in school shortly!

Student Council

The Council enables students tobecome more actively involved inall aspects of their school life.Representatives on the councilare elected annually from eachyear group and they consultwidely with students on ways tomake Loreto an even better placeto learn. This group liaise with theSenior Management on emergingproposals.

School Magazine

The School Magazine providesopportunities for research, writing,photography and illustration. A team ofYear 13 students produces theschool’s annual magazine andpromotes its sales in school. Thestudents coordinate the contributionsfrom departments and groups in theschool to create a comprehensiverecord of the activities andachievements that year. Studentsfrom every year contribute articles,poems, stories, illustrations; manystudents are delighted to see theirwork in print for the first time.

The School Magazine is availableto download from the schoolwebsite.

Team review their Healthy Helper booklet.

Young Enterprise promote a healthy lifestyle

Young Enterprise Team practice healthy lifestyle tips


Mandarin Chinese at Loreto

Mandarin Chinese is an after-school option to all students,offering accredited courses,facilitated by experts.

Omagh Lions Public Speaking CompetitionWell done to Elisha Duddy, Year 13, for representing Loreto so well inthis contest in the Silver Birch Hotel, on 9th December 2015.

Soroptimist International Public Speaking Competition Year 13

Anna Flanagan, Chloe Emerson, Elisha McCrory, Shauna McCaul,Stephany Cassidy represented Loreto on a range of topics.

Congratulations to Elisha McCrory for coming 1st Place in TheSoroptimist International Public Speaking Competition with her speech,“Is there a limit to what the NHS should cover?” Well done to ShaunaMcCaul, who came 2nd Place with, “Striving for Perfection – is ithealthy?”

Elisha attended the NI Finals in Hillsborough on 6th February 2016 andthoroughly enjoyed the experience.

Public Speaking and Literacy at Post 16

The Knights of Saint Columbanus DebatingCompetition 2015

The following pupils won our Internal Heats andrepresented Loreto in St. Ciaran’s in Ballygawley inDecember 2015. The girls did both themselves andtheir school very proud.

Year 13 Anna Flanagan, Shauna McCaul & Chloe Emerson

Literacy

The 6 Literacy Prefects have been busy assisting theLiteracy Co ordinator in the launch of the AcceleratedReading Programme in Year 8. The prefects hosted aBook Swap with Key Stage 3 pupils in Term 1 and arenow excited to be involved in the Key Stage 3‘Bookbuzz’ Book Club.

Post 16 pupils have taken part in the Annual TowerPoetry Competition, where a whopping £3000 is up forgrabs. Good luck to all entrants!


The Loreto School Choir

Loreto School Choir has a proud tradition right acrossthe spectrum of school and community life throughoutthe Omagh area. Achievements have included: threetimes finalists in UTV ʻChoir of the Yearʼ with twoadditional BBC TV features and three broadcastmasses. In October 2015, the choir were runnerʼs up in the ʻCity Of Derry National Choral Festivalʼ. TheChoir has also recorded a CD and performed in tworeligious cantatas involving singers from the wholecommunity. They have toured and performed abroadextensively, e.g. Prague, Vienna, Moscow, StPetersburg and London.

In March 2016, the choir will travel to the CzechRepublic to participate in the International YouthChoral Festival in Prague. This is their fifth visit to thisprestigious festival, having been awarded Gold Statuson their last visit in 2013.

Loreto, celebrating 160 years in education

The choir achieved Gold at the International Choral Festivalin Prague in 2013. We wish the current choir the same success this year: Trip departing on 10th March 2016.

This year started with the choir undertaking a visit toThe Derry Choral National Festival, where they wereplaced 2nd out of 7 competing groups drawn from Northand South of the country.

The choir were busy also at Christmas, singing andcollecting downtown for ‘Loreto Sudan’. This is anannual fundraising event for Loreto Choir, enjoyed bypupils and conductor, entertaining for the public andraising funds for our sister school in Sudan.

In January representatives of the choir performed, togreat aplomb, the music in St Eugene’s CathedralDerry for’ Catholic Schools Week’ .

On 7th March 2016, our school hosted a Loreto ChoralEvent in The Sacred Heart Church to celebrate 160years of Loreto education in Omagh. Our school choirled the celebration, in which a number of our sisterLoreto schools participated.

The choir continues to meet for rehearsal a total of fourtimes a week – with 3 sectional practices at lunchtimeand a full Choir Practice after school each Thursday.This schedule, with their conductor Mr Gerard Bradley,has now existed unbroken for 26 years!


Action MS Local Democracy Omagh District Council Patrick Kavanagh PoetryArvalee School and Resource Centre Local Health Trusts Presbyterian ChurchAssociation for Science Education Local Parishes PSNIBelfast Spanish Society Local / Regional Employers Pure In Heart Team, DublinBlood Transfusion Service Loreto College, Coleraine Renaissance LearningBookbuzz Loreto Community in Ireland Sacred Heart College, OmaghBringITOn Loreto Education Trust Saturday ClubBritish Heart Foundation Loreto, Letterkenny Scholastic Book FairCancer Focus Loreto Peru School Employer Connections (SEC)CAFRE – Loughrey Campus Loreto Sudan Scouting IrelandCCEA ‘True Colours’ Exhibition Lough Derg Serve ProjectCitizens Advice Bureau Macmillan Cancer Share Centre, LisnaskeaCHARTER (Work Experience Programme) Marble Arch Caves & Global Geopark SkyzdalimitChildren in Crossfire Mary Ward International Social ServicesChristian Brothers Grammar School, Omagh Meadowbank Nursing Home Soroptomist InternationalComhaltas Uladh Michaela Foundation South West CollegeClonard Retreat Team, Belfast Milk Bank – Lactation Consultant Special Olympics UlsterCoca Cola Factory Millennium Forum, Derry Sporting IconsContact Youth Mood Matters St. Joseph’s HallCuan Mhuire Mountjoy Prison St Vincent de PaulDiocesan Catechetical Centre Navan Fort Star of the Sea Retreat HouseDiocesan Youth Ministry NEXUS STEM Module Bus & STEM AmbassadorDairy Council N. I. N. I. Anti-Bullying Forum Stormont LinksDisneyland, Paris N. I. Ambulance Service. Strule Arts CentreDrumragh Integrated College N. I. Assembly Survival LinxDundonald Ice Bowl N. I. Athletics Association Federation Tara Centre Dun Uladh Heritage Centre N.I. Careers Service Tayto FactoryEA(WR) – Music Services N. I. Fire Service Terex/Finley Ltd.EA(WR) – Ski Group N. I. National Athletics TrocaireElectoral Office N.I. Road Safe Roadshow The FoldEnvironmental YouthSpeak NISCA Ulster American Folk ParkFamilyworks Schools Counselling Service NSPCC Ulster Cancer FoundationFermanagh & Omagh District Council N.T. Giant’s Causeway Ulster GAAFieldwork Studies Council – Titanic Quarter Omagh Academy Ulster History ParkForestry Service (DANI) Omagh Business Forum Volunteer NowFoyle Hospice Omagh Cinema W5Gael Linn Omagh Ethnic Community Group UK Mathematics TrustGaelscoil Links Omagh Lions Club UK ParliamentGaeltacht Omagh Learning Community Universities & Colleges of Further & Higher Educ.Grovehill Animal Trust Omagh Leisure Centre West Tyrone FeisGuest Speakers – Careers Dept. Omagh Today West Tyrone MPHoly Family PS Omagh Youth Service Women’s AidInternational School of Finance ORBA Health & Wellbeing Year 13 R.E. Outreach ProgrammeInter-School Debating Oscar Knox Appeal Young EnterpriseKnights of St. Columbanus Outreach to Senior Citizens/ Fold Housing Young WritersLiturgy Team Parish Retreat Team Youth Justice AgencyLivestock & Meat Commission Past PupilsIrish News Reading Project The Patient & Client CouncilIslamic and Jewish Communities The Ulster HeraldLocal Artists / Print Designers Tyrone Constitution

Loreto Grammar School’s Community Links


In keeping with the aims of Loreto Grammar School a wide range and variety of extra-curricular activities have beenestablished, in which teacher and student involvement are appreciated in enhancing the sense of belonging to andoutreach to the community. A list of current extra-curricular activities is outlined below:

Accelerated Reading Programme (Year 8) assisted by Senior Literacy Prefects

Activ 8 – Leadership through Sport Year 14Assertive Mentoring All Year groupsAthletics – cross country, indoor All Year Groupsathletics, track and fieldBook Fair All Year GroupsChamber Choir Years 10-14Choir Senior Students Years 10-14Christmas Craft Fair All Year groupsCreative Writing Competitions All Year GroupsDebating Group Years 11- 14Eco - Group Years 8-14Equestrian Team All Year GroupsFaith Team Year 13French Speaking Club Year 13French Vidéothèque Years 8-14Gaelic Under 20 13 / 14Homework Club All year groupsIngenious Foncie Student Awards Year 13Irish Club Year 8 led by Year 13Irish Peer Teaching led by Post 16Irish Traditional Music Group All Year GroupsJPIC Group Years 13 & 14(Justice, Peace & Integrity of Creation)Literacy Prefects Year 14

Liturgy Group All Year GroupsMillenium Volunteer Award Year 13 and 14Netball Senior Year 13 & 14Pioneer Group Years 8-14Pope John Paul 11 Award Year 14Prayer Group Years 8-14Primary School Art Programme Year 13Public Speaking Years 8-14School Magazine Committee Year 13Social Skills All Year groupsSocSwat Year 13St. Vincent de Paul Group Year 13String & Woodwind Ensembles All Year GroupsStudent Council All Years Student Investor (IFS School of Finance) Year 11-13West Tyrone Feis – Poetry, Prose, All YearsSinging and Irish sectionsYear Group Ambassador Project Years 8‐14Young Enterprise Year 13 The Education & Library Board provide All Years peripatetic tutors.Currently we avail of the services of the Tutors for Strings, Woodwind and Percussion. They operate a rotating timetable so that students do not miss the same class each week.

New activities are added as the year progresses and new ideas emerge.

Extra-Curricular Activities in Loreto for Post 16

Art GalleriesField Trips to geographical and historical locationsInter schools ConferencesForeign Countries: France, Italy, Spain and the Czech RepublicHistorical sites

Industries MuseumsTheatreUniversities and CollegesWork Experience Placements with local and regional businesses

We recognise retreatexperiences as an important partof our school life enhancing ourcurriculum provision. These areoccasions when students areenabled to withdraw for a day, tofind sacred space to reflect onlife issues and to discover theirvalue as children of God.

In 2016/2017:

Year 13 Pure in Heart, Dublin Nov 2016Year 14 Leavers’ Retreat Sept 2016

The dates of the Retreats and the facilitators of the Retreatsmay change but students willbe provided with informationregarding their Retreat inschool, closer to the time.

Educational Visits

Retreats


• Administration of Medication in School• Anti-Bullying Policy• Appeals Procedure for Internal Assessments• Assessment, Recording and Reporting Policy• Charging and Remissions Policy• Child Protection Policy (Safeguarding)• Comments/Complaints Policy• Controlled Assessment Policy• Coursework Policy• CRED in Loreto Grammar School – Position Paper• Curriculum Policy• Drugs Education Policy• Health and Safety Policy• Homework Policy• ICT & Internet Policy• Learning for Life & Work Policy• Learning and Teaching Policy• Library Policy

• Literacy Policy• Marking Policy• Mobile Phones Policy• Numeracy Policy• Pastoral Care Policy• Positive Behaviour Management Policy• Punctuality, Attendance and Leaving School to

Attend an Appointment Policy• Relationships and Sexuality Education Policy• School Prospectus• SENDO Inclusion Policy• Student Planner• The Governors’ Annual Report to Parents• Visual Communications Policy

LIST OF SCHOOL POLICIES AND DOCUMENTS

All school policies and documents are available from the school office, including: -

Full policies are available on request from the school office and are regularly reviewed.

Further details and information on all aspects ofschool life and support for students are availableon the school website.

The OUTSTANDING ETI Inspection Report 2013 states:

• Inclusive Ethos• Learner-Centred Provision• Strong Pastoral Dimension• Extensive Leadership Opportunities• Enrichment Pursuits• Extra-curricular Activities• Additional Learning Experiences

• Effective linkage between Pastoral Care, Special Educational Needs and the Whole-school Curriculum

• Mentoring Programme• Careers Programme• Vibrant and Sustainable Sixth Form• Support for and from a network of Loreto

schools throughout the world.”

“Post 16 Loreto Students benefit from the:

Loreto….making young dreams possible


The Pastoral system exists to achieve the following aims:1 To provide a safe, caring and supportive atmosphere for all members

of the school community.2 To be sensitive and responsive to the needs of individuals and to offer

sympathetic, confidential guidance when required.3 To provide a network of personal contacts for all members of the

school community.4 To monitor learning across the curriculum in order to support each

student to achieve the maximum of her potential.5 To empower students with the required social and interpersonal skills,

experiences, knowledge and attitudes to develop as active, self-confident, responsible members of society.

6 To liaise with parents/guardians and appropriate external agencies to support individuals in all aspects of their education.

7 To promote high standards of behaviour and self-discipline. This is facilitated by the provision of a Head of Pastoral Care, Heads ofYear and Form Teachers who have special responsibility for the welfareand guidance of the students.

8 To create a stimulating and safe learning environment which acknowledges and respects the uniqueness, individuality and dignity of each pupil.

Pastoral Care Summary Policy

Full copies of all policies areavailable from the school office.In a Loreto school we accept theintrinsic pastoral nature of teaching.We recognise that the pastoraldimension is complementary to theacademic and that both arenecessary for effective learning andto enhance student progress. Theschool community expects that therelationships between students andstudents, students and staff, staff andstaff are based on mutual respect,trust, caring and consideration forothers, resulting in a highly motivatedlearning environment.

Additional Provision and School Community SupportInduction Senior Leadership Team Anti-bullying Programme Counselling Services

Student Council Student Planner Learning Mentor Classroom Assistant Teacher Study SupervisorLearning Support Teacher Senior Management Team Special Educational Needs Co-ordinator Friends

Anthony J D’AngeloWithout a sense of caring, there can be no sense of community.

Assertive Mentoring:

Loreto's Assertive Mentoring Programme provides every pupil with theunique and individual opportunity to work on a one to one basis with aMentor who wants to join in her journey to truly become the best that shecan be... increasing confidence, self- esteem and overall learning andsuccess!


HOW TO SUCCEED

Loreto….a wealth of experience, a wealth of opportunities.

Some words of advice and encouragement from past Post 16 students

The work is different at A’ Level so make sure you pick theright subjects and work hard in Year 13.

Try your best at everything you do. I have found whatever youput into something you will always get it back.

Join in activities and groups but do not forget you will also need goodresults in August – do not make any compromises with your grades.

Think ahead, think of what you want to do, where you want to be in two years’ time– it will give you something to focus on and to reach for.

Do not give up at the first sign of difficulty – ask for helpand keep reminding yourself why you are here.

Strive to achieve your personal best, do not compare your achievementswith those of others – always be true to yourself.

Be in school, in class and on time!Be a good friend and you will always have good friends.

Be open to constructive criticism, and when you makea mistake, learn from it and avoid doing it again.

I honestly think that exam success is determined by continuous work– instead of trying to revise everything in a short space of time.

Determination to do well and confidence in your own ability will helpyou to achieve your dreams – and try to stay calm!

Complete as many past papers as possible before the exam.Use the exam board specifications when revising to ensure you cover everything.

Do every homework assigned by your teacher throughout the year.Revise thoroughly for every class test throughout the year.

Ensure you have an understanding of the topic at the time it is covered in class, if you do not, ask your teacher for help.

Take time out for yourself and relax. Take regular breaks and exercise regularly.Make sure you get enough sleep and that you have a balanced diet.

Pupils are encouraged to use their Individual Learning Plans in subject areas, their “Aim, Plan, Achieve”and interviews with Form Teachers in Personal Development to review strengths, identify barriers toprogress, set targets and plan effectively for improvement. Teacher feedback is central to support, progress and forward planning for students. All Post 16 students are encouraged to engage fully in

independent learning and to avail of pupil support via resources or extra classes inorder to reach their full potential:“Every Day Counts”


EMA (Educational Maintenance Allowance) 2016/17

(Information correct at time of going to press.)Students whose 16th birthday falls on or between 2nd July 2015 and 1st July2016 are eligible to apply for an Educational Maintenance Allowance (EMA).This allowance is means tested. Students who are entitled to this allowancemust fulfil the terms of a Learning Agreement and have full attendance atschool. Students can receive an application form from their school at the endof June or they may download an application form from the Internetwww.nidirect.gov.uk. Application forms are available from Spring 2016.

Students are strongly advised to apply as soon as they are eligibleregardless of where they decide to pursue their Post 16 education.Applications should be with EMA before the 30th September 2016. To beeligible for backdated payments, to the start of term, you must apply beforethis date. Payments will be backdated to the start of term by EMA, providedthis deadline is met.

Once a student has applied for EMA and had her application accepted, theschool is informed by the EMA Company. The school then confirms that thestudent is in attendance, punctual for class, making progress and adhering tothe school code of conduct. The school can make allowance for absence dueto circumstances beyond the student’s control, such as bereavement. Thesecircumstances should be made known to the school at the time. The studentmust keep an accurate record of her authorised and unauthorised absences,as this can be requested and checked at any time by the company thatmanages EMA.

Please visit our EMA stand to collect an information leaflet or speak to anEMA administrator.

EMA is paid directly into your bank or building society account.

Representatives from Local Banks are also in attendance to advise you onaccounts.

The facts about EMA

What is it?It is a fortnightly payment for Post 16students designed to support andencourage students to focus on theireducation.

How much is it?£30 a week, with 2 additional £100bonus payments per year, in Januaryand June.

How do I apply?Complete an EMA application formand send it off as soon as you areeligible and before 30th September2016. To be eligible for backdatedpayments, to the start of term, youmust apply before this date

Where can I get more information?Call 0300 200 7089Email [email protected] .


Notes

Loreto...

...a world wide network of schools

Principal: Mrs Gráinne T O’Hanlon B.Ed., M.Ed., P.Q.H.

Loreto Grammar SchoolJames StreetOmaghBT78 1DL

T: 028 8224 3633F: 028 8225 1143

W: www.loretogs.comE: [email protected]

16303 www.iedprint.com T: 028 9041 9005

Grammar School, Omagh

Striving for Excellence - the Loreto way