St Colman’s College

GCSE Subject Options

Booklet 2014

St Colman’s College – GCSE SUBJECT CHOICES 2014

This booklet is designed to help you choose your GCSE subjects. It contains information about each subject and what is expected of you. You may find the following "Questions and Answers" useful. Question: What subjects are available? Answer: Mathematics, Additional Mathematics, Art & Design, Biology, Business

Studies, Chemistry, English Language and Literature, French, Geography, History, Home Economics, Irish, Music, PE, Physics, Religious Studies, Spanish, Technology & Design, ICT, MV&RUS, Learning for Life and Work, Drama & Theatre Studies and Computer Science.

Question: Am I obliged to study particular subjects?

Answer: Yes. Religious Studies and English You must also study Mathematics or Additional Mathematics.

You are required to study some form of Science and at least one language for GCSE.

Question: How do I decide on my subjects? Answer: Apart from your compulsory subjects consider:- (a) Which are my best subjects? (b) What is involved in each subject? - is it time consuming and am I prepared to put in the extra time? (c) What subjects am I proposing to study at A Level? (d) Do I need a subject for a particular career? Question: Where can I get advice? Answer: You should discuss your options with your careers teacher (review the work

you covered in your careers class). Your subject teacher will give you an assessment of your suitability for the subject. Your teacher may arrange for you to have a chat with a student who is currently studying the subject.

Question: Is there anything else I should consider? Answer: Yes. Do not be influenced by the choices made by your friends. The subjects

you choose will influence your A Level choices and future career therefore it is important that you investigate all aspects of the subjects and make informed decisions. Whatever your choices you will be expected to work very hard, to attend all classes, to do your homework and to produce all work including controlled assessments to the best of your ability.

Question: When must I decide? Answer: Following your Parent Teacher Meeting on Wednesday 22nd Jan, you will

have time to reflect and think about your choices. Completed forms must be returned to your form teacher by Tuesday 28th

Jan 2014.

Take all the advice you can get but ultimately the decision is yours.

Mr. C. O’Hare – Head of Careers/CEIAG

GCSE English Literature

Aims or Overview of Subject This course encourages students to: -understand that texts from the English, Welsh or Irish literary heritage have been influential and significant over time, and explore their meaning today -explore how texts from different cultures and traditions may reflect or influence values, assumptions and sense of identity; -connect ideas, themes and issues, drawing on a range of texts; -become critical readers of fiction and non-fiction prose, poetry and drama; and -experience different times, cultures, viewpoints and situations as found in literary texts Year 11 – Modules Units studied: Unit 1: The Study of Prose Unit 2: Section A – The Study of Drama Assessment Unit 1: End of Year Examination (1 hour) Year 12 – Modules Unit 2: Section B – The Study of Poetry Unit 3: The Study of Linked Texts Assessment Unit 2: End of Year Examination (2 hours) Unit 3: Controlled Assessment (2 hours and 30 minutes) At least 40% of the assessment must be taken at the end of the course as terminal assessment

GCSE English Language

Aim or Overview of Subject The course aims to encourage students to: -demonstrate skills in speaking, listening, reading and writing necessary to communicate with others confidently, effectively, precisely and appropriately; -express themselves creatively and imaginatively; -become critical readers of a range of texts, including multi-modal texts; -use reading to develop their own skills as writers -understand the patterns, structures and conventions of written and spoken English -understand the impact of variations in spoken and written language and how they can relate to identify and cultural diversity; and -select and adapt speech and writing to different situations and audiences Year 11 – Modules Unit 1: Personal Writing and Reading Multi-Modal Texts Unit 3: Speaking and Listening Task 1 and 2 Unit 4: Writing Creatively Assessment Unit 1: End of Year Examination (1 hour 30 minutes) Unit 3: Internal Assessment Unit 4: Controlled Assessment (2 hours) Year 12 – Modules Unit 2: Functional Writing and Reading Non-Fiction Unit 3: Speaking and Listening Task 3 Unit 4: Studying Spoken and Written Language Tasks 1 and 2 Assessment Unit 2: End of Year Examination (1 hour 30 minutes) Unit 3: Internal Assessment with External Moderation Unit 4: Controlled Assessment (3 hours)

At least 40% of the assessment must be taken at the end of the course as terminal assessment

GCSE FRENCH Examination Board: CCEA Aim or Overview of Subject Two tiers of entry (F / H ). In Listening and Reading Comprehension only. In the Speaking and Writing Units differentiation is by outcome. Year 12 – Modules / Units Assessment Listening and Reading are externally assessed and are both weighted at 20%. Speaking is assessed by the teacher and weighted at 30%. Writing is assessed by controlled assessment (like coursework, but under controlled conditions) and weighted at 30%. Set tasks are provided by CCEA, but these can be adapted by teachers in some circumstances. Module availability. SPEAKING – Every Summer from 2010 WRITING – every Summer from 2010 LISTENING and READING are assessed TERMINALLY at the end of the student’s GCSE course. Assessment Listening - (Foundation) 35 mins. ( Higher) 45 mins. Reading - ( foundation) 40 mins. ( Higher) 50 mins Speaking – 12 mins. Writing - 1 hour to write up task. (This excludes time spent on preparation) Coursework or Practical Requirements. TWO tasks must be submitted. Candidates aiming for grades A* - C must write 200 – 300 words per task.

GCSE Art & Design

GCSE Art & Design builds on work of Key Stage 3 and enables students to pursue their individual interests in their coursework e.g. Music, architecture, animation and graphic design. Students have the opportunity to work in a wide range of areas including drawing, painting graphic design, ICT, 3D Design and sculpture. This course presents students with broad creative experiences. It opens many exciting career possibilities in areas such as architecture, web design, graphic design, interior design, product design, multimedia and computer graphics. It is also a good choice for those who wish to pursue their interest/talent in Art & Design and obtain a good grade in GCSE (100% pass rate in GCSE to date). Year 11 Unit 1 - The Core Portfolio – 60% This consists of maximum of 20 A2 pages Or Equivalent. All work undertaken must be done in class (Controlled Assessment) Minimum 45 hours class time to be spent on coursework. The work is undertaken in Year 11 and during 1sr term of 5th year. Assessment – Internal assessment by teacher. External Moderation by CCEA May of S2 year. Year 12 – Completion of Unit 1 The Core Portfolio (coursework) – 1st term only. All work to be completed in class time. Assessment Internal Assessment by teacher External moderation by CCEA May S2 Unit 2 Working to a stimulus – 40% Externally Set Examination Minimum 15 hours preparation time in class during 2nd term 10 hour Final outcome completed by end of April S2 Assessment Internal assessment by teacher External moderation by CCEA May S2 This GCSE is very different from previous Art & Design courses in so far as ALL WORK MUST BE COMPLETED IN CLASS, under the supervision of the class teacher. This course involves visits to galleries & exhibitions, Artists/designers also visit the school to enhance the student’s experiences.

GCSE Religious Studies

GCSE Religious Studies aims to encourage students to acquire knowledge and develop understanding of beliefs, values and traditions of one or more religion, to consider the influence of beliefs, values and responses to moral issues. To identify, investigate and respond to fundamental questions of life raised by religion and human experience. Students will study two units over the course, one in the first year and one in the second year. Unit 1C The Christian Life and St. Mark’s Gospel – 50% of total marks This unit provides an opportunity for the study of aspects of Christian belief and practice with specific reference to the Person and Ministry of Jesus, as presented in St. Mark’s Gospel. Students will study the origins of the Gospel, specified themes and the ways in which modern beliefs and practices have been drawn from the Gospel account. Assessment: External Examination – Written Paper 1 hour 45mins. Students will answer all questions from sections A, B and C. Unit 2B Roman Catholic Ethics – 50% of total marks This unit examines the effect of Roman Catholic Ethics and Tradition upon aspects of Christian Lifestyle and behaviour. Students will specifically study the Roman Catholic tradition. Students will be expected to make full use of their knowledge and understanding of biblical passages outlined in the specification. Assessment: External Examination – Written Paper 1 hour 45mins. Students will answer all questions from sections A, B and C. Coursework There is no coursework for this subject- Unit 1C and 2B equate to 100% of total marks. Extra Curricular/ Competitions Retreats, Liturgies, Visits to Benedictine Monastery and guest speakers.

GCSE Business Studies

Business Studies encourages to, develop a lifelong interest in and enjoyment of business subjects, to develop and apply their knowledge, understanding and skills to understand today’s issues in local, national and global contexts, for example: international business and the implications of the global economy for the local economy. Year 11 Units Unit 1C Business Start Up-35% of total marks This unit focuses on business start up and the importance of the entrepreneur. Business enterprise exists because entrepreneurs take risks in the hope of making a profit. It also looks at sources of finance for business start ups.

(i) Business Start Up (ii) Production (iii) Marketing

Assessment: External Examination- Written Paper 1 hour 20mins Year 12 Units Unit 2 Business Development- 40% of total marks This unit focuses on the use of ratio analysis to interpret final accounts. Students also use management accounting techniques to help make decisions.

(i) Finance (ii) Managing People (iii) Business Growth (iv) Business Plan

Assessment: External Examination - Written Paper 1 hour 40 mins – Comprising of 3 structured questions. Synoptic Assessment* Coursework

Coursework for this subject takes the form of a controlled assessment worth 25% of the total marks. Students complete one task from a range of tasks released in September of each

GCSE MV&RUS

(1) Overview of Subject

This GCSE course was introduced to the school curriculum to realise the aim of equipping young people with the skills necessary to cope with everyday life after school. The importance of road safety is clearly recognized by the listing of the subject within the Education Reform Order (1989) and continued within the 1996 order.

(2) Motor Vehicle and Road User Studies leads, after two years, to an examination in three parts:

(a) One of the theory papers carrying 40% of the overall marks. The Higher Tier Paper lasting 2 hours will carry grades ranging from A* - D. The Foundation Tier Lasting 1 ½ hours will carry a range of grades from C-G. Topics Covered include:

• The Highway Code • Drugs/Alcohol and the road user • Legal Requirements such as appropriate documentation and the different types of

insurance available • Motoring Mathematics including the buying and selling of vehicles • Post Accident Procedure • Motor Vehicle Technology

(b) Controlled Assessment – carried out during the two year course with a marks allocation of 30%. The study is normally carried out in the second term of Fourth Year.

(c) A Practical Course carried out on a 49cc moped within the school grounds carrying 30% of the Marks. This practical test is normally taken at the end of the second term in Fifth Year or the beginning of the third term.

GCSE Spanish

Examination Board: AQA Aim or Overview of Subject Two tiers of entry (F / H ). In Listening and Reading Comprehension only. In the Speaking and Writing Units differentiation is by outcome. Year 12 – Modules / Units Assessment Listening and Reading are externally assessed and are both weighted at 20%. Speaking is assessed by the teacher and weighted at 30%. Writing is assessed by controlled assessment (like coursework, but under controlled conditions) and weighted at 30%. Tasks are provided by AQA, but these can be adapted by teachers. Module availability. SPEAKING – Every Summer from 2010 WRITING – every Summer from 2010 LISTENING and READING are assessed TERMINALLY at the end of the student’s GCSE course. Assessment Listening - (Foundation) 35 mins. ( Higher) 45 mins. Reading - ( foundation) 40 mins. ( Higher) 50 mins Speaking – 12 mins. Writing - 1 hour to write up task. (This excludes time spent on preparation) TWO tasks must be submitted. Candidates aiming for grades A* - C must write 200 – 300 words per task. Extra Curricular: Trips to Granada & Madrid, Visiting Speakers and Visits to Language Schools in Spain. *GCSE Spanish is also available after school for any student who would like to learn another language.

GCSE Biology Overview of Subject The key features of the specification appear below:

The specification involves a new approach to Biology at GCSE. It incorporates how science works and includes Northern Ireland perspectives. It is divided into two units, each of which is assessed by a written examination either at Foundation Tier (Grades C–G) or Higher Tier (grades A*–D/E). It meets the requirements of GCSE regulations and Subject Criteria for Science, and it contributes to the Northern Ireland Curriculum Minimum Content for Key Stage 4. It provides a thorough preparation for the study of biology and related courses at GCE Advanced Level and Advanced Subsidiary Level. It also develops transferable skills that will benefit them in vocational training and employment. There are specimen papers, mark schemes and schemes of work available to support teachers and students. You can download these from our website at www.ccea.org.uk. This subject will encourage learners to be inspired, motivated and challenged by following a broad, coherent, practical, satisfying and worthwhile course of study. It will encourage learners to develop their curiosity about the living world and provide insight into and experience of how science works. It will enable learners to engage with biology in their everyday lives and to make informed choices about further study in biology related disciplines, and about career choices.

• Students will develop their knowledge and understanding of biology. • develop their understanding of the effects of biology on society. • develop an understanding of the importance of scale in biolog.y

• develop and apply their knowledge and understanding of the nature of science and of the scientific process.

• develop their understanding of the relationships between hypotheses, evidence, theories and explanations.

• develop their awareness of risk and the ability to assess potential risk in the context of potential benefits.

• develop and apply their observational, practical, modelling, enquiry and problem-solving skills and understanding in laboratory, field and other learning environments.

The table below summarises the structure of this GCSE course:

Content Assessment Weighting Availability Foundation Unit 1: Cells, Living Processes and Biodiversity

1 hour 15 minutes written examination Externally assessed Maximum raw marks = 80

35% Summer Year 11

Foundation Unit 2: Body systems, Genetics, Microorganisms and Health

1 hour 30 minutes written examination Externally assessed Maximum raw marks = 90

40% Summer Year 12

Higher Unit 1: Cells, Living Processes and Biodiversity

1 hour 30 minutes written examination Externally assessed Maximum raw marks = 100

35% Summer Year 11

Higher Unit 2: Body systems, Genetics, Micro organisms and Health

1 hour 45 minutes written examination Externally assessed Maximum raw marks = 115

40% Summer Year 12

Practical Skills Controlled assessment

Internally assessed. One controlled assessment task from a choice of two.

25%

Extra Curricular/Competitions In March of Year 11 a number of Biology students have an opportunity to compete in ‘The Biology Challenge.’ This is an online competition organized by The Institute of Biology. Please note that the information given above about the New GCSE Biology course is based on the most recent draft Specification which may be subject to minor changes before it is finalized.

Coursework or Practical Requirements

The controlled assessment tasks will relate to the specification for biology at Key Stage 4. They build on the knowledge, skills and understanding developed in Science, Using Mathematics, ICT and Communication at Key Stage 3. There is no standard in prior attainment required; however, we expect students to have skills in these areas that are commensurate with having studied science at Key Stage 3.

The controlled assessment tasks (CATs) will draw on the candidate’s ability to:

• Develop hypotheses and plan practical ways to test them, including risk assessment . • Collect data while managing any associated risks. • Process, analyse and interpret data. • Evaluate the quality of data collected. • Draw evidence-based conclusions. • Review methodology to assess fitness for purpose. • Review hypotheses in light of outcomes.

The acquisition and development of the skills needed for the internal assessment element of the specification should form part of normal class routine and should be an integral part of your scheme of work. The controlled assessment tasks (CATs) have three distinct parts: Part A - Research(planning) and Risk Assessment Part B - Data Collection Part C - Processing, Analysis and Evaluation In part A of the controlled assessment task, candidates are required to develop a hypothesis and plan an experimental method to investigate the hypothesis. Candidates are required to draw a blank results table to record and process their evidence and carry out a brief risk assessment. This part of the task is carried under limited control. In part B, candidates are required to collect data in a safe manner while managing any risks identified in part A. The data must be recorded in the blank results table drawn earlier. This part of the task is carried out under limited control. In part C, candidates must answer a number of compulsory questions relating directly to their own work and secondary data supplied. Some of these questions will afford the opportunity for extended writing. This part of the task is carried out under high control. The total mark for this part of the assessment is 40. Quality of Written Communication (QWC) will be assessed in this part of the task. The following skills in QWC will be assessed:

• The ability to ensure that text is legible and that spelling, punctuation and grammar are accurate so that meaning is clear.

• Selecting and use of a form and style of writing appropriate to purpose. • Organising information clearly and coherently, using specialist vocabulary when

appropriate

GCSE CHEMISTRY

Aim or Overview of Subject Chemistry is the study of elements and the compounds they form. The specification aims to enable students to:

• develop their knowledge and understanding of chemistry; • develop their understanding of the effects of chemistry on society; • develop an understanding of the importance of scale in chemistry; • develop and apply their knowledge and understanding of the nature of science and of the

scientific process; • develop their understanding of the relationships between hypotheses, evidence, theories

and explanations; • develop their awareness of risk and the ability to assess potential risk in the context of

potential benefits; • develop and apply their observational, practical, modelling, enquiry and problem-solving

skills and understanding in laboratory, field and other learning environments; • develop their ability to evaluate claims based on science through critical analysis of the

methodology, evidence and conclusions both qualitatively and quantitatively; and • develop their skills in communication, mathematics and the use of technology in

scientific contexts. Additional Information Chemistry is a demanding subject at GCSE level. Students choosing this subject need to be prepared to work hard and have good mathematical skills.

Year 11 Unit 1: Structures, Trends, Chemical Reactions and Analysis The topics taken in S1 are listed below:

1. Elements, compounds and mixtures 2. Atomic Structure Solids, Liquids and Gases 3. Bonding 4. Structures 5. Equations 6. The Periodic Table 7. Quantitative Chemistry 8. Acids, Bases and Salts 9. Tests for Ions 10. Solubility

Year 12 Unit 2: Further Chemical Reactions, Organic Chemistry and Materials The topics taken in S2 are listed below:

1. Reactivity Series of Metals 2. Water 3. Different types of Chemical Reactions 4. Rates of Reaction 5. Non-Metals and their Compounds 6. Organic Chemistry 7. Quantitative Chemistry 8. Materials

Assessment There are two papers. One is taken at the end of S1 and the other is taken at the end of S2. There is one controlled assessment.

Content Assessment Weighting Availability

Unit 1: Structures, Trends, Chemical Reactions and Analysis

An externally assessed written examination consisting of a number of compulsory structured questions. 1 hour 30 mins

35% Every Summer (beginning in 2012) Unit 1 will be assessed at the end of S1

Unit 2: Further Chemical Reactions, Organic Chemistry and Materials

An externally assessed written examination consisting of a number of compulsory structured questions. 1 hour 45 mins

40% Every Summer (beginning in 2012) Unit 2 will be assessed at the end of S2

Unit 3: Practical Skills Controlled assessment

25% Summer only

CAREERS IN CHEMISTRY Modern Chemistry is a core subject of growing international importance. It offers exciting and very well paid employment opportunities in many different careers. These include Forensic Science, Medicine, Dentistry, Pharmacy, Biochemistry, Biomedical sciences, Agricultural sciences, Pharmaceutical Chemistry Chemical Engineering and Teaching. As well as careers in Science many of our students have gone into courses, which require a high degree of numeracy, such as actuarial sciences and accountancy. Some have pursued careers in Law and Politics.

An Ghaeilge ag GCSE / GCSE Irish

Aidhmeanna • Cúrsa suimiúil sultmhar é a spreagann daltaí chun an teanga fhoghlaim, a úsáíd agus

teagmháil a dhéanamh trí mheán na Gaeilge. • Scileanna teanga agus tuigse ar an teanga a fhorbairt. • Eolas a chothú agus a chur ar phobal na Gaeilge fud fad na hÉireann. • Dúshraith a leagadh do staidéar AS/A2.

Aims • Encourage students to learn, use and communicate in Irish. • To develop language skills and understanding. • To developan awareness and an understanding of the Irish speaking communities

throughout the country. • To provide a suitable basis for further study.

An Cúrsa

• Scrúdú Béil. Dhá thoipic le hullmhú. Is féidir á dhéanamh in ardrang a hAon agus a Dó agus beidh ar an mhúinteoir á mharcáil. 30%

• Aiste. Dhá thoipic faoi stiúr an mhúinteoira. Is féidir an scrúdú a dhéanamh in ardrang a hAon nó a Dó. 30%

• Scrúdú Éisteachta. 20% • Scrúdú scríofa – Triail tuisceána le freagraí i nGaeilge agus i mBéarla. 20%

The Course • Oral. Two topics to be prepared(instead of four in previous years). It is possible to do

this in S1 or S2 and is teacher assessed. 30% • Essay. Two tasks prepared and completed by the student in class. It is possible to do

this in S1 or S2. 30% • Listening test. 20% • Written paper – Comprehension with responses in Irish and English. 20%

Obair Chúrsa/ Coursework Níl obair chúrsa ann ach beidh ar an dalta Aonad 1 & 2 a ullmhú roimh ré. There is no coursework but candidates will need to prepare material for Unit 1 & 2 in advance. Imeachtaí Breise/Comórtais An Ghaeltacht, Feiseanna, Abair, tráth na gceist, aoichainteoirí agus Sciath Mhic Giolla Bhríde (Buaiteoirí 2008 don 14ú uair) Extra Curricular / Competitions / The Gaeltacht, Feiseanna, Public Speaking, quizzes, guest speakers and The Ashbourne Shield (Winners 2008 for the 14th Time) Tuileadh Eolais / Further Information ag www.ccea.org.uk nó labhair le do mhúinteoir Gaeilge.

Physics What will you learn about?

The G.C.S.E. Physics course develops further, the topics studied in the Junior School at Key Stage 3 such as Energy, Forces, Pressure, Sound, Light, Electricity and the Earth in Space by investigating new applications and more detailed study of the topics to enhance understanding. New topics such as Motion and Radioactivity are introduced in Key Stage 4.

(A model of the helium atom) Learn about the atom.

Assessment in GCSE Physics. Practical work forms a major element of the G.C.S.E. course. Students can develop their investigative, observation and analytical skills through repeated opportunities to engage in practical work. These skills are assessed during the fifth year through the G.C.S.E. Controlled Assessment Task which is set externally by the examination board CCEA. The student is required to develop a hypothesis, devise and write a plan for an experiment or investigation to solve a problem posed, carry out the experiment as he had planned it and interpret and evaluate the data or results obtained during the experiment. Although the work is assessed internally in the school, it is subject to external moderation and therefore marks awarded are subject to change. This controlled assessment accounts for 25% of the marks available. The remaining 75% of the marks available are allocated to two externally assessed written examinations set by CCEA on the two units of study. Unit 1 (Forces and Motion, Energy, Moments and Radioactivity) is assessed by a 1 hour 30 minute written paper. This accounts for 35% of the marks available and can only be taken during the summer examination season. Unit 2 (Waves, Sound, Light, Electricity and the Earth and Universe) is assessed by a 1 hour 45 minute written paper. This accounts for 40% of the marks available and can only be taken during the summer examination season. Why should you choose to study GCSE Physics? The student who would most benefit from studying Physics as a separate science at G.C.S.E. is one who intends to study the subject to a higher level such as AS/A Level or who wishes to have a wide range of options for study or career choice after AS/A Level. By following the course the student should become progressively more informed about, and at ease with, the

rapidly changing technology around them and develop further their interest in, and understanding of scientific matters. The study of Physics is of key importance to courses in Engineering, Electronics, Optometry, Medical Physics and Telecommunications. The continuing development of applications of Technology in recent years has ensured a very strong demand for students who have studied Physics whether at G.C.S.E., AS/A Level or at third Level standard of education.

(The girl’s hair is positively charged and like charges repel) Learn about Static Electricity.

The prospective candidate for G.C.S.E. Physics is expected to have attained a good standard in the Key Stage 3 Science course. He should have an inquiring mind, wondering how things work and why things happen. The student should enjoy working on his own and also with others to solve problems, designing investigations and doing experimental work. Since calculations become more important to detailed investigative work, the student should have achieved a high standard in the Key Stage 3 Mathematics course. What should you do, to be successful in your study of GCSE Physics? To achieve a good grade at G.C.S.E., the student must apply himself consistently to the work prescribed by the teacher over the two years. Students are given the opportunity to develop and widen their skills in independent learning through personal study and note making, and skills in collaborative learning through discussion with their peers and listening to the questions asked by other students and answers given by other students and the teacher. Throughout the fourth and fifth years the students are prepared for success at G.C.S.E. and the demands of AS and A2 study. This occurs through highly structured opportunities to improve their skills and acquire the necessary knowledge through the use of student Study Guide Books that have been developed in the department specifically for this purpose. The Study Guide Books include the syllabus to be followed and the intended learning objectives for all the topics so that the student is aware of what he should understand and the skills to be developed throughout the course. The two Study Guide Books identify all the experiments to be done, guide the student through their textbook, outline what notes should be made after reading through the relevant sections, and identify clearly the appropriate questions which should be attempted. They complement the opportunities for learning through the teacher guiding, teaching and explaining. These books also inform the students about the different ways in which people learn and the variety of strategies that can be used to make their study more effective. The students are taught to revise throughout their course through the use of Revision Question and Answer books which have been developed for each topic in the course.

(The Spiral Galaxy NGC 1232) Learn about the Universe.

The student should maintain a complete record of all experimental work done, notes made and questions answered on all topics during the two years. The practice of concentrating in class, drawing accurate diagrams, making relevant notes, showing all calculations clearly and engaging in regular revision during the two year course will ensure success. As the student pursues the course and develops the skills above and enhances his understanding of Physics, he will find his studies interesting, stimulating and rewarding, ensuring a firm foundation for the study of AS/A Level Physics.

(The launch of the space shuttle Discovery) Learn about the Earth and Space.

(Einstein’s mass-energy equation superimposed on an image of the sun) Learn about nuclear fusion and what this equation means.

GCSE Design and Technology (1.) Aim or Overview of Subject Design and Technology for GCSE and Advanced level appeals to those students who are interested in designing, making products and learning how things work. It involves a wide range of skills including practical, designing, ICT and health and safety awareness. GCSE D&T builds upon the experiences and skills gained at Key stage 3 and develops the student’s ability to problem solve through independent learning. The department building is modern and very well equipped consequently Design and Technology is a popular choice at GCSE. The current CCEA Syllabus is outlined below however it may be necessary in time to adopt an alternative syllabus in line with statutory guidance.

CCEA GCSE DESIGN & TECHNOLOGY (PRODUCT DESIGN) Current syllabus structure: Year 11 (S1) Core Theory (1hr Paper in June) 20% Design Assignment (Submitted in May) 20% Year 12 (S2) Further Technology Theory (1hr Paper in June) 20% Design and Manufacture of a Resistant materials product. (Moderated in May) 40% (2) Year 11 - Modules/Units The first year of the course focuses on Knowledge and understanding of resistant materials such as woods, metals and plastics including related tools, equipment and processes. Also studied is electronics, computer control, graphics with CAD and CNC manufacturing. Theory of mechanisms and pneumatics is incorporated. In this year there is also an emphasis on graphical skills. This knowledge and skills base is ideal preparation for undertaking the compulsory Theory paper and Design Assignment. (3) Year 12 – Modules/Units The second year of the course involves further study of Technical theory relating to designing, materials and manufacturing processes. It also sees the completion of the practical coursework product (40%) and supporting design portfolio. Final submission date for coursework is usually St. Patrick ’s Day or end of March at latest. The remaining class time is spent on past papers and revision of topics. (4) Assessment Coursework : Pupils must design and manufacture a working product in answer to an identified need or brief. The product must incorporate a range of materials and processes. It may incorporate a system such as electronics, computer control, mechanisms etc. if appropriate. The product must also be supported by a 15 page A3 design portfolio. Sample student products can be viewed in the department foyer. (4) Theory examinations Students sit these formal (1 hour) examinations in June of year 11. and year 12.

The examination comprises quick answer questions and a number of in depth questions chosen from electronics, mechanisms, computer control , pneumatics, designing, materials, tools / machines and processes. All notes and revision material is posted on the College Virtual Learning Environment (5) Module Availability The examination papers are only available in June each year. (6) Extra Curricular/Competitions After school provision is made for GCSE and A level students to use the Department facilities after school Monday to Thursday under supervision. There may be opportunities for students to enter competitions such as Young engineers for Britain, Esat young technologists by arrangement with their teachers.

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GCSE Information and Communication Technology This ICT specification aims to encourage students to:

• become independent and discerning users of ICT, able to make informed decisions about its use and aware of its implications for individuals, organizations and society;

• acquire and apply creative and technical skills, knowledge and understanding of ICT in a range of contexts;

• develop ICT-based solutions to solve problems; • develop their understanding of current and emerging technologies and

the social and commercial impact of these technologies; • develop their understanding of the legal, social, economic, ethical and

environmental issues raised by ICT; • recognise potential risks when using ICT, and develop safe, secure and responsible

practice; • develop the skills to work collaboratively; and • evaluate ICT-based solutions.

The following skills will be assessed through controlled assessment:

• Manipulate and process data, develop information, model situations and explore ideas. • Adopt safe, secure and responsible practice. • Iteratively review, modify and evaluate the effectiveness of their own and others’ use of

ICT. The course is divided into three units summarised in the table below:

Content Assessment WeightingUnit 1 Tools and Applications Database Assignment Spreadsheet Assignment Presentation Assignment

Controlled Assessment 30%

Unit 2 Using Multimedia and Games Technology Activity 1 – Developing a Multimedia Website Activity 2 – Games Technology

Controlled Assessment 30%

Unit 3 Theory Understanding ICT systems in everyday life and its implications for individuals, organisations, society and the wider world.

External Exam (2 hours) 40%

Students considering this subject at GCSE should be prepared to work equally hard on the theory and practical aspects of the course. Those who do, generally find it a challenging, worthwhile and enjoyable subject. Students intending to take an advanced course in ICT should have a grade B or above at GCSE. A GCSE in ICT opens the door to a wide range of future opportunities. The skills you develop will support you in your future studies and employment. A good grade in GCSE ICT will help you move on to an AS, or A level course in ICT.

GCSE Computer Science New for 2014 We are introducing Computer Science GCSE for the first time as an option subject for students who have an interest in computer programming. This is a challenging course so students who are taking additional Mathematics would be particularly suited to the course.

• Would you like to know how computers work and be able to take a look inside one and know what each of the different parts do?

• Would you like to learn a computer language or develop your skills with programming in a fun way?

• Would you like to have a subject that is relevant to the modern world of technology? • Are you considering further study in college or university in this area so that you can:

be a games programmer, set up networks, or write phone applications? Computer science is quite different from ICT. It is the study of how computer systems work and how they are constructed and programmed. It is a mix of mathematics, science and engineering. Computing students learn logical reasoning, algorithmic thinking and structured problem solving. There is great emphasis on programming and computer science is particularly suited to students who have a very good mathematical background and who can think clearly and logically. GCSE Computer science has real relevance in our modern world. While students will no doubt already have knowledge of computers and related areas, the course will give them an in-depth understanding of how computer technology works and a look at what goes on “behind the scenes”. There are 3 units involving computer systems and programming, a practical investigation and an extended programming project.

With information technologies continuing to have growing importance there is huge demand for professionals qualified in this area. Students who enjoy computing at GCSE and are keen to continue can study A Level. If you wish to go on to higher study and employment in the field of Computer Science, you will find this course provides a good stepping stone. At university there is a range of computer based degrees with options to specialize in areas of particular interest to the student. Post, or even pre-university, there are a variety of lucrative careers involving computing for those with a passion for the subject and a willingness to continue learning. In fact, the growth and evolution of new technologies means in future there will be lots of jobs that require computing skills that we have not even thought about yet!

Unit Description Weighting %

Unit 1 Computer Systems and Programming

Written exam (1 hour 30 minutes): A mixture of short and long answer questions, some of which require candidates to write some program code.

40%

Unit 2 Practical Investigation

Controlled assessment (20 hours): Candidates carry out a practical investigation of a topic chosen from a set of options supplied by the exam board.

30%

Unit 3 Programming Project

Controlled assessment (20 hours) : Candidates create solutions to computing tasks from a set of options supplied by the exam board.

30%

GCSE Physical Education

Content Assessment Weighting Component 1: Developing Knowledge, Understanding and Skills for Balanced, Healthy Lifestyles and Participation in Physical Activities

External Assessment Students complete one written question paper lasting 1 hour 30 minutes. The paper covers factors that affect the development of health and peak physical fitness. It contains short answer and multi-part questions. All questions are compulsory. Students are required to recall, explain and apply concepts, facts, terminology, methods and principles to demonstrate understanding of the subject content. They must also analyse, interpret and evaluate information and material

40%

Component 2: Developing and Maintaining a Balanced, Healthy Lifestyle

Controlled Assessment Students are assessed on their evidence of developing and maintaining balanced, healthy lifestyles. This includes their ability to analyse, evaluate, plan, implement, and monitor actions to maintain a balanced, healthy lifestyle. Students undertake and complete this task under the teacher’s supervision.

20%

Component 3: Individual Performance in Physical Activities (a) Analysing, evaluating, planning,

Controlled Assessment Students are assessed on their evidence of improving skilled performance.

implementing and monitoring actions to improve skilled performance in selected physical activities (10%) and (b) Improving the quality, efficiency and effectiveness of individual performances in physical activities (30%)

Students must complete three individual performances in three different physical activities from at least two of the categories below:

athletics activities;

dance activities;

games activities;

gymnastics activities;

outdoor adventure activities; and

specialist activities. Students are assessed on the quality, efficiency and effectiveness of their performances.

40%

Component 1: Developing Knowledge, Understanding and Skills for Balanced, Healthy Lifestyles and Participation in Physical Activities (40%) The study of this component allows students to develop their knowledge and understanding of the key concepts of health, exercise, physical performance and skilled performance. They also analyse the key influences that impact on participation and performance. Students then focus on how to develop and maintain a healthy lifestyle, from basic physical well-being through to peak performance in physical tasks, events and physical activities. They should apply the knowledge, understanding and skills they study to Components 2 and 3. Component 2: Developing and Maintaining a Balanced, Healthy Lifestyle (20%) This component introduces students to the concept of a balanced, healthy lifestyle. Society is increasingly concerned about rising levels of obesity and low levels of exercise, particularly amongst young people. This component enables students to gain knowledge and skills that will help them develop and maintain balanced, healthy lifestyles. Component 3: Individual Performance in Physical Activities (40%) This component carries an overall weighting of 40% of the total marks. Teachers assess the student’s performance, and CCEA moderate the assessment. The study of this component enables students to develop useful life skills through participating in a range of physical activities. For this component students must complete:

(a) Analysing, evaluating, planning, implementing and monitoring actions to improve skilled performance in selected physical activities (10%) Within the context of physical activities, the teacher should focus on what each student knows, understands and can do to improve their own skilled performance. Students should analyse and evaluate their skilled performances to identify strengths and areas for improvement. They should plan, apply, monitor and review their own short-term action plans to improve the quality and effectiveness of their skilled performances in identified areas. Assessment is continuous process, with the teacher observing and recording students’ achievements in accordance with the stated criteria. Students are required to work with others, to lead them and to serve them by: • analysing and evaluating their own and others’ performances; • solving problems and teaching and/or coaching others; and • practising with others. AND (b) Improving the quality, efficiency and effectiveness of individual performances in physical activities (30%) All students are assessed in three performances. They must select activities from at least two of the categories below. The categories are: • athletics activities (for example athletics and swimming); • dance activities (for example ballroom, national, and contemporary); • games activities (for example football, netball and badminton); • gymnastics activities (for example, olympic gymnastics and trampolining); • outdoor adventure activities (for example orienteering and hill walking); and • specialist activities (for example martial arts and show jumping). General requirements applying to all physical activities Students’ performance in each of the physical activities is marked out of 25. The teacher will focus on what each student knows, understands and can do when performing each physical activity. They assess the quality and effectiveness of the students’ performances, under applied conditions.

GCSE Drama & Theatre Studies

GCSE Drama is aims to develop a personal interest in drama and be motivated and inspired by studying a broad range of theatre and plays. It will actively engage in the process of dramatic study to develop as effective and independent learners and as critical and reflective thinkers with enquiring minds. Pupils will work imaginatively and creatively in collaborative contexts, generating, developing and communicating ideas. Pupils reflect on and evaluate their own work and the work of others. Over the two year course pupils will be able to develop and demonstrate competence in a range of practical, creative and performance skills. The study of Drama at GCSE will enable them to develop as active citizens for their future, in employment and society, as well as for the possible further study of drama.

Summary of the GCSE Drama Course

Unit 1: Understanding Drama (40%) This unit is assessed by an external written examination, which lasts 1 hour 30 minutes. In the paper, each student must answer three questions. They must answer two questions on one of the eight set texts and one question relating to the text studied in the compulsory element: Scripted Performance.

The eight set texts are listed below in chronological order: • Romeo and Juliet (Shakespeare) • Juno and the Paycock (O’Casey) • The Crucible (Miller) – • Philadelphia Here I Come (Friel) – • Tea in a China Cup (Reid) – • Blood Brothers (Russell) –• Across the Barricades (Lingard) Unit 2: Drama Performance (60%)

Unit 2 is a practical unit. Students must complete two controlled assessment tasks. One of these is a compulsory element: Scripted Performance. (External Assessment)

Students also choose one element from the following five options:

• Devised Performance; • Improvisation; • Dance Drama; • Mime; or • Design Support.