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Breakdown of 'A' Level Syllabuses
Note: These details are now several years old and may be out of date. If you are uncertain, please contact the school.
This two year course covers most aspects of the subject, and is designed to
develop an ability to solve visual problems and to express ideas imaginatively.
An understanding of the importance of design, as it relates to everyday life,
and also the need for good design in all forms of manufacturing is also an
essential element of the course.
Pupils will be assessed on four coursework units which they will be required
to display in May of the second year. This work must show an understanding of
all areas of Fine Art and Design, and one unit of coursework will take the form
of a dissertation based on some aspect of Art and Design.
Biology is the study of living things. The topics covered at 'A' Level are the
same as those covered in double award science and in the separate sciences at
GCSE. 'A' Level differs in the depth of knowledge needed and the level of
skills required to handle the material. Some students choose to study biology
with specific careers in mind such as medicine, veterinary work, genetics or
environmental subjects but most students do it because they have a love of the
subject and are interested in living things and their processes.
To start 'A' Level biology, students must have a sound scientific background.
Technically, double award science does prepare students for 'A' Levels but we
have found those students who have followed separate sciences (triple award)
have a far better foundation for studying to 'A' Level. In biology, we find
that the lack of experience in chemistry at the middle tier in double award is
a disadvantage. We would expect a student who was intending to do an 'A' Level
science to have done the highest tier in science at GCSE.
'A' Level biology has four themes: cell biology; the continuity of life;
variety of file and ecology; regulation, control and exchange. The students
spend roughly a quarter of the course on each theme. The practical assessment
is along similar lines to that at GCSE. In the autumn term of year 14, the
class spends two days at a biology field centre at Magillian in County
Londonderry where they get the chance to get hands on experience of the
ecological techniques studied the previous term.
The syllabus gives students an understanding of the nature and problems of
business through an investigation of the principles which govern business
decisions and the solution of business problems.
A course based on this syllabus will provide a bridge between the educational
needs of a sixth form and the needs for life after school both in the context
of employment and as a means for providing a useful background for coping with
business related problems of modern adult file. It will be of interest and
assistance to both males and females; to those going on to higher education and
to those who are not; to those who may plan to go into business and to those
who may pursue other careers.
Assessment is by two three hour papers, each worth 50%.
Chemistry is the science that deals with the nature of substances and the ways
in which they act on, or combine with, each other. The 'A' Level chemistry
course offered by CCEA can now be studied by a modular or linear approach.
The subject content is divided into four modules:
| Module 1: | General Chemistry |
| Module 2: | Physical, inorganic and organic chemistry |
| Module 3: | Further physical, inorganic and organic chemistry |
| Module 4: |
Options available include:
Further inorganic chemistry Food science Electrochemistry Environmental chemistry Analytical chemistry |
| Module 5: | Coursework |
An Advanced Supplementary (AS) level can be obtained by studying modules 1 and 2 and completing half the coursework requirements.
For entry to 'A' Level chemistry, it is desirable that students have a good grade in Triple Award science: chemistry. Students coming from a Double Award science background must have sat the top tier examination, i.e. tier R, and obtained good grades.
For the benefit of prospective 'A' Level chemists, a knowledge of the subject will open the door to a range of vocations including medical and veterinary science, pharmacy, pharmacology, forensic science, public health, food science and many others.
The course should prove of interest and value to students whether or not they progress to further studies in computing and should provide a sound foundation both in the theoretical and practical aspects of computing. The syllabus avoids a mathematical emphasis and does not assume a wide previous knowledge of computing. The final examination consists of two written papers and a project which accounts for 30% of the marks. The project allows students to develop skills in investigation, data collection, analysis and design systems. During the course, visits are made to computer installations to enable students to discuss applications of computers in industry, commerce and public administration.
The Design and Technology course has been designed to give students the
opportunity to undertake design and technology problems which meet human needs
within a range of contexts, such as home, school, recreation, community,
business and industry. These needs can be presented to the students by:
- requiring students in their coursework to be involved in three design-based projects. Two of these project will be based on a given theme which will reflect the core content of the syllabus, the third will be based on a topic of the student's chosen option.
-
a core comprising - Design Resources
and
four options from which the student will study one:- Computer Aided Engineering
- Electronic and Microelectronic Systems
- Mechanical Systems
- Structures
The scheme of assessment for all students will consist of five components - two written papers and three elements of coursework.
| Paper 1 - core content | 25% |
| Paper 2 - one option | 25% |
| Coursework 1 - Graphic design project | 10% |
| Coursework 2 - Minor project (Produced design) | 15% |
Design and Technology has now been widely accepted by universities and is a desirable element in as wide range of employment, such as manufacturing industry, energy production, architecture, building and construction. Even areas not tradditionally associated with technology, such as commerce and finance, are now highly dependant on technological knowledge and skills and this trend will undoubtedly continue.
The 'A' Level English Literature course aims to introduce pupils to a wider range of classic English (and American) text than studied at GCSE. The course is also intended to encourage the enjoyment and appreciation of good literature, and to extend and deepen students' knowledge and understanding of literary texts. Students will be taught the terms and principles of literary criticism and will practise their use. The 'A' Level syllabus forms the basis of the course, but anyone choosing to study Advanced English Literature should be prepared to read more widely than the eight set texts. This is particularly important now that the coursework is an option worth 20% of the total marks for the subject.
Initially, much time is spent in making the transition from GCSE to 'A' Level
standard through extensive work on conversation skills and writing in the
language to enhance grammatical accuracy. Students are enabled to further
develop skills in a wide range of areas: discussion of publicity material,
listening comprehension, report, summary and letter writing, literature, topic
work, translation, prose and essay writing.
The comprehensive nature of the course is designed to assist pupils in
developing skills necessary for communication, thus enabling them to pursue
further language-based courses and seek employment in a wide range of
professions. Travel to France during the 'A' Level course is encouraged.
The Geography syllabus has been designed to fulfil the needs of students who will continue to study geography in higher education and those who will have no further contact with the subject after 'A' Level. It is a subject which encompasses aspects of science and sociology, hence it is attractive to students from a scientific and literary background. It is an 'A' Level which allows students access to a range of courses for various careers if the grade is achieved. However, due to the demands of the course, it is important that potential students have a genuine interest and are prepared to put in the effort which advanced studies require. The objective of the course is to develop a range of skills, knowledge, values and attitudes which are relevant to modern society. Candidates are exposed to a number of contemporary issues and problems on a space and place which will heighten their ability to discuss them objectively.
| Paper I - Physical geography 35% |
| Paper II - Human geography 35% |
| Paper III Decision making paper 15% |
| An investigation - Project 15% |
An 'AS' syllabus is available in either Physical or Human geography. It involves following either of these courses and sitting the relevant paper at the end. This would be worth 70% of the exam. It is necessary to complete an investigation worth 30%. However it is not necessary to sit paper II.
Germany plays a leading role in the European Union and as an economic power it
is at the forefront of industry and technology. German is spoken in Austria,
in 80% of Switzerland and is first foreign language of many East European
countries.
With reunification and the opening of East Germany towards Europe and the
west, a market of qualified work has also arisen. In opposition to West
Germany, English was only taught on a very small scale in East German schools.
Anybody who speaks good German will be one step ahead.
Tourism is one of Northern Ireland's biggest and fastest growing industries.
Good communication and language qualifications are a necessity for this area.
Many German people have chosen Ireland as their favourite holiday destination.
the syllabus for 'A' Level German is up-to-date, using sources such as
newspapers and television. With the students learning about the contemporary
scene. Topics such as environment, television, drug abuse and the city that
has made recent history - Berlin - will be covered. It is a natural extension
of the GCSE, with stress laid on the four skills of speaking, listening,
writing and reading comprehension. Students spend at least two periods per
week with the German language assistant, singly and in small groups.
There are two history options studied at 'A' Level. One is a thematic study of
British and Irish history 1485-1603 and the other gives students the
opportunity to make a detailed study of Ireland in the period 1912-1923.
The British and Irish option 1485-1603 will allow students to assess the
character and political significance of the following monarchs: Henry VII/Henry
VIII/Edward IV/Mary/Elizabeth I/Mary Queen of Scots.
The contributions of individuals such as Wolsey, Thomas Cromwell, Crammer, the
Dukes of Somerset and Northumberland and William Cecil will be studied in the
context of their times.
The principal political, economic, social, religious and cultural developments
of the period will be covered along with the consequences and significance of
Tudor interventions in Ireland.
The second history option - Ireland 1912-1923 - begins with unionist
opposition to Westminster's proposal to give Ireland home rule and ends with
partition of the island and the setting up of government in Dublin and Belfast.
An understanding of social, political, economic and cultural developments will
be promoted through the study of contemporary opinions and explanations along
with their interpretations of this period.
The study of history at this level requires students to read widely and
critically.
Northern Ireland CCEA GCE 'A' Level Mathematics is the currently available sixth form course. Studied over a period of two years, it consists of Algebra, Calculus, Geometry, Trigonometry, Numerical Methods, Statistics and Mechanics. The course is modular in structure and two modules, one Pure maths and one Mechanics, are taken in Year 13 and another two taken at the end of Year 14. An 'AS' Level may be obtained by taking two modules. Students following the course should be capable of independent, analytical thought and possess the ability to formulate and solve problems. They should have gained a grade A at GCSE and have studied to level 10. Past experience has shown that a grade C GCSE pass is insufficient to ensure success at A/AS level.
Physics is a key part of science and technology which deals with how and why
things behave as they do. It includes such topics as mechanics, heat, light,
magnetism, electricity, electronics, sound, nuclear physics and radioactivity.
The 'A' Level physics course is primarily vocational in it's emphasis. The
course is similar in content to that at GCSE level but the material is covered
in much greater detail and requires a greater degree of understanding. As the
various sections of the course are interrelated, this requires constant work
and revision in order to understand the particular section being covered at any
time.
Technically, double award science does prepare students for the 'A' Level
sciences. However, we have found that the triple award science courses are a
much better foundation for studying the individual sciences at 'A' Level. For
'A' Level physics, it is essential that students have taken the highest tier
either in double award science or physics triple award.
Although 'A' Level Mathematics is not essential, it is highly desirable and
together with chemistry, biology or technology provides a good foundation for a
wide range of third level education courses.
'A' Level physics is essential for all forms of engineering, electronics,
astronomy and telecommunications. A good 'A' Level grade is accepted by
colleges and universities as an entry to a wide range of other courses ranging
from medical and veterinary medicine to accountancy and law.
We have a well-equipped laboratory for the subject and a range of textbooks
which cover the 'A' Level course in a clear and stimulating manner.
'A' Level students follow the CCEA 'a' syllabus which is divided into two
sections producing two three hour examinations.
in Paper I, candidates are required to answer four questions on Option A - the
New Testament: the Synoptic Gospels. Candidates study the three Gospel writers
- their authorship, structure, content and purpose, as well as the synoptic
problem.
In Paper II, candidates are required to answer four questions on Option C -
Religion in a Changing World: World Religions and Ideologies.
Candidates make a comparative and thematic study of Christianity, Judaism and
Islam.
The examination questions are structured into three sections: Knowledge,
Understanding and Evaluation. Each paper offers the choice of answering four
out of eight questions.
