st. louis grammar school

St. Louis Grammar School Cullybackey Road

Ballymena Co. Antrim BT43 5DW

Telephone: (028) 2564 9534

Fax: (028) 2563 0287

E-mail: [email protected] www.stlouisgrammar.com

Welcome

School Mission Statement St Louis Grammar School is a Catholic, Voluntary Grammar School committed to providing excellent educational opportunities for each pupil to develop his/her unique talents to the full in a secure, caring environment. Our motto “Ut Sint Unum” That all may be one, reinforces our St Louis family value system and family centred approach to education. At present we have 1085 pupils and this year we accepted 149 new students into our year 8 cohort. We are delighted to serve students and families from the communities of Ahoghill, Aldergrove, Antrim, Armoy, Aughafatten, Ballyclare, Ballygally, Ballygarvey, Ballymena, Ballymoney, Bellaghy, Broughshane, Cargan, Carnlough, Corkey, Crumlin, Cullybackey, Cushendall, Cushendun, Dunloy, Dunnyvadden, Garvagh, Glarryford, Glenariffe, Glenarm, Glenwherry, Kells, Kilrea, Kilwaughter, Knockloughrim, Larne, Loughgiel, Martinstown, Moorfields, Newtown Crommelin, Nutts Corner, Portglenone, Portstewart, Randalstown, Rasharkin, Rathkenny and to develop our natural community links in this manner.

Principal’s Address We encourage you to take a close look at what we in St Louis Grammar School have to offer at Post 16 level – over 30 courses at A Level. We offer a broad range of subjects which will enable any student to develop their talents and abilities to the full in any number of areas; and achieve. At St Louis Grammar, we care, our staff are most professional and we guarantee every effort will be made to ensure if you apply yourself you can, and will achieve. Our A Level results and Career Guidance have meant that the vast majority of our students can access University or Higher National Apprenticeships in numbers well above NI averages for similar schools. Our Sixth Form record is second to none. Pupil satisfaction rates are an endorsement of this. With higher qualifications required for employment and University increasing each year, it is crucial for all our young people to have opportunities to succeed. At St Louis Grammar School we have an excellent track record of academic success. You too can be part of this success. Make your mark in society, by choosing subjects that will give you a fantastic career start, whether this be at university level or employment level in two years time. Although Covid-19 has impacted this year, our enrichment opportunities have continued to be an important aspect of Sixth Form and participation in many of these bespoke events enhances CV and student profiles when applying for third level or employment. As you read our Prospectus you will identify with many of these enrichment/extra curricular opportunities which are evolving year on year. If considering A Level study we would invite you to reflect upon our Sixth Form as a package for the next two years where you will have exceptional learning and teaching experiences, but also the very best opportunities to achieve your potential presented to you in a structured, organised and professional learning environment even with the Covid-19 restrictions as they stand. Can you afford to miss out? Join our Sixth Form from September and be part of a very successful team. Mr Sean Rafferty Principal

St Louis Grammar School


Post 16 Prospectus

Sixth Form at St Louis Grammar School St Louis Grammar Sixth Form Centre is very well established and provides approximately 332 students with the opportunity to choose from a range of 30 subjects. Students are taught by highly skilled, experienced and dedicated teachers and the expertise in the provision of Sixth Form is reflected in the consistently high results achieved. The Sixth Form experience at St Louis allows pupils to attain academic excellence and much more. Students are provided with the opportunity to work in a friendly, comfortable environment where they will form lasting friendships, contribute to the wider community and take part in a wide range of extracurricular activities. Students can choose from an array of extracurricular activities including; Gaelic Football, Soccer, Golf, Camogie, Ladies Gaelic, Hurling, Choir, Orchestra, Traditional Music and Debate Society. All of these activities allow students to work as a team and integrate with other members of the year group. Pupils can also add to their academic portfolio by gaining additional qualifications and awards such as First Aid, iDea Digital Leader Award and the President’s Award. There are also opportunities to travel, with a cross-curricular trip for the Drama, Music, Government and Politics, Geography and Economics departments running annually to London. There is also the opportunity in Sixth Form to actively contribute to the wider community. Every year a significant number of Year 13 pupils become a member of Friends for Romania, fundraising and travelling to the country in February and July to volunteer and provide aid to centres, home and schools. Last year, pupils and staff travelled to Ghana for a two week trip, meeting with our partner school and, again, providing aid and financial assistance. There is also an annual pilgrimage to Lough Derg in the summer term. And, closer to home, ‘Action for the Homeless’ offers Year 13 students the opportunity to engage in a variety of social outreach opportunities to provide financial and practical help to aid the homeless in Northern Ireland. Students within the Sixth Form can also develop leadership and organisational skills. The Sixth Form is led by our Head Boy, Declan McMahon, Head Girl, Maeve Henry and deputies. Under their direction all Upper Sixth students are senior prefects who are highly involved in the day to day running of Sixth Form. These students are empowered to make decisions regarding Sixth Form life. Our Formal Committee is responsible for the organisation of the social event of the year – the school formal. To mark the end of an era a committee of students is also responsible for the administration of the Sixth Form Yearbook. The life of a Sixth Form student in St Louis is rich, busy and fulfilling. The Sixth Form students are given the best possible opportunity to succeed in their chosen career or profession and this is due to excellent Careers provision within the school. Students within the Sixth Form take part in mock interviews, enjoy university visits, engage in work experience and are given continual careers guidance and advice. The Sixth Form experience at St Louis Grammar is one which is treasured by those who experience it. The confident and articulate Sixth Formers who bid a fond farewell to St Louis are testament to the dedication of the staff and the strong tradition of excellence within the school.

Mrs B McGreevy Head of Sixth Form

Excellence, Endeavour, Empowerment

www.stlouisgrammar.com

In addition to the dedicated teaching staff, Sixth Form students at St Louis have access to a wealth of resources. All students have access to C2K computer technology in their study room and in the Sixth Form ICT suite. Students also have access to laptops and wifi printers. St Louis is in the fortunate position of having a fully stocked library with computer facilities for independent research. The library is organised and monitored by a qualified librarian who is always ready to aid Sixth Form students. Three full-time study supervisors are employed to supervise the Sixth Form study room to ensure an environment conducive to study is established, and the school nurse is always available in the event of illness. The Sixth Form students also have their own reading room in which they can take study breaks and avail of the facilities for making tea and coffee and take time out to relax. Students also have the use of their very own kitchen, complete with microwave, fridge, toaster and vending machines.

The introduction of the new Centre of Excellence and Expressive Arts building is an exciting addition.

Facilities for Sixth Form Students at St Louis Grammar School


Post 16 Prospectus

Careers Education in Sixth Form The Careers Department is responsible for all aspects of careers education, information, advice and guidance within the school. Our Careers programme is delivered to ensure that pupils are sufficiently informed to make confident decisions about their education and career.

Sixth Form Pupils in Sixth Form undertake a programme which consists of careers classes, guidance interviews, work placement, mock interviews, work related learning activities and university open day visits. Regular lunch time seminars are held for guest speakers from university and from industry. Extracurricular sessions are held to prepare pupils for the H-PAT, UKCAT, St. Mary’s interviews, Stranmillis interviews and teaching interviews across the water. Mrs Kearney is available for additional support and guidance two days per week by appointment. Particular attention is paid to the online process for university and higher apprenticeship applications, with all pupils receiving detailed instruction and assistance. Year 13 pupils are given the opportunity to visit a major UCAS careers convention which is attended by numerous UK and ROI universities. Resources The Careers Department aims to provide 24/7 access to resources from all locations. In order to fulfil our vision, we have created our own microsite http://www.stlouisgrammar.com/ceiag. The vast majority of resources which will be required by any student can be accessed from this website. Pupils and parents can access the school app to view important letters/circulars. The Year 13 work placement programme is managed using our own online database. Microsoft Teams allows Year 13 and 14 students to receive regular updates and reminders. Pupils are able to contact the Careers department on Teams or via email. The school careers room contains a range of printed and multimedia resources along with a computer suite which is always open to Sixth Form students. The department maintains links with numerous institutions and agencies including universities, F.E. colleges, N.I. Careers Service, and the Business in the Community Work Experience programme. We work closely within the Ballymena Learning Together partnership to develop opportunities to share resources with other schools. We have also assembled a database of past pupils in work and higher education who are available to assist and mentor when required.

Virtual Events In light of the pandemic the department adapted to virtual platforms for many of the frequent extracurricular events. Whilst this was a very different experience, all events proved to be extremely valuable. For example, when our potential medics usually walk the wards of the various hospitals across Northern Ireland, this year the wards and consultants were brought to us in the virtual hospital work placement programme with the Belfast Trust. We had 16 virtually engaged students with Dr Martin Duffy taking the lead. Our potential physiotherapist applicants were able to complete their insight day from the Careers room with a host of professionals from the Northern Trust and we were able to set up our virtual peer mentoring scheme where past pupils advised and guided current students-to name but a few. The careers department always have a busy calendar of events and this year is no different. Investors in Careers We as a school are fully committed to gaining "The Quality in Careers Standard” by December 2021. We have incorporated this goal into our School Development Plan. Our aim is to provide an outstanding programme of careers education, information, advice and guidance activities that go beyond satisfying national requirements and provide guidance which enables us to address the career development needs of all our students in Sixth Form and beyond.

Mrs McAllister Head of Careers



The AS and A2 Qualification AS Level This qualification forms the basis of all A Level subjects. It allows students to obtain interim accreditation as they progress to the full A Level (A2). AS specification comprises 2/3 AS units which are completed in Lower Sixth and are separately certified. For the majority of subjects an AS is worth 40% of a full A Level.

The full A Level will comprise of 2/3 AS Units and 2/3 other (A2) units of a more challenging level. These final units will assess knowledge of the course as a whole. A’ Level = AS + A2 = 4/6 units An AS can be awarded as a discrete qualification with its own value. You will have the opportunity to retake any AS Unit in May/June of the following year if you feel you can improve your result. The better result will count towards the final award.

AS Levels Grade Tariff Points A 20 B 16 C 12 D 10 E 6

BTEC Level 3 National Diploma Grade Tariff Points D* D* 112 D* D 104 DD 96 DM 80 MM 64 MP 48 PP 32

BTEC Qualifications Some students will opt for a BTEC Qualification. BTEC subjects can include a large percentage of coursework.

UCAS Tariff Points BTEC’s

BTEC Level 3 National Extended Certificate Grade Tariff Points D* 56 D 48 M 32 P 16

A Levels Grade Tariff Points A* 56 A 48 B 40 C 32 D 24 E 16


Post 16 Prospectus

Anti-bullying

Careers

Digital Leaders

Homework

Hospitality

Library

Literacy

Lockers

Marketing

Mentoring

Numeracy

Pupil Communication

Pupil Health & Wellbeing

Sixth Form Hospitality

Sixth Form Yearbook

Sports

Supervision

Leadership within Sixth Form The Pupil Leadership Team 2020-2021

The Student Leadership Team All Sixth Form students at St Louis Grammar are role models and potential leaders. Our Sixth Form is led by our Head Boy, Declan McMahon, Head Girl, Maeve Henry and Deputy Head Boys and Girls. Under their direction, our Head and Senior Prefects are highly involved in the day to day running of the Sixth Form. These students are empowered to make decisions regarding Sixth Form life. The Student Leadership Team of 2020/21 are featured below: Head Boy and Deputies

Head Girl and Deputies

Maeve Henry Head Girl

Declan McMahon Head Boy

Sonny Brady Patrick Ferris Rory McCloskey Daniel McNicholl

Meabh Fyfe Miriam McClintock

Ciara O’Neill Neve Wilkinson

All Sixth Form students at St Louis Grammar are role models and potential leaders. All Upper Sixth students become Prefects and are given positions of responsibility. The ethos within Sixth Form is to foster and encourage each individual to fulfil his or her potential and also to play a part in the wider school community. Sixth Form students may be prefects with responsibility for any of the following areas:



Head Girl – Maeve Henry Hi, my name is Maeve Henry and I am the Head Girl at St. Louis. The difference between GCSE and A-Level can be daunting especially if you have decided to study A-Levels at a new school. We want you to know what it is like to study at St. Louis and for you to feel comfortable when joining our Sixth Form. I have really enjoyed studying my A-Levels here at St. Louis. I am currently studying Chemistry, Biology, P.E and Geography. Due to the smaller classes, we receive more one to one feedback along with personalised guidance which I feel has benefitted my grades throughout the year. The teachers understand that it can take time to transition from GCSE to A-Level and provide you with the support you need to make it as smooth as possible. I had studied all my subjects previously which gave me the opportunity to build upon my knowledge on each, but if you decide to take on a new subject there is a large range to choose from. There are many extra-curricular activities you can avail of including sports, choir, orchestra, debate club to name a few. I play for the school camogie team and it has offered me many opportunities over the years, improving many of my skills such as teamwork. These activities are a great opportunity to meet people who are interested in the same interests as you and it will allow you to make new friends. I am thoroughly enjoying my time studying in Sixth Form in St. Louis and would recommend it to anyone. Starting Sixth Form offers everyone a clean slate, everyone is a new student, so you should not feel alone if you are joining us from a different school. Don’t be afraid to ask for help from anyone including our Student Leadership Team or Head Prefects. I look forward to meeting you all and hope you enjoy your time at St. Louis!

Head Boy – Declan McMahon Hi everyone, my name is Declan McMahon and I am the Head Boy here at St. Louis. First and foremost, I would like to an extend a warm welcome to you all and wish you all the best on your journey here at St. Louis. We are all entering a crucial stage in our education, and there may seem to be a lot of uncertainty surrounding our lives in general at the minute due to the impact of the pandemic, but the important thing to remember is that we are all in the same boat and that by helping and supporting each other we can get through it. Our school motto is ‘Ut Sint Unum’, which translates as ‘That all may be one’, and it conveys the values of togetherness and unity that are at the centre of life here at St. Louis. No matter how minor or major the issue may be there will always be someone who can help. The prospect of moving from GCSE to A-Level, especially while transitioning from one school to another, can be daunting, however, I know from experience that no matter what subjects you have chosen to study, whether you have previously studied them or not, your teachers will give you a personalised learning experience, and will help in any way they can to make things as smooth as possible for you. Personally, I study History, Maths and Government & Politics. Choosing Government and Politics meant taking on a completely new subject, but with the personalized learning experience available at A-Level here in St. Louis, I was able to adapt and thrive quickly. We also have a vast range of extra-curricular and enrichment opportunities available here in school. I myself am currently taking part in the Pope John Paul II award which has provided me the opportunity to help different people through various activities, as well as building up my skills of cooperation and teamwork. This is just one of the many ways that you can build up your skill set and mix with new peers and I hope you will avail of some of the opportunities. Finally, I’d like to finish by saying that you can always free to speak to myself or any other member of the Student Leadership Team with any problems you may have, and I look forward to seeing you all once the new year begins.


Post 16 Prospectus

St. Louis Grammar School has always regarded the pastoral care of its pupils as a matter of great importance. Pupils who are experiencing difficulties will receive support from Form Teachers, Head of Year, Mrs McGreevy and Head of Pastoral Care, Mrs O’Neill. Independent counselling is also available from the Family Works counsellors who are in school every Wednesday and Thursday. The school nurse, Louisa, is always available in the event of illness. Pupil Health and Wellbeing prefects are available to assist staff with the pastoral provision of students and will keep you up to date with pupil health and wellbeing activities and information. At St. Louis Grammar School, we believe that all students have the right to be educated in an environment where there is mutual respect and co-operation. Bullying is contrary to this approach and we will not tolerate it. All reported incidents will be investigated. If you think you are being bullied, tell someone. All incidences of bullying should be reported to Form Teachers and/or Year Head. If you cannot do this, ask your parents to contact the school. If you feel that you cannot go straight to an adult, Anti-Bullying Prefects, are available in the Committee room, located in the Canteen corridor, every Wednesday at breaktime. It is common to feel overwhelmed with the pressure of A level study at times. Remember you are not alone, and any problem can be fixed. The door is always open to discuss any issues you may have. It is important to make sure you give yourself time to relax and have fun outside of study. Talk to others if you are feeling anxious. Get plenty of sleep and do not work right up until the last minute as your mind needs time to wind down before you sleep. It is important to work on homework/coursework as soon as you get it as leaving things to the last minute will cause stress and anxiety.

Pastoral Care

U T S I N T U N U M



Peer support is important. Our Pupil Wellbeing Prefects and Anti Bullying Prefects are available to help support all students at St Louis.


Post 16 Prospectus



Students from other schools who have chosen to study at St Louis

Marcella Kelly St Colm’s High School, Draperstown When I first started St Louis, I was slightly nervous as I did not know anyone that would be in my year. However, this quickly changed as everyone was very welcoming towards me and did not make me feel out of place. My teachers were very helpful towards me too by making sure that I was settling in ok. I was also slightly worried about the amount of work I would have to do from my chosen subjects as it is a Grammar School with outstanding A-level results but my teachers made it easy to adapt to the workload by ensuring that there wasn’t an overload. My teachers were also very helpful in guiding me with my work and, the parts that I found difficult. They always ensured by the end of every lesson that I understood fully what I had to do. My Year Head was also very helpful and considerate whenever I first started by regularly checking in to see how I was fitting in and was always quick to help me whenever I encountered any issues. I am looking forward to continuing into my final year at St Louis. Siún Cummings St Mary’s Grammar School, Magherafelt When I first came to St Louis last year, I was unsure of what to expect. I was unfamiliar with the school and had concerns about joining a new school in Lower Sixth. Fortunately, I soon became accustomed to the school thanks to the excellent pastoral care provided. Both staff and pupils were greatly helpful and reassuring during my first month at the school. In St Louis, all members of the school community are made to feel involved and the teaching staff are always prepared to help pupils with any issues they may face. Furthermore, the standard of teaching is very high and I feel that I progressed significantly in all my subjects this year thanks to the excellent teaching I received.

Daire Toner St Colms, Draperstown I arrived at St. Louis as a new Lower Sixth pupil. If I’m honest, I was extremely nervous as I was the only one coming from my previous school. When I arrived at the front door I was greeted by Mrs O’Neil, who then introduced me to other members of my year group who are still my friends to this date. I will never forget how welcome they made me feel and appreciated all the induction measures they had in place for new pupils like me. There was a significant amount of subjects to choose from, which was great as I was unsure what career path I wanted to follow. In the end, I chose to study Double Award Sport Studies, Construction and Agriculture. I have never regretted the decision to come to St. Louis.

Serlou De Los Santos St. Benedicts, Randalstown At first the idea of moving to St. Louis made me feel anxious and uncertain because it was a different environment with new faces and a new atmosphere. However, the first day turned out better than I expected. When I stepped into the school everybody was kind, the teachers were all so friendly and the students made everyone feel welcome. When I was lost in the school during the first week other students and teachers helped me find my way around to get me to my classes. My form class really helped me get comfortable with the school as they helped me and involved me with them and their friends during break and lunch and this allowed me to make new friends. Overall, my experience with St. Louis as of now is terrific, I am now more comfortable with everyone at the school.

Opportunities and Experiences

Every department has extracurricular activities to avail of. Not only will these activities help their confidence, allow them to make new friends, and broaden their personal statement but most of all, they will enjoy it. It can help take their mind off academic study too. If your child is involved in volunteering, teams, or initiatives outside of school please encourage them to tell their Form Teacher/Head of Year/ Pupil Communication Prefects as we want to celebrate their achievements. There are many organisations who will recognise their contributions such as the Millennium Volunteers Programme, Young People Awards, Diana Awards and Pramerica Awards. Enrichment afternoon and opportunities Students in Sixth Form at St. Louis Grammar are also encouraged to participate in a number of enrichment programmes to enhance their skills and add to their academic portfolio. These include First Aid, Presidents Award, SPRED, Money Management, Millennium Volunteers, Sport Coaching, Microsoft Certificate, Pope John Paul Award, Food Skills and iDEA. The enrichment afternoon at St. Louis enhances pupils interpersonal and organisational skills as well as providing an invaluable insight into the world of work. Sixth Form students are actively encouraged to enter competitions to enrich their Sixth Form experience. Competitions such as The Pramerica Spirit of the Community Award, Diana Award, British Education Award, Rotary Leadership Award and the Young People’s Award allow students to challenge themselves, build confidence and motivation. These opportunities provide students with ‘something extra’ which can set them apart from others applying for high demand university courses.


Post 16 Prospectus



Hannah Doherty – Friends for Romania Hello, my name is Hannah Doherty and I am currently in Upper Sixth. For my enrichment in Lower Sixth I applied for the Friends for Romania trip in 2020. I chose the Romania trip because I wanted to help those less fortunate than me. Although I was not able to go due to COVID – 19 it still allowed me to develop myself as a person knowing that I was helping children in need. In the months leading up to the trip I had to raise a minimum of £500 and this was added to by others to buy items like a washing machine, dishwasher and tumble drier for the orphanage centres. We were also able to buy some toys for the children to play with. Seeing the photos from previous years really taught me a valuable lesson on how lucky we really are. I would recommend the Romania trip to anyone in Lower Sixth as it is a great experience and charity which is focused on helping the youth of Romania. Marcella Kelly – Pope John Paul II award Hello, my name is Marcella Kelly and I am currently in Upper Sixth. Last year as part of the enrichment programme, I took part in the Pope John Paul II award. The award was created to commemorate Pope John Paul II who was so committed to young people and had such a belief and confidence in them. The Pope John Paul II Award is a faith achievement award and enables participants to take an active part in the life of their church. I voluntarily gave out communion, read the liturgy at mass and provided music for masses at the weekend and throughout the week. I also used my free time to help clean the chapel regularly as well as coming up to special times of the church year such as Christmas and Easter and volunteered to help with SVP Christmas hamper collections for those struggling within my community. I also travelled to Lourdes last year with my Diocese, helping to attend the sick. This for me, was the experience of a lifetime as I took great joy in being able to help others. The Pope John Paul II award is also a great way of developing communication and teamworking skills and makes participants stand out on personal statements, CVs and in an interview. I have achieved my Gold award for 20 weeks of involvement in parish and social activities, and I am currently completing the next stage of the award – Papal Cross. The Pope John Paul award is an experience like non-other and one I will remember for life, with many great benefits provided along with it. I would highly recommend it as an enrichment activity. Patrick McAuley – First Aid Hello, my name is Patrick McAuley and I chose First Aid as my Lower Sixth enrichment. I chose this enrichment as I wanted to be able to help if someone needed urgent medical assistance. Every two weeks, we learned how to treat various medical situations, such as a heart attack, heavy bleeding, and how to put a cast onto an injured arm. This taught me skills that I could use to help someone if they were in need. This is invaluable as we all would want to be able to help a family member, friend, or a member of the public if they were in need of first aid. I highly recommend this enrichment as it could allow you to make a difference in someone’s life if they need urgent medical care. This is a great skill to have and it is also something we can put on our CV or personal statement to make us stand out.


Post 16 Prospectus

Senior Sports Options St Louis is proud of its sporting achievements over the course of the school’s history. We offer a wide range of sports and extracurricular activities and compete at various levels in numerous competitions over the course of the school year. The activities currently offered within school and as extracurricular options include:

Gaelic Cross Country Hurling Athletics Camogie Swimming Ladies Gaelic Golf Soccer Basketball Fitness Suite Handball

St Louis is proud of its Gaelic Games tradition and competes in Ulster College’s competitions in all four codes. We have an impressive roll of honour of Ulster titles. Our most recent Senior success came in 2015/16 when the school collected the Mageean Cup and later that academic year lost out on All Ireland Glory after extra time. Since then, we have contested the latter stages of a vast amount of competitions. Our hurling teams compete at ‘A’ level in all competitions and our Gaelic teams compete between ‘B’ level.

Our Senior Camogie Team have reached the last three consecutive Ulster College’s Finals. The squad suffered at heart breaking loss in January 2020 to St Patrick’s College Maghera after extra time. With previous success at junior level within the school, hopes are high of future success at Senior level for the Camogie Team. We are honoured to recognise our College’s All Stars in the four codes and many of these talented athletes have gone on represent their county and province. In the last academic year, Rory McCloskey was the latest name to be added to an ever growing Ulster College’s All Star list. Rory plays his club hurling with Loughgiel Shamrocks and was selected at Right Half Back on the 2020 Danske Bank Ulster College’s All Star Team. In 2019/20 our school received 2 Camogie All-stars – Caoimhe Molloy and Maura Downey.

This is Caoimhe’s first Colleges All-star while Maura has now incredibly won her second All-star in a row. The girls attended a number of trials in which only 22 girls were selected as All-stars from over 100 girls from all over Ulster. A tremendous achievement for the two girls! Emma McAreavey was awarded an All Star on the Ulster College’s Ladies Football Team last year. Emma plays her club football with Moneyglass and is only the third St Louis pupil to be awarded a Ladies Gaelic All Star. St Louis pupils have enjoyed success at Athletics and Cross Country over the years and the students have represented the school at local, Ulster and indeed All Ireland competitions. The school enters the NEBSSA and Darren Clarke Golf Leagues and pupils have enjoyed playing at some of the top golf courses in the province. There are opportunities for swimmers to take part in the Ulster School’s swimming galas throughout the year and pupils also have the opportunity to represent the St Louis in Show Jumping leagues and competitions for schools throughout the year. A top of the range fitness suite was installed in the school in 2017 and students are allowed to use it at scheduled times during the day and after school. There are also two 4G pitches which allows teams and PE students to train on fantastic surfaces regardless of the weather! The PE and Games staff will endeavour to facilitate students in sports/activities which are not previously listed if offered by an organisation within the school year. Staff work closely with the Gifted and Talented team to ensure pupils are recognised for their achievements and ability within their sport/activity. To ensure maximum preparation and performance for games, students get provided with a meal before departing the school for their match/competition. All PE and Games staff are fully supportive of our students and fully encourage them to represent the school at all opportunities and events during their time in the school.

Extra Curricular Activities



Ulster Colleges All Stars 2020 Congratulations to Emma Louise McAreavey who was selected as corner back on the Ulster College Ladies Gaelic All Star Team 2020. The trials were a tough process of elimination and were very well contested. Emma Louise was one of the 30 All Stars selected from over 130 girls throughout Ulster. Emma Louise then travelled to Kinnegad in County Westmeath to compete in the Inter provincials and take on the College All-stars from Munster, Connaught and Leinster. Even though the results didn’t go the Ulster girls’ way, we are extremely proud of Emma and all that she has achieved with St Louis Grammar School! Emma Louise is a stand out performer for St Ergnats Moneyglass and the County Antrim team. She is well known for her brilliant attitude, commitment and the raw talent she has, and we have no doubt that she has a very bright future ahead of her. We wish Emma every success! Massive congratulations to Caoimhe Molloy and Maura Downey who received College All-Stars in 2020 for Camogie. Caoimhe and Maura were selected out of approximately 120 girls to be awarded a college All-Star. What an achievement!

Caoimhe received her first All Star and has a very promising future ahead playing Camogie. Maura received her second All-Star in a row!

Unfortunately, due to Covid, the girls were unable to participate in the annual Inter Provincials. These girls have worked tirelessly throughout their time in St Louis on and off the Camogie pitch, and to have their talent, hard work and skill recognised is truly fantastic. An excellent achievement for the girls who have shown the upmost dedication and commitment to St Louis Camogie over the last number of years. Well Done girls! We are so proud of you – you deserve every success! RORY MCCLOSKEY I was delighted to be selected by St Louis to attend Hurling All-Star trials. The trials were held in Queen’s University and were based over two days. There were approximately 150 players from all over Ulster at the two trials, and the standard of Hurling was very high, so the pressure was on to stand out. I was awarded left half back on the team and after receiving the news I was over the moon and felt very privileged to have got the award. After Christmas I travelled back to Queen’s University again for the launch were I received my kit and got my photo taken. It was a great day and a good opportunity to spend time with All-Stars from other schools. The awards presentation night was meant to be in April but it couldn’t take place due to Covid-19. However, that doesn’t take away from receiving my All Star and would like to thank everyone who helped me earn the award!


Post 16 Prospectus

Youth Leadership Initiative Niamh Neeson, in Year 13, recently took part in the Dermot Earley Youth leadership Initiative. It is a tribute to Dermot’s lifetime of sporting and professional achievements and his commitment to serving the community. The programme empowers young people to enhance their leadership capabilities to better enable them to reach their full potential and have a positive impact on the world around them. Niamh was one of only fifteen students that took part in the initiative and she travelled to Belfast for each tutorial. There were three modules that Niamh had to complete throughout the programme. The first module was based on the core values of Youth leadership. For the second module, Niamh delivered a presentation on the importance of GAA in schools. The initiative was impacted by the Covid- 19 pandemic but this did not stop Niamh working hard to complete her third module from home. Fittingly, she created a community action project video on mental health and the effects of lockdown. After Niamh had completed all three modules, she was awarded a 1st class honours in Youth Leadership from NUI Galway in St Mary’s University College Belfast. What a fantastic qualification to earn at such a young age!

Pramerica Spirit of The Community Awards Congratulations to Emma Smyth who was recognised as a worthy finalist at the virtual Spirit of the Community Pramerica Awards on Tuesday 15th September. Emma and her family have helped to raise money for Cancer Fund for Children. Emma also volunteers and fundraises for charities including the Autumn Leaf Club, an organisation for elderly people that allows them to meet others through organising old-style dancing events, day trips and meals. She also volunteered in Ghana for two weeks working in a local village school and hospital and successfully fundraised £1800 in order to improve living conditions there. Emma also ran a cake sale for Children in Need, raising £200 and has contributed to the Road of Hope for over 14 years. Emma commented on her remarkable charitable work, “I realised that there were many problems in the world that needed support to find a solution”. This is an inspirational attitude and Emma has made such a difference to so many people’s lives.

Pope John Paul II Award The Pope John Paul II Award involves volunteering activities in the parish, such as taking part in GIFT programmes, helping with the money collection, saying readings at Mass; as well as volunteering in the local community. Examples include helping with the Christmas shoebox appeal, our own school project, ‘Friends for Romania’, and assisting local elderly people in the parish. In the school year 2019/20, seven pupils completed the PJPII Award: Marcella Kelly, Callum Grant, Emer McAtamney, Brenda McGuigan, Leah Barker, Rebecca McDonald and Tara Murphy; along with the help of our award leader, Miss Ferris. On April 2nd 2020, the Pope John Paul II Award ceremony was supposed to be taking place at St. Mary’s Church in Belfast. Instead, we had just recently been placed into a national lockdown, not allowed to leave the house except for our daily walk and visit to Tesco. We were disappointed to not have the chance to celebrate our achievements with peers, and like everyone else, were adjusting to the ‘new normal’ of staying at home! However, we were excited to finally get the chance to enjoy the celebration of our achievements, albeit through Facebook Live. The ceremony took place on December 1st and it was a lovely opportunity to come together and celebrate through Mass and prayer. We also received our medals and certificates through the post. “Dear young people, let yourselves be taken over by the light of Christ, and spread that light wherever you are.” Saint Pope John Paul II Leah Barker



ABP Angus Youth Competition Winners In December 2017, Thomas O’Kane, Peter Graham and I entered the ABP Angus Youth Challenge. This is a competition where 14-16 year olds in schools across Northern Ireland undergo a series of interviews and presentations in order to win five Aberdeen Angus calves. It was the first time the competition had taken place in Northern Ireland. We made it through to the final three teams after completing several interviews and a presentation focusing on our knowledge of the UK beef industry and the importance of family farming. At Balmoral Show in May of 2018, we were presented with five Angus X British Friesian calves to raise over eighteen months. As a team, we all took responsibility of looking after the calves including vaccinations and feeding as well as the weighing of calves at regular intervals to measure their performance by calculating liveweight gains. We got so much experience from the competition and acquired many new skills including presentation and interview skills and the ability to work as a team in looking after the calves. Amazingly, we went on to win the competition after completing a final report focusing on the sustainability of the family farm and participating in a final interview. The results were announced live on Youtube in March. We won £1000 in prize money for the school! In agreement with the school and our teacher Ms Gildea, and in keeping with the theme of our winning project, we have decided to spend the prize money on promoting sustainable agriculture through farming families in Africa.

Five farm bundles each comprising of a cow and a goat and five chickens have been purchased from the Irish development charity Concern; these will go to five villages in Africa to help provide a sustainable food supply for families there. Furthermore, £500 has been donated to our St Louis school in Ghana. This money will be used to support and develop the small farm attached to the school. Students will be taught about sustainable farming techniques appropriate to their area and a sustainable food supply will be generated for them and their families. Participating in and winning the first ABP Youth Challenge in Northern Ireland has been a very memorable experience and we want to thank everyone for their support and encouragement. We are very happy that farming families in Less Economically Developed areas will also now benefit from our involvement in this innovative and very worthwhile competition. By Conall McCafferty

Junk Kouture For the past 8 years, St Louis has taken part in Junk Kouture. This fashion competition has provided us with a unique platform for pupils to gain industry skills by expressing themselves through fashion and performance. Junk Kouture has been a forerunner in promoting sustainability and environmental awareness, which have since become even more prevalent since we started our Junk Kouture journey. After school clubs are held weekly to allow the pupils to unleash their creative brilliance. Here, pupils can share ideas as a group or individually, whilst gaining inspiration and valuable practical skills by working alongside out fashion graduate technician Gabrielle Lennon, as well as the experience of the art teachers. Over the years we have achieved great success and have had amazing experiences - from trips to Derry and Dublin, performing in front of 5000 people, winning an award, meeting people like Louis Walsh and Una Healy, appearing on Ireland AM and taking part in Cannes Film festival. In addition to the fashion element, pupils also gain production experience through taking part in professional standard shows. If you like to perform you could also get involved by being one of our models. In 2021 we have opened up the competition up to pupils who don’t study Art for A-Level, but have an interest in fashion design, or just want to have fun!

This is an extra-curricular activity, held after school in the new Creative and Expressive Arts Centre and is a wonderful opportunity to explore your creative side and meet new people. This year 2 St Louis Grammar teams made it to the All-Ireland Grand Final, with a broadcast by RTE 2 in February, including a showcase of our 2 teams (dresses by Rhianna Heffron and Ciara Fraser, modelled by Neve Wilkinson and Kimberly McCallum). Filming took place in Castle Leslie and other prominent Irish locations, and was judged by Louis Walsh and Michelle Visage. This was an exciting experience for all involved and reflects the hard work and dedication of our pupils.


Post 16 Prospectus

Subject choices in Sixth Form at St. Louis Grammar School

Art and Design: AS & A2

Biology: AS & A2 Business: BTEC Level 3 National Extended Certificate

Business Studies: AS & A2

Chemistry: AS & A2

Computer Science: AS & A2 Construction and The Built Environment: BTEC Level 3 National Extended Certificate Design and Technology: AS & A2 Digital Technology: AS & A2

Drama and Theatre Studies: AS & A2

Economics: AS & A2 Engineering: BTEC Level 3 National Extended Certificate

English Literature: AS & A2

French: AS & A2

Geography: AS & A2

Government and Politics: AS & A2

Health and Social Care: AS & A2 (Single and Double Award) History: AS & A2 Information Technology: BTEC Level 3 National Extended Certificate

Irish: AS & A2

Mathematics: AS & A2

Further Mathematics: AS

Moving Image Arts: AS & A2

Music: AS & A2

Nutrition and Food Science: AS & A2

Physical Education: AS & A2

Physics: AS & A2

Religious Studies: AS & A2

Spanish: AS & A2 Sport: BTEC Level 3 (National Extended Certificate and National Diploma)



Art and Design Examining Board: CCEA The creative industries are the fastest growing area of the economy and are vital to economic success. Studying art, craft and design creates a pathway to a career in a creative industries-related field. GCE Art and Design requires students to develop key transferable skills such as creativity, innovation, higher level thinking skills and problem solving. It encourages students to find alternative approaches and take risks in their work. It also develops in depth knowledge of art and design through research and practical activities, intellectual capabilities and independent approaches to learning. The GCE Art and Design specification is available at two levels: AS and A2. Students can take the AS course as a final qualification. Students who wish to obtain a full A level qualification must also complete the A2 course. The AS units make up 40% of the full A level qualification, and the A2 units make up 60%.

Students may follow a broad pathway through Art, Craft and Design – Combined Studies, or choose from one of three specialisms: • Photography and Lens-Based Media; • Three-Dimensional Design; or • Textiles. The course has four units: two at AS level and two at A2: AS 1: Experimental Portfolio AS 2: Personal Response A2 1: Personal and Critical Investigation (including a 1000-3000 word written investigation) A2 2: Thematic Outcome

Career Pathway 8 Are you aware that Artists and designers are involved in designing and creating almost everything we buy? E.g. Furniture, DVD covers signs, clothes and animations for computer games. Here are some of the careers you could follow in the field of Art and Design: Animator, Ceramics designer, Community arts worker, Curator, Fashion designer, Fine artist, Furniture designer, Graphic designer, Illustrator, product designer, Interior and spatial designer, Jewellery designer, Museum/gallery conservator, Photographer, Printmaker, Production designer, theatre/television/film, Textile designer.

Rhianna Heffron Age: 17

Primary School: Tannaghmore Primary School

A-Level Subjects: Art and Design, Business Studies and

Religious Studies

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I am a Year 13 Art and Design pupil. I study Business Studies, Health and Social Care and R.E as well as Art and Design. I chose Art and Design for A-Level because I really enjoyed it at GCSE and wanted to developed my skills further. I particularly like fashion and textiles. Our new building has allowed me to explore these areas more as we now have a specialist space for this. I also love photography which I can also use in my work. There is more time in A-Level to explore a range of media, for example we are currently pursuing a course in ceramics and I am also involved in Junk Kouture.


Post 16 Prospectus

Career Pathway 8 Engineering: • Aeronautical • Chemical • Electrical & Electronic • Telecommunications • Photonics • Mechanical • Renewable Energy • Civil • Naval • Architecture • Biomedical • Nanotechnology Medical: • Consultant • Nurse • Doctor • Surgeon • Cardiologist • Physiotherapist • Radiologist • Pharmacist • Pharmacologist • Pharmaceutical • Chemist • Biochemist Other: • Astronomer • Astrophysicist • Game Developer • Programmer • TV Presenter • Systems Analyst • Financial Consultant • Market Analyst • Forensic Scientist and many more...

Content Assessment Weightings

AS 1: Molecules and Cells

External written exam. 1 hour 30 minutes. Students answer 6 to 8 structured questions and write an essay

37.5% of AS (15% of total A-level)

AS 2: Organisms and their Environment


37.5% of AS (15% of total A-level)

AS 3: Practical Skills

External written exam. 1 hour and internal practical assessment marked by teacher and moderated by CCEA

25% of AS level (10% of total A-level)

Biology: AS & A2 Grade AA or better in Double Award Science, or a Grade A in GCSE Biology will be needed in order to be considered for the AS course. Single Award will not be considered. Why choose Biology? A Level Biology is for students with an interest in living organisms and a desire to acquire a deeper knowledge of their life processes. It is likely to appeal to anyone who enjoyed studying Biology at GCSE level. Students will acquire and develop skills that are valued in further and higher education, as well as in the workplace. These include an ability to understand complex processes, analysis, evaluation, problem solving and research, as well as practical skills such as using a microscope, handling apparatus and fieldwork. Knowledge of biological processes has implications for a wide range of fundamentally important areas, including health, food production, conservation and, increasingly, technology. Course Overview The course is divided up as follows: AS Biology – 3 written exams and internal practical assessment. In the AS units, students initially study the building blocks of life: molecules and cells, as these are the foundations of the functioning organism. They learn about the physiology of plants and animals, studying transport, exchange and adaptations in both groups. Students also learn about the principles of conservation and biodiversity. Students can take the AS course as a final qualification, or proceed onto the A2 course in Upper Sixth for the full GCE A Level qualification. Students must obtain at least a Grade C at AS level to proceed to A2 level.

A2 Biology – 3 written exams and internal practical assessment Students who continue to A2 explore human physiology in greater depth, learning about coordination and control, as well as how the body defends against disease. They build upon the ecology studied at AS level by investigating populations and communities, as well as nutrient cycles and energy flow. They study genetics and evolution and link this to the study of DNA to provide a deeper understanding of inheritance. They also study biochemical pathways.

Content Assessment Weightings

A2 1: Physiology, Coordination and Control, and Ecosystems


24% of A-level

AS22: Biochemistry, Genetics and Evolutionary Trends

External written exam. 2 hours 15 minutes. Students answer 6 to 9 structured questions and write an essay

24% of A-level

A2 3: Practical Skills

External written exam. 1 hour 15 minutes and internal practical assessment marked by teacher and moderated by CCEA

12% of A-level

Jack Galloway Age: 18

Primary School: Glenravel Primary School

A-Level Subjects: Biology, Chemistry and Maths

I chose A-Level Biology because it is a versatile subject in that it can open up many different career pathways which are always thriving such as biomedicine, pharmacy and veterinary sciences. I enjoyed GCSE Biology as it gave me a better understanding of many interesting topics from how natural selection and evolution affects the development of species down to the complex inner workings of our DNA. A-Level Biology delves deeper into many of the topics studied at GCSE but also introduces brand new topics which and mixed with practical laboratory experiments A-Level Biology makes for a very engaging and interesting subject. The difficulty has increased although the very approachable teachers will help you overcome any problems that you have. Overall I think A-Level Biology is a fascinating subject and if you are considering working in the STEM area it is a must pick A-Level.

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Hannah Doherty

Age: 17 Primary School:

St Brigid’s Primary School, Cloughmills

A-Level Subjects: BTEC Business, DA BTEC Sport

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BTEC Level 3 National Extended Certificate in Business A BTEC Level 3 National Extended Certificate in Business qualification is being offered to Year 13 students. This qualification is for post-16 learners who want to continue their education through applied learning and who aim to progress to higher education and ultimately to employment in the business world. The qualification is equivalent to one A Level and aims to provide a coherent introduction to study of the business sector. The BTEC qualification provides students with a broad introduction into the business sector. A range of opportunities offered within

this subject enable students to develop excellent problem-solving, intrapersonal and interpersonal skills. Pupils will focus on actual businesses. They will study a range of diverse topics, including: • The business environment • Finance • Marketing • Human resources • Accounting • Law A practical approach is always encouraged. The subject is divided into four units. In Year 13, students will complete two of these units. Assessment is based on internally and externally assessed coursework assignments as well as an external examination. Some of the content covered in each unit is shown below:

Career Pathway 8 • Chartered accountant • Corporate investment banker • Management consultant • Financial Director • Product Development • Retail banker • Solicitor/Lawyer • Risk manager • Entrepreneur • Human resources officer • Systems analyst • Logistics and distribution manager • Marketing executive • PR Consultant • Stockbroker...

Unit Method of Assessment

Content

Unit 1: Exploring a business

Internal assignment

Features of different businesses, what makes them successful, stakeholders, communications, investigate how businesses are organised (Structure, aims), examine the environment in which businesses operate (external, internal, competitive, situational analysis) examine business markets, (different market structures, demand and supply, pricing and output decisions, investigate the role and contribution of innovation and enterprise to business success (role of innovation and enterprise, benefits and risks associated with innovation)

Unit 2: Developing a Marketing Campaign

External assignment

Principles and purposes of marketing that underpin the creation of a rationale for a marketing campaign (role of marketing, influences on marketing activity). Using information to develop the rationale for a marketing campaign (purpose of researching information to identify the needs and wants of customers, market research methods and use, developing the rationale), Planning and developing a marketing campaign (marketing campaign activity, marketing mix, appropriateness of campaign)

Unit 3: Personal & Business Finance

External exam (2 hours)

Functions and role of money. Different ways to pay, current accounts, managing personal finance, features of financial institutions, communicating with customers, consumer protection in relation to personal finance, information and guidance for personal finance, purpose of accounting, types of income, types of expenditure, sources of finance, Breakeven, income statement & statement of financial position, ratios

OPTION Internal Assignment

A choice will be made from the following options: • Recruitment & Selection process; • Investigating customer service; • Market Research; • The English Legal System; • Work experience in Business

One of my subjects is BTEC Business. We study a variety of topics learning about many different elements of how a business operates. In studying this I have learnt about the financial side of a business which has been really useful to help me develop a finance based career plan. Throughout all the topics you have to continually apply everything to real life businesses and studying how a business can be innovative and enterprising gave us the fantastic opportunity to visit a local company, Creagh Concrete. The team at Creagh gave us a tour of the facility and helped us develop our understanding of the application of innovation and entrepreneurship which we used in our subsequent assignment, with a delicious meal at The Elk to finish! The support of the teachers is exceptional too and they are dedicated to ensuring that we do well. Having deadlines for our coursework submission means that our workload is well paced and we are not overburdened with work.


Post 16 Prospectus

Business Studies: AS & A2 Business Studies is a practical subject which examines all aspects of business activity. The course involves introducing candidates to the world of business enterprise focusing on the environment in which business activity takes place. It requires students to develop decision making skills and engage in critical thinking and analysis of core business functions, which will equip them for further study and employment in business-related areas. Pupils find Business Studies a very interesting subject. They are encouraged to read widely to keep up to date with changing business activity. The course requires pupils to write at length so pupils should possess adequate levels of literacy. The subject is organised into four teaching modules. For the AS examination pupils are required to study modules AS1 – Introduction to Business, AS2 – Growing the Business in Lower Sixth. For the A2 examination pupils are required to study modules A21 - Strategic Decision Making and A22 – The Competitive Business Environment. AS Examination AS 1: Introduction to Business External written examination 1 hour 30 minutes 2 compulsory structured data responses (40 marks each) 50% of AS 20% of A level AS 2: Growing the Business External written examination 1 hour 30 minutes 2 compulsory structured data responses (40 marks each) 50% of AS 20% of A level

A2 Examination A2 1: Strategic Decision Making External written examination 2 hours 1 compulsory structured data response (90 marks) 30% of A Level A2 2: The Competitive Business Environment External written examination 2 hours Students are required to produce a business report analysing problems, evaluating evidence and proposing/justifying solutions (90 marks) 30% of A Level

Career Pathway 8 • Business development manager • Chartered Surveyor • Commercial property consultant • Building Surveyor • Bank Manager • Teacher of Business Studies and many more.

Emer Vallely Age: 17

Primary School: Millquarter Primary School

A-Level Subjects: Business Studies,

Digital Technology, Irish, BTEC Sport

Business studies is my preferred subject as I think it gives you a realistic insight into the outside world and if you are like me who has an interest in businesses, local and large, you will find it extremely appealing to you. Business studies allows you to appreciate your learning as it is a very relatable course, especially for people our age, as you take a look at topics such as entrepreneurship and enterprise which gives you the chance to research some of your favourite famous entrepreneurs via the use of social media platforms. You have the opportunity to use Instagram, YouTube etc to apply your favourite business owners, bloggers or youtubers into your work which is unlike any other subject. In this course you get to use team-work skills to complete entertaining tasks in groups, such as making a profile on a business of your choice and then presenting it to the class. The teachers are all exceptionally supportive and enjoy having a laugh with you during lessons, of course, whilst pushing you to perform to your highest standard. Business provides so many prospects allowing you to explore various different aspects of a business’s life from marketing and advertising, to accounts and forms of business organisations. As there is always a new topic to explore, you’ll never get bored! During this course you broaden your skills set and have the ability to apply your skills and knowledge to your work, you will even realise how businesses surrounding you operate and cope with daily challenges that you never knew existed! During these difficult times we even see how businesses are faced with relevant implications such as Brexit and the Covid-19 pandemic, in which many businesses may struggle to re-open once allowed. A-level business studies gives us such a range of knowledge that is relevant to the world we are living in today, which furthermore makes this subject a pleasant and enthralling one to learn about.

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Ciara McCormick Age: 17


A-Level Subjects: Biology, Chemistry, Health and Social Care and Nutrition and Food Science

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Chemistry: AS & A2 (CCEA) What do I need to know or be able to do before taking this course? The qualification builds on the knowledge, understanding and process skills inherent in GCSE. It is expected that students will have achieved AA in Double Award Science or a grade A in Chemistry GCSE. The qualification integrates theory and relevant practical work, which are developed at different levels throughout the course. Students will need to be able to communicate effectively, research and critically think about chemical problems. What will I learn on this A level course? The qualification aims to: • stimulate and sustain students' interest in, and enjoyment of, chemistry • enables students to gain a knowledge and understanding of chemistry appropriate to AS/A level and to appreciate the inter-linking patterns which are a distinguishing feature of the subject • show the inter-relationship between the development of the subject and its application (social, economic, environmental and technological) and recognise the value of chemistry to society and how it may be used responsibly • develop students' skills in laboratory procedures and techniques • develop students' ability to acquire knowledge by means of practical work • provide opportunities for students to bring together knowledge of how different areas of chemistry relate to each other. What kind of student is this qualification suitable for? This qualification is suitable for students who: • have an interest in, and enjoyment of chemistry enjoy carrying out investigation by the application of imaginative, logical and critical thinking • want to use chemistry to support other qualifications or progress onto further studies. What examinations will I have to take to get my qualification? AS modules : 40% of overall A-level Unit 1 1.1 Formulae, equations and amounts of substances 1.2 Atomic structure 1.3 Bonding 1.4 Intermolecular Forces 1.5 Structure 1.6 Shapes of molecules and ions 1.7 Redox 1.8 Halogens 1.9 Acid–base titrations 1.10 Qualitative tests Unit 2 2.1 Formulae, equations and amounts of substances 2.2 - 2.6 Organic (I) 2.7 Infra Red 2.8 Energetics 2.9 Kinetics 2.10 Equilibrium 2.11 Group II

AS Module 3 3.1 a Assessment of Practical skills (Practical exam) 3.1 b Laboratory Chemistry (Written paper) A2 modules : 60% of overall A-level Unit 4 4.1 Lattice Enthalpy 4.2 Enthalpy, entropy and free Energy 4.3 Rates of reaction 4.4 Equilibrium 4.5 Acid Base Equilibrium 4.6 – 4.9 Organic Chemistry (II) 4.10 Aromatic Chemistry Unit 5 5.1 Mass Spectrometry 5.2 NMR 5.3 Volumetric Analysis 5.4 Chromatography 5.5 Transition metals 5.6 Electrode potentials 5.7 – 5.10 Organic Chemistry (III) 5.11 Chemistry in Medicine Module 6 6.1 a Assessment of Practical skills (Practical exam) 6.1 b Laboratory Chemistry (Written paper)

Career Pathway 8 Engineering: • Aeronautical • Chemical • Electrical & Electronic • Telecommunications • Photonics • Mechanical • Renewable Energy • Civil • Naval Medical: • Consultant • Nurse • Doctor • Surgeon • Cardiologist • Physiotherapist • Radiologist • Pharmacist • Pharmacologist • Pharmaceutical • Chemist • Biochemist Other: • Astronomer • Astrophysicist • Game Developer • Programmer • TV Presenter • Systems Analyst • Financial Consultant • Market Analyst • Forensic Scientist and many more...

I decided to study A-Level Chemistry as I really enjoyed it at GCSE. Chemistry is a versatile subject which can open up a wide variety of career paths. A-Level Chemistry allows you to broaden your knowledge of the topics studied at GCSE, whilst also learning many new and interesting topics within the subject. Whilst studying A-Level Chemistry you will develop key skills such as problem solving, organisation skills and thinking skills, all of which are essential in every profession. The practical aspect of the subject is very interesting and I enjoy completing the experiments which also allows you to develop your lab skills. Chemistry can be a challenging subject, but with the help of the approachable teachers you will overcome any issues or queries you may have. Overall, I think A-Level Chemistry is a fantastic subject and I would highly recommend it to anyone considering studying it.


Post 16 Prospectus

Career Pathway 8 Below are just a few of the areas in which IT graduates are employed: • Finance Sector • Banking • Insurance • Financial Trader • Public Sector • Government • Housing • Social Services • Teaching • Telecommunications • Mobile Communications • Telecoms Consultant • Telecoms Engineer • Television • Media & Consumer Markets • Online Media • Digital Marketing • Media Advertising • Web Design • IT Helpdesk • Sales Jobs • IT Sales • Sales Manager • Sales Support • Sales Consultant • Software Development • Database Administrator • Gaming Design

Computer Science: AS & A2 AS (2 units)

A Level (the previously listed units plus a further 3 units)

AS Unit 1 Fundamentals of Computer Science Written examination: 2 hours 25% of qualification 100 marks

This unit investigates computer architecture, communication, data representation, data structures, software applications, programs, algorithms, logic, programming methodologies and the impact of computer science on society.

AS Unit 2 Practical Programming to Solve Problems On-screen examination: 2 hours 15% of qualification 60 marks

This unit consists of a series of set tasks completed on-screen by candidates. These tasks will assess the practical application of knowledge and understanding and will require the use of Visual Basic.NET, Python or Java as a programming language.

Jack Addison Age: 16

Primary School: St Mary’s Primary School, Portglenone

A-Level Subjects: Biology, Chemistry, Computer Science,

Maths, Physics

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I decided to study A-level Computer Science as I really enjoyed it at GCSE and wanted to expand my knowledge of the subject. I find Computer Science such an interesting subject as you explore a wide range of new and innovative topics which are very relevant to our lives today. You will learn to code which is an invaluable skill with so many tasks now being automated by computers. In addition, you will develop key skills including problem-solving and logical thinking which are important not only in Computer Science but also in many different subjects. What you learn in A-level Computer Science will help you across the board, not just in school but in everyday life. Computer Science can be viewed as a challenging subject, but I find that it is a very rewarding one which opens options in highly competitive sectors like Engineering, Software Development and other very important STEM related degrees. I plan on furthering my study of Computer Science at University. I would particularly recommend Computer Science if you enjoy problem solving and are logically minded or if you are open to learning very relevant and important new skills.

Course Entry Course entry requirements: A in GCSE Digital Technology or similar. A in GCSE Maths.

A2 Unit 3 Programming and System Development Written examination: 2 hours 20% of qualification 100 marks

This unit investigates programs, data structures, algorithms, logic, programming methodologies and the impact of computer science on society.

AS Unit 4 Computer Architecture, Data, Communication and Applications Written examination: 2 hours 20% of qualification 100 marks

This unit investigates computer architecture, communication, data representation, organisation and structure of data, programs, algorithms and software applications.

AS Unit 5 Programmed Solution to a Problem Non-exam assessment 20% of qualification 100 marks

Candidates discuss, investigate, design, prototype, refine and implement, test and evaluate a computerised solution to a problem chosen by the candidate which must be solved using original code (programming). This is a substantial piece of work, undertaken over an extended period of time.

Career Pathway 8 • Architecture • Architectural Technologist • Quantity Surveyor • Civil Engineering • Building Surveyor • Set Designer • Sign maker • Site Engineer (Industrial) • Technical Surveyor (Land/Building) • Engineering Technician • Construction & Built Environment Teacher

Colla McDonnell Age: 18


A-Level Subjects: Business Studies, BTEC Construction,

Digital Technology and BTEC Engineering

Construction is a very useful course for students who have a real interest in the construction sectors. Over the course of two years six units are covered. Some of the units include Health and Safety, Computer Aided Design and surveying all of which can be used in a daily basis. My favourite part of construction is the CAD unit. Throughout the CAD unit you use the same professional software (AUTOCAD) which qualified architects use. I would really recommend doing construction for A-level, as it is very beneficial for anyone wanting a career in this sector. It is also a very enjoyable subject.

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Construction (Single Award equivalent to 1 ‘A’ Level) Why study Construction? This qualification will prepare learners for direct employment in the construction sector or progression to a higher level of study. The course requires applied learning that brings together knowledge and understanding with practical and technical skills. This is achieved through learners performing vocational tasks that encourage the development of appropriate vocational behaviours and transferable skills. These transferable skills help to develop better communication, teamwork, planning and completing tasks to high standards, which are valued in both the workplace and in higher education.

Course content Edexcel’s BTEC Level 3 National Diploma in Construction give learners the knowledge, understanding and skills that they need to prepare them for employment or University in disciplines including Construction Management, Architectural Technology etc. Units Unit Titles (10 units) Assessment Mandatory Construction Principles 32 points External Construction Design 32 points External Construction Technology 16 points Internal Health and Safety in Construction 16 points Internal

How will I be assessed? External assessment: - 67% A task set and marked by Pearson (awarding body) and completed under supervised conditions. The supervised assessment is in a specified session timetabled by BTEC with a written submission of evidence. Internal Assessment: - 33% An assignment is a distinct activity completed independently by learners that is separate from teaching activities that learners complete with direction from teachers.

Admissions Criteria Entrants should have met the general admissions criteria for Sixth Form. Where GCSE Construction has been taken it is expected the pupil should normally have attained a minimum of a ‘B’ grade. Maths at grade B or a science at grade B. Note: Pupils wanting to progress to study Construction at university are strongly advised to look at admissions criteria to ensure that they meet the requirements in terms of subject and qualification combinations.

Congratulations to the class of 2020. ‘A’ Level students at St Louis’ Grammar achieved record results as the school celebrates a high percentage. 100% of students attained A*-C grades across three or more subjects. This phenomenal performance marks yet another year of excellent academic and personal achievements for students at the school. Principal, Mr Rafferty, said, “Our Sixth Form students have excelled in terms of A2 grades with 100% A* - C in three or more subjects and 96.7% A* - B grades in three subjects. Really top notch results from a large cohort of students in our Upper Sixth year group.” “We have really impressive individual scores from well-focused students. There are many individual success stories but as far as we are concerned, all our students have something to celebrate.” “In real terms our outcomes from this cohort have been record breaking. We are just bursting with pride as we watch these young men and women progress to the next phase of their career profiles. Credit must go to our teaching staff who created the best learning environment and to parents who have supported the school. Lastly we pay tribute to a most fantastic cohort of students as they leave St Louis’.” “The recent ETI Inspection highlighted the many strengths of the school’s Sixth Form and these have been reflected in the outstanding results. The majority of students have now achieved their expected places at a range of universities across Ireland and the United Kingdom. These results demonstrate that the school consistently provides high quality education to students and more importantly that students feel challenged and supported to achieve their very best.”


Post 16 Prospectus

Design & Technology: AS & A2 CCEA’s GCE in Technology and Design specification aims to encourage students to: • make use of tacit knowledge and reflective practices in order to work with tasks that are challenging and often need to be analysed and defined; • develop a lifelong interest in technology and design; • develop and sustain their creativity and innovative practice; • develop higher order thinking skills, for example creative thinking and problem-solving, where appropriate; • recognise and overcome challenges and constraints when working towards making high quality products; • draw on a range of skills and knowledge from other subject areas; • carry out research and present their findings in different formats; • develop a critical understanding, from a contemporary perspective, of the influence of technology and design; • draw on their knowledge, understanding and skills in making processes and apply these to a range of technological and design activities; • develop an understanding of contemporary technology and design practices; and • use digital technologies and information handling skills to enhance their technological and design capability. AS Unit 1: Design and Materials and Product Design 50% of AS 20% of A levelSystems and Control One external written examination consisting of two papers: Paper 1: Core area of study Students answer seven questions from a common core paper.

Paper 2: Electronic and Microelectronic Control Systems - Students answer two questions that reflect Electronic and Microelectronic Control Systems area of technology AS Unit 2: Coursework: Product Development 50% of AS 20% of A level Internal assessment The emphasis in this unit is on the analysis and development of an existing product with a view to redesigning either the product or an aspect of it. Students complete one task, producing a product re-design practical outcome with a design folder. Students will produce a three dimensional model or prototype, which represents the practical outcome of the product analysis and development. A2 Unit 1: Product Design 30% of A level External written examination 2 hours Students answer two questions on Electronic and Microelectronic Control Systems A2 Unit 2: Coursework: Product–System Design and Manufacture 30% of A level Internal assessment In this unit, students develop and showcase a wide range of technical, design and making skills and capabilities in response to a client-focused, real world need. Students design and make a product that includes a technological system or a range of product design features. They must identify an appropriate problem or need and ensure it provides sufficient scope to meet the assessment criteria. Students complete one task, producing a practical outcome with a design folder.

Career Pathway 8 • Electronic Engineering • Mechanical Engineering • Architecture • Architectural Technologist • Quantity Surveyor • Civil Engineering • Product Design & Development • Building Surveyor • Manufacturing Systems Engineer • Materials Scientist/Technologist/Engineer • Model Maker • Medical Physics Technician • Plastics Technologist • Orthotist / Prosthetics • Set Designer • Sign maker



Digital Technology: AS & A2 There are four units in total: Unit AS 1: Approaches to System Development This unit explores approaches to the development of complex digital technology systems, the key stages in the process and the outputs produced. The other three units build on this one. Unit AS 2: Fundamentals of Digital Technology In this unit students develop knowledge and understanding of the fundamentals of any digital technology system, such as data representation, computer architecture, software and the user interface. This also provides a foundation for progression to A2. Unit A2 1: Information Systems This unit leads on from AS 2 and provides knowledge and understanding of concepts such as computer networks, databases, mobile technologies, cloud computing, legislation, and moral and ethical issues. Unit A2 2: Application Development (Case Study) This unit allows students to apply their skills, knowledge and understanding to develop an application that solves a problem for a specified client. This unit can be taught alongside Unit A2 1: Information Systems, allowing students to work over an extended period.

Career Pathway 8 • Electronic Engineering • Mechanical Engineering • Architecture • Architectural Technologist • Quantity Surveyor • Civil Engineering • Product Design & Development • Building Surveyor • Manufacturing Systems Engineer • Materials Scientist/Technologist/Engineer • Model Maker • Medical Physics Technician • Plastics Technologist • Orthotist / Prosthetics • Set Designer • Sign maker

Colla McDonnell Age: 18


A-Level Subjects: Business Studies, BTEC Construction, Digital Technology, BTEC Engineering

Digital Technology is a subject I have always found interesting. So far it has proven to be a fun and challenging subject. I studied it at GCSE and it was one of my favourite subjects hence why I took it up for A levels. It involves aspects of maths in the programming side of it which I extremely enjoy. Overall, it is a brilliant subject and is a very good A level to help get into University. I would highly recommend this subject for anyone to do it for A level.

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Post 16 Prospectus

Drama and Theatre Studies: AS and A Level The minimum qualification for this course is GCSE Drama and Theatre Arts, Grade B; alternatively, Grade 6 LAMDA or comparable examining board is acceptable. AS and A2 Examination The aims of this course are: to encourage candidates to develop their interest in and enjoyment of drama and theatre; to encourage candidates’ knowledge and understanding of the social and cultural contexts of drama and theatre; to develop candidates’ ability to respond critically and sensitively to a range of drama texts and to theatre in performance. Unit 1 Theatre Workshop 24% Group Performance Learners use the techniques of a theatre practitioner/company to reinterpret a text for performance • A realisation of the performance • A creative log • An evaluation of the performance Assessment: Internally assessed and externally moderated. Unit 2 Text in Theatre 16% Written Exam 1 hour 30 mins Study of One set text Learners must also analyse and evaluate live theatre in relation to set text.

Unit 3 Text in Action 36% Group Performance Learners use the techniques of a theatre practitioner/company and a different style to make two pieces of performance: • A devised piece • A text piece • A process and evaluation report Assessment: Externally assessed by a visiting examiner. Unit 4 Text in Performance 24 % Written Exam 2 hour and 30 mins Learners study Two set text and must analyse and evaluate live theatre in relation to set texts.

Aoife Devlin Age: 17

Primary School: St Colmcille’s Primary School, Ballymena

A-Level Subjects: Biology, Chemistry, Drama and Theatre

Studies, Health and Social Care

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”Career Pathway 8 Drama provides a basis for entry to degrees such as Law, Teaching, Social work, Journalism, Media, Sales and Marketing, Human Resources and many other general degrees.There are also many subject specific careers such as Actor, Director, Drama Therapist, Community Arts Worker and TV Presenter.

Drama at St Louis has been one of my favourite subjects and I would thoroughly recommend it at A Level. In Drama we spend a lot of time working in groups which helps develop our communication and negotiating skills, essential for the world of work we will be joining in the not too distant future. My confidence has also increased through participation in Drama and this will help with interviews in the future. Being a Drama student also led to me participating in our latest production of Hairspray in the Braid Arts Centre – an unforgettable experience for all involved. The new Drama facilities in our state of the art building Kintullagh House mean we have everything required to produce excellent A Level practicals and can enjoy our lessons with our peers in outstanding surroundings creating a positive atmosphere for us all.

Hairspray



Content Content Summary Method of Assessment Examining Time and Weightings

AS 1: Markets and Market Failure

How market forces of supply and demand interact to allocate resources. Evaluating government intervention.

Written examination. 1hr 30mins. (80 marks) Including short answer questions: one data response and one essay question

50% of AS 20% of A Level

AS 2: Managing the National Economy

Analysing change in the economy using the basic aggregate demand-side and supply-side policies to achieve macroeconomic objectives.

Written examination. 1hr 30mins. (80 marks) Including short answer questions: one data response and one essay question

50% of AS 20% of A Level

Career Pathway 8 Finance, Law, Accounting, Retailing, Civil Service, Banking, Teaching & more.

Patrick Ferris Age: 17

Primary School: St Brigid’s Primary School, Ballymena

A-Level Subjects: Economics, BTEC Engineering, Health and Social Care, Maths

Economics is my favourite subject and I am very glad that I chose it as one of my A levels. With not having Economics as a subject at GCSE,

I was unsure about taking it as a new subject at A Level. I thought I would have to start from scratch. However, I quickly realised this was nothing to worry about. There is so much help and support in the subject and the concepts are all well explained. Economics as a subject teaches you about the major economic issues in our domestic economy. It gives you an insight into the NI economy, and current topics, such as the impact of BREXIT and the long term economic impact of Covid-19. I have learned all about inequality, inflation and competition in the markets. I have also developed new skills, such as how to analyse and evaluate trends in data, drawing informed conclusions from it. What I most love about Economics is how it relates to real life, and I can use the things I have learned in real life discussions. For example- why footballers get paid more than nurses? It is a really interesting subject and I would highly recommend it as an A Level.

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Economics: AS & A2 The Economics Department delivers Economics at both AS and A2 Levels. Students of Economics study how individuals and groups of people make choices about what to do with their limited resources. Economics is, therefore, not just about money, business and the stock market. Though these are important aspects of the subject, economics also deals with wider social and environmental issues including climate change, globalisation, sustainable development and the distribution of income and wealth. Students of Economics develop a host of practical and transferable

skills that benefit them in education and in the world of work. These include critical investigation, analytical thinking, oral and written communication, numeracy, research, ICT and handling of data. What’s more, the potential earnings for students with a degree in Economics are among the highest for all graduates. A Level Economics is organised into four teaching and learning modules following the CCEA specification. Candidates for the 'AS' examination are required to study AS Modules 1, and 2 in Lower Sixth. Candidates for the 'A2' examination are required to study A2 Modules 1 and 2 in Upper Sixth. The content of the modules is set out below.

AS 1: Business Economics

Examining the number and size of businesses, and the level of contestability. Considering how firms grow by investigating organic growth, mergers and takeovers.

Written examination. 2hrs. (90 marks) Including short answer questions, case study questions and one essay question.

30% of A Level

AS 2: Managing the Economy in a Global World

Investigating the significance of globalisation, international trade, the balance or payments and exchange rates.

Written examination. 2hrs. (90 marks) Including short answer questions, case study questions and one essay question.

30% of A Level


Post 16 Prospectus

Engineering Qualification: BTEC Level 3 National Extended Certificate in Engineering Examining Board: EDEXCEL Why study Engineering? This qualification will prepare learners for direct employment in the engineering sector or progression to a higher level of study. The course requires applied learning that brings together knowledge and understanding with practical and technical skills. This is achieved through learners performing vocational tasks that encourage the development of appropriate vocational behaviours and transferable skills. These transferable skills help to develop better communication, teamwork, planning and completing tasks to high standards, which are valued in both the workplace and in higher education. The Extended Certificate in Engineering gives learners a solid foundation for building a career in the engineering sector or moving on to further qualifications or training. Pupils can also take a one-year two - unit certificate in Engineering which equates to an ‘AS’ level. Course content Edexcel’s BTEC Level 3 National Extended Certificate in Engineering give learners the knowledge, understanding and skills that they need to prepare them for employment or University in disciplines including Manufacturing Engineering, Electronics Engineering etc. Units Unit Titles (10units) Assessment Mandatory External Engineering Principles 32 points Internal Delivery of Engineering Processes Safely as a Team 16 points External Engineering Product Design and Manufacture 32 points Optional Internal Computer Aided Design in Engineering 16 points How will I be assessed? External assessment: - 66% A task set and marked by Pearson (awarding body) and completed under supervised conditions. The supervised assessment is in a specified session timetabled by BTEC with a written submission of evidence. Internal Assessment: - 33% An assignment is a distinct activity completed independently by learners that is separate from teaching activities that learners complete with direction from teachers.

Admissions Criteria Pupils need to demonstrate strength in Mathematics (Grade B minimum) and minimum Grade BB in Double Award Science, showing strength in Physics, or Grade B in GCSE Physics. Note: Pupils wanting to progress to study Engineering at university are strongly advised to look at admissions criteria to ensure that they meet the requirements in terms of subject and qualification combinations.

Career Pathway 8 Mechanical Engineering, Electrical Engineering, Civil Engineering, Engineering Technician, CAD Technician, Engineering Teacher.

Joseph O’Rawe Age: 16

Primary School: St Colmcille’s Primary School

A-Level Subjects: Economics, BTEC Engineering, Health and Social Care, Maths

In the future I hope to study an undergraduate degree in Engineering and pursue a career in

one of the vast number of areas in this field such as Mechanical, Civil or Electrical Engineering. Through studying BTEC Engineering at school it has really helped me developed skills and knowledge that will be of great value when I progress to study a degree in Engineering. These vital skills and knowledge which I will develop over the course of two years include that of CAD, technical drawings, logic gates, materials, mechanical principles and health & safety. I enjoy this subject as it tests your practical, problem solving, creative and thinking abilities and you must use these and apply it to real-life engineering situations. I think that Engineering is very worthwhile studying as it will provide a great foundation for further study within this field or to develop skills that can be applied to other areas like quantity surveying and mathematics. I would strongly encourage you to study this subject for A-Level.

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English Literature AS This one year course encourages students to develop their interest and enjoyment in literary studies through reading widely, independently and critically. Students should develop as confident, independent and reflective readers of a range of texts, learning to express their responses effectively through speech and writing. The Subject Content is divided into 2 parts: AS 1 and AS 2. Unit AS1 This is divided into 2 sections and is assessed through an external examination. Section A: The Study of Poetry 1900-Present (Heaney and Frost). Students will study from a prescribed list of set texts. Open book. Section B: The Study of Drama 1900-Present (‘The Crucible’) Students will study ONE from a prescribed list of texts. Closed book. Unit AS2: This is assessed through an external written examination. The Study of Prose (‘Frankenstein’ - Shelley). Students will study ONE from a prescribed list of texts. Closed book. A2 The Advanced course seeks to broaden and deepen the knowledge, skills and understanding developed in the Advanced Subsidiary and enable students to gain a wider sense of the scope of literary study. Students will be encouraged to use their detailed knowledge and understanding of individual texts to explore comparisons and connections between them, and to appreciate the significance of cultural and historical influences upon readers and writers. For those students wishing to progress to 'A2' it would be a considerable advantage to have obtained an A Grade in GCSE English Literature. The Subject Content is divided into 3 parts: A2 1, A2 2 and A2 3. Unit A2 1: Shakespearean Genres (‘Othello’). Students will study one text from a prescribed list. This is assessed through external examination. Closed book.

Unit A2 2: The Study of Poetry Pre-1900 (Emily Dickinson) and Unseen Poetry. Students study from a prescribed list of poems by Dickinson and write a response to an Unseen Poem. This is assessed through external examination. Closed book. Unit A2 3: Internal Assessment. Students engage in detailed study of a number of 20th and 21st Century texts under the theme of The Outsider. Students then, independently, write a 2500 word comparative essay on their choice of texts, which is internally assessed.

Career Pathway 8 English and English Literature remain some of the most sought after subjects for admittance to University and to the working world. The written and oral communication skills acquired through the study of English and Literature are essential in all professions. The analytical and creative skills nurtured in both subjects are greatly desired in the working world. Some of the many careers the study of English can lead to are; journalism, media, law, publishing, advertising, marketing, teaching, social work, librarianship, the civil service and human resources.

Lucy Donaldson Age: 17

Primary School: St Colmcille’s Primary School

A-Level Subjects: Biology, Chemistry, English, Maths

I chose to study English Literature in Year 13 because it is a subject I have always been passionate about. It gives me the freedom to creatively express myself and my opinions with others, as well as the opportunity to hear from my peers, many of whom have differing world views to mine. This affords great opportunity to broaden my knowledge and understanding about a variety of issues in an educated and informed manner. English Literature is intellectually stimulating and has greatly helped me to develop my communication skills. AS English Literature allows us to delve into the minds of great writers, such as Mary Shelley, Seamus Heaney, Robert Frost, and Arthur Millar, which in turn has fuelled my own passion for writing. I am constantly learning and developing new ways to improve this skill as a result of my exposure to these literary greats. English Literature has given me access to a plethora of extra-curricular experiences that I never could have imagined before, from debating with my peers to competitive public speaking.

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Post 16 Prospectus

French: AS & A2 The study of French at AS or A2 Level enables students to: • Develop an interest in and understanding of the language; • Communicate with speakers of French; and • Acquire knowledge and skills that will help them progress to further study and/or employment in a wide variety of fields. Language learning can open up a world of opportunities to students. Acquisition of AS/A2 French will help students avail of these opportunities and take their place in a multilingual, global society. The study of French at A Level consists of six teaching and learning modules, three for AS and three for A2.

AS The AS is worth 40% of the overall A2 mark and is also a qualification in itself, should you not wish to continue through to A2 Level. The format is as follows:

A2 60% of complete A Level qualification The format of A2 will be as follows:

The contexts for learning in AS and A2 French are Relationships, Culture and Lifestyle, Young People in Society and Our place in a changing world.

Career Pathway 8 A qualification in French at A Level can give you a huge advantage in the competitive selection processes for employment. Many of our past students successfully combined French with all other subjects, including Maths and the Sciences. They have continued to pursue careers in a wide variety of areas, like Teaching, Law, Marketing, Medicine, Business, Accounting, and Media Studies

Skills Assessed

% of AS

% of whole A Level

Module 1

Speaking Part 1 – Presentation (3 mins) Part 2 – Conversation (8 mins)

30% 12%

Module 2

Listening Reading Translation from French to English Use of language

40% 16%

Module 3

Writing Write an essay on a literary text or a film. This will be prepared throughout the year.

30% 12%

Skills Assessed

% of whole A Level

Module 1 Speaking Part 1 – discussion on a pre-researched topic (6 mins) Part 2 – Conversation (9 mins)

18%

Module 2 Listening Reading Summarise in English a passage in French Translation from English to French

24%

Module 3 Writing Write an essay on a literary text. This will be prepared throughout the year.

18%

Katherine Kane Age: 17

Primary School: St Mary’s Primary School Cushendall

A-Level Subjects: Biology, Chemistry, French and Maths

Out of all my A level subjects, without a doubt French is the most versatile subject. I really enjoy exploring the French culture and language in further detail and depth than we did at GCSE. At St Louis we are provided with an amazing variety of language resources to aid our learning such as online resources, textbooks and our own French assistant. It is also very useful due to the fact it is one of the most sought after languages that employers look for. I feel that I have greatly improved in confidence and ability in French by doing A level and have become even more passionate about learning languages too! I look forward to each French lesson and would love to study French at a further level in the future. It’s now my dream to visit many of the French-speaking countries and be able to communicate with the inhabitants in their own language. C’est magnifique! ”

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Geography: AS & A2 Geography is a popular choice for 'AS'/'A' level. The CCEA specification is followed at this level and continuity is maximised as students build on the solid foundation gained at GCSE. Fieldwork is an essential element of the course and prepares candidates for the skills elements which they take at AS and at A2. Course Content: The AS course, the content of which is shown below, is examined in May of Year 13 and A2 (also below)is examined in June of Year 14. One resit per unit is permitted.

Key Skills: This subject allows students to: • Develop as individuals and in their roles as contributors to society, the economy and the environment. • Address moral, ethical and social issues associated with the use and management of resources and • Develop skills that will enhance their employability e.g. communication, numeracy, the ability to think logically and rationally, decision making, problem solving ICT skills and team work.

Unit Course Content Time

Unit AS 1: Physical Geography

Physical Processes and systems • Processes & features in fluvial environments • Ecosystems • Atmosphere

1 hour 15 mins

AS 2: Human Geography

Population Settlement Development

1 hour 15 mins

AS 3: Fieldwork Skills and Techniques in Geography

Fieldwork skills and Techniques 1 hour

Career Pathway 8 There are many careers where Geography will be of use to you when you leave school: • Conservationist • Hydrologist • Oceanographer • Journalist • Lawyer • Cartographer • Statistician • Geologist • Environmental Officer • Town Planning • Oceanography • Marine Geography • Renewable Energy engineer

Maeve Henry Age: 18

Primary School: St Brigid’s Primary School,

Cloughmills A-Level Subjects: Biology, Chemistry, Geography and PE

I decided to study A-Level Geography as I thoroughly enjoyed the subject at GCSE level and wanted to deepen my knowledge even further. In AS-Level Geography, we explore similar topics from GCSE from both Physical and Human Geography, but in more detail. These include topics such as Weather, Fieldwork and The Development Gap but also exploring new and exciting topics like Global Biomes and Urban Challenges. Geography is a very varied subjects and opens a wide range of career options while also developing logical thinking and essay writing both of which are key skills in all situations. I am glad that I chose Geography and would recommend it to anyone who enjoys it at GCSE Level, and I feel that it is a subject you should seriously consider.

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Unit Course Content Time

A2 1: Physical Geography

Physical Processes, Landforms and Management (2 of the following) • Tropical Ecosystems – Nature and Sustainability • Dynamic Coastal Environments

1 hour 30 mins

A2 2: Human Geography

Processes and Issues in Human Geography • Cultural Geography • Planning for Sustainable Settlements

1 hour 30 mins

A2 3: Decision Making in Geography

Decision making paper 1 hour 30mins


Post 16 Prospectus

Government and Politics Through studying the CCEA Government & Politics specification, students will develop knowledge and understanding of the political systems in which they live. In particular, this specification will encourage students to: • develop a critical awareness of the nature of politics and the relationship between political ideas, institutions and processes; • acquire knowledge and understanding of the structures of authority and power within the political system of the United Kingdom, and how these may differ from those of other political systems;

• acquire knowledge and informed understanding of the rights and responsibilities of the individual; and • develop an interest in and take part in contemporary politics. The specification is divided into four units. Students study two units at AS and two units at A2.

AS1: The Government and Politics of Northern Ireland AS2: The British Political Process A2 1: Comparative Government A2 2: Political Power and Political Ideas

Career Pathway 8 Law, Business, Finance, Government Services and in Politics.

Declan McMahon Age: 18

Primary School: St Patrick’s Primary School, Loughguile

A-Level Subjects: Government and Politics, History, Maths

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Government & Politics is a fascinating and absorbing subject which allows you to learn about the political workings of the British and Northern Irish systems at AS level and the American system at A2 level, as well as getting to study the very interesting module on political power. It is very important that we as young people are politically tuned in, and studying Government & Politics is a great way to stay in touch with the current political climate while also understanding the background behind why certain things happen the way they do. Studying the subject will also be very helpful in enabling you to develop your critical thinking skills due to the range of political viewpoints and interpretations you will study. Government & Politics is one of the most interactive subjects there is, with many opportunities for discussion and debate in class, which will allow you to see different perspectives on different issues, as well as helping you to improve your communication skills. I really enjoy studying Government & Politics and look forward to coming to class every day. One piece of advice I would give is not to let yourself be put off by the fact that you feel you may not have enough prior knowledge of the subject, as I assure you it will not take long for you to have a good grasp of the it. Studying the subject has helped me massively in furthering my understanding of the political world, and for this reason I would strongly recommend the subject to anyone who has an interest in politics.

Trip to Stormont



Niall McFadden Age: 17

Primary School: St Patrick’s Primary School, Loughguile

A-Level Subjects: Biology, Double Award Health and Social Care,

Nutrition and Food Science

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”Career Pathway 8 HR, Nursing, Social Work, Law, Community Planning and many more.

Health and Social Care: Single and Double Award By studying GCE Health and Social Care you will gain knowledge and understanding of the health, social care and early years sectors. You will also increase your awareness of the issues affecting these sectors. As this subject has a more vocational perspective you may be given the opportunity to access a health, social care or early years service such as a hospital, care home, day centre, nursery or primary school to gain first-hand knowledge, understand and experience of the day-to-day running of a care setting. The choice of optional units will give you flexibility and the opportunity to broaden your knowledge. Why study Health and Social Care? Health and Social Care is a stimulating, relevant and interesting subject. The health, social care and early years sectors are major employers in Northern Ireland. By choosing this subject you will be given the opportunity to study a wide range of subjects including communication, social policy, health promotion, physiology and psychology. If you are interested in health and well-being or pursuing a career in the caring professions then this subject will develop knowledge and understanding relevant to degrees in nursing, allied health professions, social sciences, social policy, social work and early years. You will have opportunities to develop valuable skills such as research, analysis, communication, working with others, independent learning, creative thinking and problem solving. Health and Social Care Single and Double Award GCE HSC (Single Award) First Year Three units are studied to complete the Single Award: Unit 1-Promoting Positive Care (25%) Unit 2-Communication in Care Settings (25%) Unit 3-Health and Well-being (50%)

Second Year Unit 3-Providing Services (50%) Unit 4-Health and Promotion (25%) Unit 5-Supporting the Family (25%) GCE HSC (Double Award) First Year You must complete 12 units. AS units 1, 2, 3, 4, 5 and 6 are compulsory. Second Year At A2 you must complete units A2 1, 2, 3, 4, 5 and 7. What can I do with a qualification in Health and Social Care? Studying Health and Social Care will enable you to gain skills that are valued in further and higher education, as well as in the workplace. Many students who complete GCE health and Social Care continue to third level education to study a wide range of courses including childcare, nursing, midwifery, social work, occupational therapy, speech therapy, physiotherapy, teaching and similar careers. A wide range of courses including degree courses are available at colleges and universities. You may, however, use this qualification to gain access to a course which is not related to health, social care or early years. GCE Health and Social Care has the same currency in UCAS points as other GCE subjects. Alternatively you may progress to employment or undertake further training to enhance your career prospects.

I am a Sixth Form student studying Health and Social Care. I find it an enjoyable and interesting subject. As the course has both elements of exam and coursework, I found it has helped me to develop a range of skills from independent learning to I.T skills. The variety of assessment tasks in the coursework provides a variety of learning methods which makes it more enjoyable. The exam side is also enjoyable as it helps you to understand relevant topics such as ‘Health and Well-Being’. The subject itself is particularly useful in a variety of courses a developed understanding of Health and Social Care can be of great benefit. I would encourage any student to take on Health and Social Care not just for those wanting to pursue a career in the Health sector as it allows anyone the opportunity to develop skills that is essential in all professions.


Post 16 Prospectus

History: AS & A2 A-level History has enjoyed a strong tradition of success for many years. At A2 level the pass rate last year was 100% A*- C with 92% of pupils achieving A*- B. At AS level pupils study AS: 1 Historical Investigations and Interpretations and AS: 2 Historical Conflict and Change. The topic under study depends on the specialism of the teacher which includes Germany 1919-1945, France 1815-1871, the Unification of Italy and Germany 1815-1871 and Italy’s Quest for Great Power Status 1871–1943. The year culminates in two separate exams at the end of Lower Sixth, both of which are worth 50% of AS and therefore 20% of A2. At A2 level pupils study A2: 1 Change Over Time and A2:2 Historical Investigations and Interpretations. Conventionally, the chosen topics are the Clash of Ideologies in Europe 1900-2000 and The Partition of Ireland 1900-1925. Again this culminates in two separate exams at the end of the year. This time A2:1 is worth 20% of the final A-level and A2: 2 is worth 40% of the final grade. Pupils who wish to achieve in this subject must have a committed work ethic and the capacity for effective revision and independent study. Those who have honed their own study skills will succeed due to demands of learning content from two historical periods and exam technique for two distinct assessments.

Pupils will develop the ability to analyse and form judgements about complex issues from the chosen period. Extended writing with specific examination focus is the key to success throughout the course. Your A-Level in History endows you with knowledge and skills that prepares you for higher education and are also useful in any career. Students who specialise in History can go on to become historical researchers, work in heritage organisations or become teachers. History also supports other career paths, like journalism, politics, law, social work and public services.

Career Pathway 8 The study of History, with its acquisition of knowledge and transferable skills, provides a range of career pathways to a wide variety of jobs; law, journalism, advertising, marketing, sales, personnel management, teaching, social work, archivist, librarian, banking, various Business disciplines and to gain entry into third level education.

Neve Wilkinson Age: 18


A-Level Subjects: Drama, English and History

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A Level History is a great choice because it is interesting and there is always something new to learn about! This subject has helped develop my skills in essay writing and decision making, which I feel will be very beneficial in my future. I also am able to retain large amounts of information, complete independent research and solve problems as a result of my A Level History.



BTEC National Extended Certificate in IT Pupils will undertake the BTEC qualification provided by Pearson. This qualification is equivalent to one A Level. It consists of four units of work, two of which are externally assessed and equate to 50% of final mark. Units to be studied are as follows: Unit 1: Learners study the role of computer systems and the implications of their use in personal and professional studies (Exam Unit- externally assessed) Unit 2: Learners study the design, creation, testing and evaluation of a relational database system to manage information (Case Study – Controlled Assessment) Unit 3: Learners explore how businesses use social media to promote their products and services. Leavers also implement social media activities in a business to meet requirements. Unit 6: Learners investigate website development principles. They will design and develop a website using scripting languages. BTECs embody a fundamentally learner-centred approach to the curriculum, with a flexible, unit-based structure and knowledge applied in project-based assessments. They focus on the holistic development of the practical, interpersonal and thinking skills required to be able to succeed in employment and higher education. This particular qualification is designed for learners who are interested in an introduction to the study of creating IT systems to manage and share information, alongside other fields of study, with a view to progressing to a wide range of higher education courses.

What could this qualification lead to? When taken alongside other Level 3 qualifications, including complementary or contrasting subjects, the qualification gives learners the opportunity to progress to a degree in an information technology discipline or a degree where information technology related skills and knowledge may be advantageous. This qualification carries UCAS points and is equivalent in size to one A Level.

Seamus Letters Age: 18

Primary School: Mount St Michael’s Primary School

A-Level Subjects: BTEC Business, BTEC IT,

Double Award Sport

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I have enjoyed the BTEC IT course to date. In Year 13 our main focus was looking at the impact social media can have on a business which tied in well to Year 14 where the focus was on developing a website for business. Unit 1 is interesting as it sheds light upon many technologies that we use but never think about. Throughout the course, I have used multiple applications which keeps things interesting as I don’t get bored using the same application every lesson. The exam side of the course can be difficult however an interest in the subject goes a long way in tackling the notes.

Career Pathway 8 Below are just a few of the areas in which IT graduates are employed: • Finance Sector • Banking • Insurance • Financial Trader • Public Sector • Government • Housing • Social Services • Teaching • Telecommunications • Mobile Communications • Telecoms Consultant • Telecoms Engineer • Television • Media & Consumer Markets • Online Media • Digital Marketing • Media Advertising • Web Design • IT Helpdesk • Sales Jobs • IT Sales • Sales Manager • Sales Support • Sales Consultant • Software Development • Database Administrator • Gaming Design


Post 16 Prospectus

Irish: AS & A2 The study of Irish at AS or A2 Level enables students to: • Develop an interest in and understanding of the language; • Communicate with speakers of Irish; and • Acquire knowledge and skills that will help them progress to further study and/or employment in a wide variety of fields. Language learning can open up a world of opportunities to students. Acquisition of AS/A2 Irish will help students avail of these opportunities and take their place in a multilingual, global society. The study of Irish at A Level consists of six teaching and learning modules, three for AS and three for A2. AS The AS is worth 40% of the overall A2 mark and is also a qualification in itself, should you not wish to continue through to A2 Level.

The format is as follows: A2 60% of complete A Level qualification. The format of A2 will be as follows:

Career Pathway 8 Irish is recognised as the national language of Ireland and has recently achieved ‘official language’ status in the EEC. People who are well qualified in Irish are in demand in the traditional fields of education, the media, the arts and translation, but also in public sector organisations like the Civil Service and in professions such as healthcare, ICT and marketing. There are a variety of job roles where you can use Irish, whether you want to work exclusively with, or through Irish or would like to incorporate it into your work in some way. Multi-lingualism is increasingly valued in a European context.

Skills Assessed

% of AS

% of whole A Level

Module 1

Speaking Part 1 – Presentation (3 mins) Part 2 – Conversation (8 mins)

30% 12%

Module 2

Listening Reading Translation from Irish to English Use of language

40% 16%

Module 3


30% 12%

Skills Assessed

% of whole A Level

Module 1 Speaking Part 1 – discussion on a pre-researched topic (6 mins) Part 2 – Conversation (9 mins)

18%

Module 2 Listening Reading Summarise in English a passage in Irish Translation from English to Irish

24%

Module 3 Writing Write an essay on a literary text. This will be prepared throughout the year.

18%

Meabh Fyfe Age: 17


A-Level Subjects: Government and Politics,

Health and Social Care, Irish

Irish is a vibrant and living language that has opened so many doors of opportunity, both inside and outside of my education. It is a privilege to learn our native language, and studying Irish, and it’s connection to music, poetry, sport and literature, has given me a strong sense of cultural identity. A second language enhances university and employment applications, whilst the inclusion of Irish as an official EU Language has created many high end career opportunities . I became passionate about Irish whilst attending the Summer Gaeltacht Colleges. These are safely some of the best weeks of your life! Irish also offered me the opportunity to take part in Gael Linn quizzes, in the 'Abair' public speaking competition I would encourage anyone interested to take on Irish at A-Level, and I hope you will enjoy it as much as I do!

“

”



Grace McQuade Age: 17

Primary School: Moneynick Primary School

A-Level Subjects: Economics, Government and

Politics, Irish, Maths

“

”Career Pathway 8 Mathematics is an important foundation for many courses and careers. Almost all jobs and careers require a Mathematics qualification, but the following are some that use Mathematics extensively: • Economics • Medicine • Architecture • Engineering • Accountancy • Teaching • Psychology • Computing • Banking • Insurance • Marketing • Pharmacy • Science • Environmental Studies • Business Management

Mathematics: AS, A2 & Further Courses will be provided in AS Mathematics, A Level Mathematics and AS Further Mathematics (number dependent) Based on the CCEA modules, the AS Mathematics course will consist of modules: AS 1: Pure Mathematics - This is an external written examination 1 hour 45 minutes long and makes up 60% of the AS qualification and 24% of A level. AS 2: Applied Mathematics - This is an external written examination 1 hour 15 minutes long and makes up 40% of the AS qualification and 16% of A level. This addresses aspects of both mechanics (50% of the assessment) and statistics (50% of the assessment). It assesses modelling and the application of mathematics.

The A2 Mathematics course will consist of modules: A2 1: Pure Mathematics - This is an external written examination 2 hour 30 minutes long and makes up 36% of the A level qualification. A2 2: Applied Mathematics - This is an external written examination 1 hour 30 minutes long and makes up 24% of the A level qualification. This addresses aspects of both mechanics (50% of the assessment) and statistics (50% of the assessment). It assesses modelling and the application of mathematics. The AS Further Mathematics course will consist of 2 appropriate modules and will be delivered in U6 if there is sufficient demand. It should be seriously considered by anyone who intends to follow any course at University that has a high Mathematical content. In particular this course will be of benefit to anyone considering a career in Engineering.

I chose A-Level Maths because I wasn’t sure what I would like to do in the future and I knew that A-Level Maths is one of the most requested subjects for many university courses and careers, and also counts as a science, so I knew it would be an excellent choice to keep my options open. Whilst I was initially worried that it would be too difficult, the workload has been more than manageable and my teachers have been extremely helpful throughout, meaning you don’t get overwhelmed at any issues that may arise. Maths is always an enjoyable subject for me, as it is very different to my other subjects which are more essay based and it allows me to develop a range of skills such as problem solving and data handling. Numeracy skills are always important in everyday life so not only is maths an extremely interesting subject, but also one of the most useful as well. Maths is the perfect subject to study at A-level if you want to work in the STEM area as well as the perfect subject to set yourself apart from others in subjects which are not STEM based. I really love Maths and I would urge anyone who enjoys it at GCSE level to choose it!

Moving Image Arts A Level In this course pupils create their own complete moving image products and develop technical competence in using film-making and animation techniques. Pupils will gain the opportunity to acquire knowledge and understanding of moving image genres and develop a critical understanding of film language, narrative and audience in both theory and practice. Further to this, pupils will gain valuable opportunities to develop creativity, teamwork and problem-solving skills; demonstrate enterprise and initiative in making their own films and evaluate the effectiveness of their own practice as film-makers. Content Unit AS 1: Exploration of Realist and Formalist techniques and the Classical Hollywood Style: Portfolio Students must produce: • a Statement of Intention; • pre-production materials; • a one 3–4 minute narrative film/ sequence or 1½ – 2 minute animation/ sequence based on provided stimuli; • a detailed evaluation. (worth 24% of A Level) Unit AS 2: Critical Response

Students take a 1 hour 30 minute long, online examination with questions on clips from set study areas. • Section A – Hitchcock and the Classical Hollywood Style • Section B – Formalism: Early European Cinema and American Expressionism (Set and Marked by CCEA) (worth 16% of A Level) Unit A2 1: Creative Production and Research: Advanced Portfolio Students must produce: • an Illustrated Essay; • pre-production materials; • one 4–7 minute long narrative film or 2–3½ minute long animation; and • a detailed evaluation (worth 36% of A Level) Unit A2 2: Advanced Critical Response Students take a two hour and fifteen minute online examination with questions based on clips from set study areas and an unseen script. • Section A – Realism: Narrative and Visual Style • Section B – Creative Exercise • Section C – Comparative Analysis (set and marked by exam board) (worth 24% A Level)


Post 16 Prospectus

Career Pathway 8 Teaching, Advertising, Graphic Design, Photography and many more.

Aoife Duffin Age: 16

Primary School: St Mary’s Primary School,

Portglenone A-Level Subjects:

Chemistry, Moving Image Arts, Music

“

”

I chose Moving Image Arts as an A level subject as I really wanted to focus on the creative side of my abilities. Undertaking a subject such as Moving Image Arts alongside subjects such as Chemistry helps to create a balance in the skills and knowledge I gain, leading to a valuable and enjoyable process at A level. My favourite thing about Moving Image Arts is the experimentation involved. We get to explore (through practical and theory tasks), cinematography. This includes working with peculiar lighting set ups, sound editing and testing a diverse range of camera and editing techniques. I have gained the opportunity to enjoy things I would have never thought of before taking on this subject. Lastly, this subject has brought me a newfound respect for the art form of filmography and lets me experience and appreciate visual expression through cinema more thoroughly. This subject has taught me to look at things from different perspectives and at the same time challenging me to do the best I can creatively. Moving Image Arts is a subject you can do without any previous experience or knowledge and I personally believe it is a very rewarding subject to take on.

Rebekah O’Neill


St Joseph’s Primary School, Dunloy

A-Level Subjects: Biology, Chemistry, Music

“

”

A-level Music is the class I look forward to seeing on my timetable. It has a fun and relaxed environment making our work so much more enjoyable. Music has allowed me to build my confidence in class discussion and in my own musical ability. I am always pushed to do my best by the teachers and with their help I have achieved many things I never thought I could, such as Music technology skills through composition. Each element of the course, practical and theoretical, is taught equally and there is no part I could favour over another. I am also heavily involved in extracurricular Music. These experiences have added so much to my time at St. Louis and these are memories I will take with me.

Music: AS & A2 The course has been designed to build upon the knowledge, skills and understanding promoted by the programmes of study for Music at Key Stages 1 - 3 and required by GCSE Music. AS U1 Performing (35% of AS) Pupils create a performance programme lasting between 5 – 7 minutes. Pupils also have a discussion with the visiting examiner about their performance. Performance = 43 marks Discussion = 8 marks AS U2 Composing with technology (35% of AS) Pupils compose a piece of music consisting of four independent parts lasting 2 – 3 minutes. Pupils then use multi-track recording technology to create a recorded performance of their composition. Pupils also complete a commentary detailing the processes they used to compose and record their composition. Composing and recording = 45 marks Commentary = 8 marks AS U3 Responding to Music (30% of AS) Pupils study three compulsory areas of study; • Music for Orchestra, 1700 – 1900 – four set pieces • Sacred Vocal Music (anthems) – four set pieces • Secular Vocal Music (musicals) – four set pieces Test of Aural Perception (70 marks) Two questions on unfamiliar music and three questions on set pieces Written exam (70 marks) Four written questions • Q1 based on a short printed score from one of the set works from Music for Orchestra • Q2 based on a short printed unfamiliar score • Q3 and Q4 are short extended writing questions based on Sacred Vocal Music and Secular Vocal Music

A2 U1 Performing (14% from AS / 21% of A2) Pupils create a performance programme lasting between 8 – 10 minutes. Pupils also have a discussion with the visiting examiner about their performance. Performance = 43 marks Discussion = 8 marks A2 U2 Composing with technology (14% of AS / 21% of A2) Pupils compose a piece of music lasting 2 – 3 minutes. Pupils then use multi-track recording technology to create a recorded performance of their composition. Pupils must submit the original recording and the final stereo mix. Pupils also complete a commentary detailing the processes they used to compose and record their composition. Composing and recording = 45 marks Commentary = 8 marks A2 U3 Responding to Music (30% of AS) Pupils study three compulsory areas of study; • Music for Orchestra, 20th Century – four set pieces • Sacred Vocal Music (Mass / Requiem Mass) - four set pieces • Secular Vocal Music (1600 – today) - four set pieces Test of Aural Perception (70 marks) Two questions on unfamiliar music and three questions on set pieces Written exam (70 marks) Four written questions • Q1 based on a short printed score from one of the set works from Music for Orchestra • Q2 based on a short printed unfamiliar score • Q3 and Q4 are short extended writing questions based on Sacred Vocal Music and Secular Vocal Music




Post 16 Prospectus

Katie-Anne McCloskey Age: 17

Primary School: St Columba’s Primary School, Kilrea

A-Level Subjects: Health and Social Care, Nutrition and

Food Science, Religious Studies ”

Nutrition and Food Science: AS & A2 Why Study Nutrition and Food Science? Why do some foods help reduce the likelihood of heart disease and cancer? How can we best supply healthy, safe food to billions of people worldwide? Are we making any progress against fighting obesity and malnutrition? By selecting GCE Nutrition and Food Science you will discover the answer to these questions and many more through varied, interesting and challenging experiences. These include theoretical realistic applications, seminars and guest speakers and the use of the internet as a research tool. Nutrition and Food Science is currently in the public’s perception and there could not be a better time to develop knowledge and nderstanding of the subject given current global and national food issues. Through the research project you will develop the advanced study skills that will help prepare you for higher education and the world of work. This will provide you with the opportunity to develop a wide range of transferable skills and capabilities such as critical and creative thinking, decision-making, problem-solving, designing research tools, analytical aptitude and target-setting. There are many career opportunities within this field of work as knowledge and research develops. The subject can open up a range of possibilities in the world of work, both at home and worldwide with excellent opportunities for further and higher education. This is a stimulating course which will allow you to gain a detailed understanding of nutrition and food science.

What can I do with this qualification in Nutrition and Food Science? This subject provides a solid foundation for higher education and a wide range of careers. In the multi-billion pound food industry employs over 3.2 million people, our largest manufacturing business, and is the second largest employment sector in the world. The agri-food sector contains many multi-national companies and therefore offers opportunities for travel and work abroad. Graduates can expect to find exciting job opportunities in the expanding food industry. Food choices each day affect your health – how you feel today, tomorrow and in the future. Good nutrition is an important part of a healthy lifestyle and can help reduce the risk of chronic illness and promote your overall health. There are many career opportunities within this filed of work as scientific knowledge and research of nutrition develops along with the increasing battle with poor dietary choices.

Career Pathway 8 Dietetics, Human Nutrition, Food Design and Nutrition, Food Innovation, Food Management & Marketing, Food Manufacturing, Teaching, Environmental Health, Food Science & Technology, Nursing, Consumer Business Management, Sports Studies, Radiotherapy, Occupational Therapy, Food Technology, Food Journalist/Critic and many more.

AS A2

You will explore AS 1: the principles of nutrition and its importance to human health (50%); and AS 2: Diet, lifestyle and health (50%)

There is an opportunity to choose an area to focus on, either: Option 1: Food Safety and Sustainability. Or Option 2: Food Safety and Quality. A2/2: Research Project. You will select an area of personal interest to study further for your research project.

“ I chose to study Nutrition and Food Science at A-Level as I have a huge interest in nutrition and after studying food science at GCSE, I wanted to broaden my knowledge on the study of food. The course is very engaging as we learn about a wide variety of topics including nutrients and their functions in the diet. We also got to look at diseases such as Cardiovascular disease and type 2 diabetes, learning about how these diseases will benefit your own health as you will learn how they can be prevented and managed. The A2 course is very enjoyable as it covers food safety and quality, looking at specifics such as microbiological contamination and food safety ‘from farm to fork’. The A2 course is also 50% coursework which is in the style of an investigative report, I enjoy this as we get to do individual research, it is also beneficial as its similar style to University reports. I would recommend to study Nutrition and Food Science as it is very fascinating and can be very beneficial for many university courses as it builds a strong knowledge and understanding of our Health.



Career Pathway 8 We feel that the study of PE with its transferable skills and acquisition of knowledge provides a range of career pathways to a wide variety of jobs; Physical Education teacher; Sport and Recreation Assistant; Coach; Fitness instructor / Personal trainer; Physiotherapist; Community Sports Development Officer; Sports Medicine; Sports Psychology; Sports Journalism; Health Education Officer; Occupational Therapist Sports Nutritionist; Sports Marketing; Sports Retailing; Sports Publishing and to gain entry into higher qualifications.

Physical Education: AS Level Specification at a glance This specification is divided into a total of 4 units, 2 AS units and 2 A2 units. Subject content 1. Exercise physiology, performance analysis and training 2. Sport psychology 3. Skill acquisition 4. Sport and society How it is assessed: Unit 1 Written examination : 1¾ hours 24% of A level qualification (60% of AS qualification) 72 marks To assess all AS subject content Question types Contextualised questions to include multiple choice, data response short and extended answers. Unit 2 Improving personal performance in physical education Non-exam assessment 16% of A level qualification (40% of AS qualification) 48 marks What is assessed: •Practical performance in one activity as a player/performer and as a coach or official •Personal Performance Profile How it is assessed: Internal assessment, external moderation

Physical Education: A Level How it is assessed: Unit 3 Evaluating physical education Written examination: 2 hours 36% of qualification 90 marks To assess all A level subject content Question types A range of questions to include data response, short and extended answers. Unit 4 Refining personal performance in physical education Non-exam assessment 24% of qualification 60 marks What is assessed: •practical performance in one activity as a player/performer, coach or official • Investigative Research How its assessed: • Internal assessment, external moderation

Rory McCloskey Age: 18

Primary School: St Patrick’s Primary School,

Loughguile A-Level Subjects:

Biology, BTEC Construction, Maths, Physical Education

“

”

For one of my A Levels I chose P.E, sport and physical activity has always been a big part in my life and so picking the subject was a must. Studying PE allows me to understand how I can improve my performance and educates me in how the body functions. PE can be applied to everyday life and to sports performance. The practical aspect allows you to see what components of fitness you are strong in and what you can improve on. Universities also see PE as a science subject opening lots of courses for you. All the PE staff are extremely helpful and willing to help you out! I would highly recommend it to anyone thinking about it.


Post 16 Prospectus

Physics: AS & A2 From September 2016 the department will follow the revised CCEA GCE Physics specification. The course covers traditional areas of interest such as mechanics, electricity, waves, astronomy in addition to the quantum world of exotic sub-nuclear particles. The AS and A2 courses are both comprised of two theory modules and a practical techniques module. The minimum entry requirements to Sixth Form Physics are AA grade in Double Award Science GCSE; Grade A in GCSE mathematics.

Career Pathway 8 Engineering: • Aeronautical • Chemical • Electrical & Electronic • Telecommunications • Photonics • Mechanical • Renewable Energy • Civil • Naval • Architecture • Biomedical • Nanotechnology Medical: • Consultant • Nurse • Doctor • Surgeon • Cardiologist • Physiotherapist • Radiologist • Pharmacist • Pharmacologist • Pharmaceutical • Chemist • Biochemist Other: • Astronomer • Astrophysicist • Game Developer • Programmer • TV Presenter • Systems Analyst • Financial Consultant • Market Analyst • Forensic Scientist and many more...

Eoin Kane Age: 18

Primary School: St Joseph’s Primary School,

Crumlin A-Level Subjects: BTEC Engineering, Maths and Physics

Physics is the only subject I’ve ever studied which I have found to be incredibly intuitive and simplistic in the case of ideas such as motion or electricity, yet simultaneously mind-boggling and bewildering in the case of branches like Quantum Physics. It is also this subject’s ability to make me question and think so profoundly that made me choose it to study at A-level. Not a lesson I attend has me leaving with a blank mindscape. Physics equips you with the knowledge, mind-set and way of thinking required to be sought after by employers in a vastly diverse pool of career prospects, from a great number of engineering fields to careers in medical areas, Physics research and even finance and forensics. It also opens the door to academia where you may become an expert in an area of Physics of your choosing and push the boundaries of current understanding of the universe and everything in it. I cannot recommend Physics enough to everyone, even those who may not hold a particular interest in the subject itself, however if you find you have always been curious about how things work, be it why objects fall to the earth instead of floating away to no end or why nothing is the same colour (or why colours exist at all?), then studying Physics may well be the best decision you ever make. ”

AS Content Assessment Weightings

AS 1: Forces, Energy and Electricity

1 hour 45 mins Students complete a written examination, consisting of compulsory short answer questions and some that require extended writing. Externally assessed written paper

40% of AS 16% of A level

AS 2: Waves, Photons and Astronomy

1 hour 45 mins Students complete a written examination, consisting of compulsory short answer questions and some that require extended writing. Externally assessed written paper


AS 3: Practical Techniques and Data Analysis

2 (1 hour) subcomponents Students complete an externally assessed test of practical skills, consisting of short tasks (40 marks) and a separate paper requiring the analysis of experimental results (50 marks). Externally assessed.


A2 Content Assessment Weightings

A2 1: Deformation of solids, Thermal physics, Circular motion, Oscillations and atomic and nuclear physics.

2 Hour written Paper Students complete a written examination, consisting of compulsory short answer questions and some that require extended writing. The questions have elements of synoptic assessment, drawing together different strands of the specification. Externally assessed

24% of A level

A2 2: Fields, Capacitors and Particle Physics

2 Hour written Paper Students complete a written examination, consisting of compulsory short answer questions and some that require extended writing. The questions have elements of synoptic assessment, drawing together different strands of the specification. Externally assessed

24% of A level

A2 3: Practical Techniques and Data Analysis

2 (1 hour) subcomponents Students take an externally assessed test of practical skills, consisting of two experimental tests (40 marks) and a separate paper requiring the analysis of experimental results (50 marks). Externally assessed.

12% of A level

“



Religious Studies: AS & A2 This subject is both challenging and interesting. A genuine interest in Religious Studies as well as a good academic background is essential. It will appeal to students who have an inquiring and critical mind. The course is open to those who wish to deepen their faith as well as those who wish to treat it as a purely academic exercise. Religion plays an important role in our society and can influence what people think, feel, and believe. Through studying Religious Studies, students get a broad look at how religion and spirituality form the basis of our culture. Over the two years the pupils should expect to develop their analytical skills. Religious Studies is a subject pupils can enjoy at A Level and use for many courses at University level. It is useful for courses such as Law (due to the analytical nature of the subject), Philosophy, Teaching, Psychology and Sociology to mention a few. The course studied in St Louis is the CCEA AS/A2 Religious Studies and in particular the following modules: AS: An introduction to Acts of the Apostles combined with The Celtic Church in Ireland in the Fifth, Sixth and Seventh Centuries. A2: Themes in Selected Letters of St Paul combined with Themes in the Celtic Church, Reformation and Post Reformation Church.

A breakdown of Assessment: (1) AS: Each unit is 50% of AS, 20% of A Level. Each unit is a 1 hour 20 minute written examination. Each unit is worth 100 marks. In each unit, candidates answer two essay questions, one from section A and one from section B. (2) A2: Each unit is worth 30% of overall A Level result. Each unit is a 2 hour written examination. Each unit is worth 150 marks. In each unit pupil will answer 2 essay questions from a choice of four in section A and will then answer a synoptic question from section B. Pupils will answer two structured essay questions from a choice of four. Prospective candidates must realise that there is a considerable difference between the standard at GCSE and A Level. The minimum requirement for entry into the course is a grade B in GCSE Religious Studies combined with a grade B in English.

Career Pathway 8 There are a number of transferable skills developed as a result of studying Religious Studies. These skills are not limited to your academic study as they can be applied to other contexts. Popular career pathways for those who study Religion are Teaching, Law, Social Work, Counsellor as well as careers in the Church or working with charitable organisations.

Kathryn Kelly Age: 18

Primary School: St Anne’s Primary School, Corkey

A Level Subjects: English, Religious Studies

and BTEC Sport

“

”

Throughout school, my strongest subject has always been Religious Studies which is why I took it on for A-Level even though I was scared it would be boring. However, it has now become my favourite subject out of all my A-Levels. Our course consists of the Christian Church in Acts, the Conversion of Paul, and stories about how the Word of God spread around the world. Furthermore, we also learn about Celtic life in Ireland before St Patrick, the life of Patrick, his writings and faith, as well as looking at the history of other aspects of the Catholic Church like the history of the monasteries in Ireland. RE is such an interesting subject and the teachers are more than helpful throughout the whole course, it is also so enjoyable compared to what I initially expected of the subject.

Skills assessed % of AS

% of whole A Level

Module 1

Speaking Part 1 – presentation (3 mins) Part 2 – Conversation (8 mins)

30% 12%

Module 2

Listening, Reading, Translation from Spanish to English, Use of Language

40% 16%

Module 3


30% 12%

Miriam McClintock


Mary Queen of Peace Primary School, Glenravel A Level Subjects: Chemistry, Maths, Music and Spanish

“

”

First and foremost, I am a great advocate for learning a foreign language, in particular Spanish as it’s spoken in such a large number of countries. I began to learn Spanish in Year 9, my grasp of the language has increased vastly since then through excellent lessons, fun language learning activities and online resources. I really enjoyed learning Spanish with the new specification as it prepared me better for Spanish A-Level this year. I think it’s important for everyone to know how to speak an additional language as it opens doors to many more opportunities. It also makes you a more desirable candidate for universities and future employers. There is only 1% of the world’s population who only speaks English – by learning a language you gain access to so many new cultures and people!

Post 16 Prospectus


Spanish AS and A2 The study of Spanish at AS or A2 Level enables students to: • Develop an interest in and understanding of the language; • Communicate with speakers of Spanish; and • Acquire knowledge and skills that will help them progress to further study and/or employment in a wide variety of fields. Language learning can open up a world of opportunities to students. Acquisition of AS/A2 Spanish will help students avail of these opportunities and take their place in a multilingual, global society. The study of Spanish at A Level consists of six teaching and learning modules, three for AS and three for A2. AS The AS is worth 40% of the overall A2 mark and is also a qualification in itself, should you not wish to continue through to A2 Level. The format is as follows:

A2 60% of complete A Level qualification The format of A2 will be as follows:

The contexts for learning in AS and A2 Spanish are Relationships, Culture and Lifestyle, Young People in Society and Our place in a changing world.

Career Pathway 8 A qualification in Spanish at A Level can give you a huge advantage in the competitive selection processes for employment. Many A Level Languages students successfully combine a language with a range of the other subjects offered here, including Maths and the Sciences. Many A level Languages students continue their studies at university level, combining their Language with a range of subjects, and pursue careers in a wide variety of areas, like Teaching, Law, Marketing, Medicine, Business, Accounting and Media Studies.

Skills assessed % of whole A Level

Module 1

Speaking Part 1 – discussion on a pre-researched topic (6 mins) Part 2 – Conversation (9 mins)

18%

Module 2

Listening, Reading, Summarise in English a passage in Spanish Translation from English to Spanish

24%

Module 3

Writing Write an essay on a literary text. This will be prepared throughout the year.

18%

BTEC Sport Level 3 What is a BTEC Sport? •This is a part vocational, part externally tested course which means you will present part of your work in assignment form while also completing externally examined units. •The programme is designed to enable students to gain both academic and practical experience and become competent in areas that are directly related to the workplace. •This course allows you to develop skills in a sport science environment and apply key analysis within practical sport performance. Who is the course for: •For those with a strong interest in sport and an interest in developing athletes` ability through analysis and research studies. •For those who wish to develop a career in Sport Science (Psychologist, Biomechanist, Nutritionist and Coach), Sports therapy, Physiotherapy, Teaching, Personal Trainer, Sports Management and Administration. BTEC Level 3 National Extended Certificate in Sport (Single award= 1 A-Level) 4 Units in total- 2 external and 2 internal units. (2 units in Year 13 and 2 units in Year 14) External assessment = 67% •1 written exam – Unit 1 Anatomy and Physiology (90 minute exam which must be passed by all students). •1 controlled assessment – Unit 2 Fitness testing and programming for health and well being (2.5 hours assessment which must be passed by all students).

Internal assessment = 33% Units covered: •Professional Development in the Sports Industry •Sports Leadership BTEC Level 3 National Diploma in Sport (Double award = 2 A-Levels) 9 Units in total- 3 external and 6 internal (4 units in Year 13 and 5 units in Year 14) External assessment = 45% •1 written exam – Unit 1 Anatomy and Physiology (90 minute exam which must be passed by all students). 2 controlled assessments: •Unit 2 Fitness testing and programming for health and well being. •Unit 22 Investigating Business in sport and the Active Leisure Industry. (2.5 hours assessments which must be passed by all students). Internal assessment= 55% Internal assessment Learners will be given opportunities to: •Write up the findings of their own research •Use case studies to explore complex or unfamiliar situations •Carry out projects for which they have choice over the direction and outcomes •Demonstrate practical and technical skills. Examples of internal assessment units covered: •Professional Development in the Sports Industry •Sports Leadership •Application of Fitness Testing •Sports Psychology •Practical Sports Performance

Maeve Mulholland Age: 18


A Level Subjects: Health and Social Care, History,

Double Award Sport

“

”

I am a Year 14 student and I have been studying BTEC Sport Level 3 for 2 years. The reason I chose this subject

is because I have a great interest for sporting activities. PE was the subject that I enjoyed the most for GCSE and I knew that I wanted to continue studying Sport for A-Level. Each topic in BTEC Sport is very interesting and this made the coursework more enjoyable to complete. While studying BTEC Sport, I love to learn about the different training methods and the effects of sport and exercise, as it makes me more aware of the sessions that can be beneficial to my own personal sports, Gaelic Football and Camogie. I have learned a large amount about how sport can affect someone positively in terms of both their mental and physical health and why it is important to maintain our physical activities. BTEC Sport would definitely be one of my favourite subjects at A-Level and I hope that what I learn will help me in my future career.



Pathways Other Than Sport 8 • Studying BTEC Sport Level 3 also can provide you with the opportunity and qualifications required to study other non-sport related courses at university. University courses studied by former St Louis BTEC Sport Class students include: Computing and Information Technology, Criminal Justice, Nursing with Registered Nurse Status (Adult), Language & Linguistics with Counselling, Law, Philosophy, Journalism Studies, Liberal Arts

Class of 2019/2020 Third Level Education and BeyondSurname Forename Leaving Date Destination Agnew Jack 30-Jun-20 UUJ - Sport & Exercise Science Allen Molly 30-Jun-20 Employment Barker Leah 30-Jun-20 QUB - English Bell Maeve 30-Jun-20 QUB - Bio Medical Science

Birtas Emanuel 30-Jun-20 Liverpool John Moores - Forensic Science Boreland Caolan 30-Jun-20 UUJ - Computer Science Brady John 30-Jun-20 UUJ - Computer Science Brady Molly 30-Jun-20 QUB - Psychology Buckley Rionach 30-Jun-20 QUB - Medicine deferred 21/22 Buick Erin 30-Jun-20 QUB - Law

Butler Caitlin 30-Jun-20 QUB - Economics with Finance Caldwell Alex 30-Jun-20 QUB - Medicine deferred 21/22 Condron Calum 30-Jun-20 UUJ - Quantity Surveying Connolly Oisin 30-Jun-20 UUJ - Quantity Surveying Convery Caitlin 30-Jun-20 UUJ - Quantity Surveying Coulter Rachel 30-Jun-20 UUJ - Radiography Crawford Caitlin 30-Jun-20 UUJ - Accountancy with Pathways Crawley Daire 30-Jun-20 UUJ - Quantity Surveying Crawley Desmond 30-Jun-20 UUJ - Building Surveying

Crilly James 30-Jun-20 UUJ - Sports & Exercise Science Crossey Conor 30-Jun-20 QUB - Law & Politics Dallat Carla 30-Jun-20 QUB - Physiology Darragh Caolan 30-Jun-20 UUJ - Law Delargy Claire 30-Jun-20 QUB - Bio Medical Science Dempsey Adam 30-Jun-20 QUB - Computer Science Devine Sinead 30-Jun-20 Working - Care home Devlin Clara 30-Jun-20 Liverpool University - Economics

Devlin Odhran 30-Jun-20 QUB - Computer Science Dillon Margaret 30-Jun-20 UU - International Hospitality Management Dobbin Jude 30-Jun-20 University College Cork - World Language

Doherty Paul 30-Jun-20 UUJ -Business Studies Deferring to 21/22 Donaghy Daragh 30-Jun-20 Apprentice Quantity Surveying

Donaghy Fionnuala 30-Jun-20 QUB - Biomedical Science Donnelly Jack 30-Jun-20 UUJ - Bio Medical Science Downey Maura 30-Jun-20 UUJ - Radiography Drain Conal 30-Jun-20 QUB - History & Archaeology Drain Sean 30-Jun-20 QUB - Law Fraser Ciara 30-Jun-20 UU Belfast - Foundation Art Course Gartside Sara 30-Jun-20 UU Magee - Nursing

Gormley Aidan 30-Jun-20 John Moores Liverpool - Sport & Exercise Science Graffin Cailean 30-Jun-20 QUB - Business with Information Technology Grant Callum 30-Jun-20 UU Belfast - Screen Production Gribben Ciara 30-Jun-20 University of Stirling - Environmental Geography Hagan Ruairi 30-Jun-20 QUB - Economics and Business Hamill Aoife 30-Jun-20 UU Belfast - Foundation Art Course Hampsey Meadhbh 30-Jun-20 QUB - Nursing Hardy Roisin 30-Jun-20 Cardiff University - Physiotherapy deferred 21/22 Heffron Tara 30-Jun-20 QUB - Accountancy Hegarty Kerri 30-Jun-20 QUB - Film and Theatre Making Higgins John 30-Jun-20 QUB - Computer Science

Higgins Mollie 30-Jun-20 UUJ - Podiatry Kearney Niamh 30-Jun-20 Liverpool University - Occupational Therapy Kelly Aoife 30-Jun-20 UU - Human Resource Management Kennedy Colm 30-Jun-20 QUB - Pharmacy Lange Julia 30-Jun-20 QUB - Criminology

Laverty Christopher 30-Jun-20 QUB - Civil Engineering Lemon Eoin 30-Jun-20 QUB - Film Studies & Production Liddy Ruairi 30-Jun-20 QUB - Economics with Finance Lindsay Cormac 30-Jun-20 QUB - Economics

Loughran Matthew 30-Jun-20 QUB - Mathematics Magill Dylan 30-Jun-20 QUB - Physics with Astrophysics Magill Gregory 30-Jun-20 QUB - Maths Magill Jordayna 30-Jun-20 QUB - Law

Malecki Oskar 30-Jun-20 QUB - Computer Science Marr Eoin 30-Jun-20 QUB - Computing and Information Technology Marron Connor 30-Jun-20 UUJ - Human Resource Management Martin Caitlin A 30-Jun-20 Belfast Metropolitan - 'A' level Biology Martin Megan 30-Jun-20 UUJ - Sport Studies

Martin Niamh 30-Jun-20 UUJ - Accounting Matthews Liam 30-Jun-20 QUB - Film Studies & Production

McAleese Laura 30-Jun-20 QUB - Medicine deferred 21/22 McAleese Ruairi 30-Jun-20 QUB - Medicine McAllister Rory 30-Jun-20 QUB - Chemical Engineering McAreavey Emma 30-Jun-20 UUJ - Sport & Exercise Science

McAtamney Emer 30-Jun-20 QUB - Law McAtamney Oliver 30-Jun-20 UUJ - Quantity Surveying & Commercial Management McAuley Liam 30-Jun-20 UUJ - Quantity Surveying & Commercial Management McAuley Saoirse 30-Jun-20 QUB - Social Policy & Sociology McCallan Christopher 30-Jun-20 Liverpool John Moores - Computer Science McCallum Kimberley 30-Jun-20 QUB - Music McCann Eleanor 30-Jun-20 QUB - Planning Environment & Development McCaw Mollie 30-Jun-20 QUB - Finance

McClenaghan Toni 30-Jun-20 UUJ - Criminology with Criminal Justice McCormick Sean 30-Jun-20 UUJ - Sport & Exercise Science

McCorry Courtney 30-Jun-20 QUB - Psychology

Surname Forename Leaving Date Destination McCrory Connor 30-Jun-20 Edinburgh Heriot Watt - Actuarial Science

McCusker Sean 30-Jun-20 QUB - Computer Science

McDonald Rebecca 30-Jun-20 QUB - Music

McDonnell Eamon 30-Jun-20 QUB - Business Management

McDonnell Randal 30-Jun-20 QUB - Mathematics

McErlain Daniel 30-Jun-20 QUB - Theoretical Physics

McErlain Michael 30-Jun-20 QUB - Business Studies & Information Technology

McErlean Oisin 30-Jun-20 UUJ - Software Engineering

McFerran Connor 30-Jun-20 QUB - Law with Politics

McGarry Sinead 30-Jun-20 St Mary's Belfast - Teacher Training

McGilligan Darragh 30-Jun-20 UUJ - Mechanical Engineering

McGuigan Brenda 30-Jun-20 UU Magee - Personalised Medicine

McHugh Bronagh 30-Jun-20 QUB - English

McIlhagga Rachel 30-Jun-20 QUB - English

McIlhatton Ella May 30-Jun-20 QUB - Biomedical Science

McIlwrath Tegan 30-Jun-20 UUJ - Criminology & Criminal Justice

McKenna Eamon 30-Jun-20 QUB - Computer Science

McKinley Roisin 30-Jun-20 QUB - Psychology

McKittrick Ciara 30-Jun-20 St Mary's Belfast - Teaching

McLarnon Dara 30-Jun-20 QUB - Business Information Technology

McLaughlin-Doran Kiernan 30-Jun-20 QUB - Computer Science

McLaverty Padraig Og 30-Jun-20 QUB - Film Studies & Production

McLean Gerard 30-Jun-20 QUB - Software Engineering

McLoughlin Michaela 30-Jun-20 UUC - Food Nutrition

McManus Liam 30-Jun-20 QUB - Business Management

McMullan Eimear 30-Jun-20 QUB - Law

McMullan Majella 30-Jun-20 QUB - Children's Nursing

McNeill Taylor 30-Jun-20 UU Belfast - Art & Design Foundation

McNeilly Rachel 30-Jun-20 UU Belfast - Art & Design Foundation

McQuillan Ciaran 30-Jun-20 QUB - Economics with Finance

McQuillan Ellen 30-Jun-20 Edge Hill University - Primary English Ed

McQuillan Maeve 30-Jun-20 QUB - Law

McStravick Cliodhan 30-Jun-20 UUJ - Social Policy

McWhinney John 30-Jun-20 QUB - Computer Science

Millar Dean 30-Jun-20 QUB - Film Studies & Production

Mills Mark 30-Jun-20 Bristol - Paramedic Science

Molloy Larissa 30-Jun-20 Administration

Mulholland Luke 30-Jun-20 QUB - Physics

Murphy Tara 30-Jun-20 QUB - Law

Najdi Lukas 30-Jun-20 UU Belfast - Art & Design Foundation

Nugent Ciara 30-Jun-20 UUJ - Business Studies

O'Donnell Ellie 30-Jun-20 QUB - Psychology

O'Hara Katie 30-Jun-20 UUJ - Occupational Therapy

O'Kane Leona 30-Jun-20 QUB - Business Management

O'Kane Orla 30-Jun-20 QUB - Business Management

O'Loan Cara 30-Jun-20 QUB - Nursing

O'Neill Anna 30-Jun-20 QUB - Psychology

Osborne Elias 30-Jun-20 QUB - Politics

O'Sullivan Shannon 30-Jun-20 QUB - Business Management

Parker Chloe 30-Jun-20 UUJ - Health & Social Care

Pelin Roberta 30-Jun-20 University of York - Biological Medicinal Chemistry

Plotka Alicja 30-Jun-20 QUB - Law

Quinn Erin 30-Jun-20 QUB - Nursing

Robinson Cara 30-Jun-20 University College Cork - World Language

Santhosh Jerin 30-Jun-20 QUB - Computer Science

Sanu Lina 30-Jun-20 QUB - Pharmacy

Scullion Jude 30-Jun-20 UUJ - Sports Studies

Scullion Raymond 30-Jun-20 Liverpool John Moores - Electrical & Electronic Engineering

Sestakova Marija 30-Jun-20 South Bank London - Criminology

Shaiju Shine 30-Jun-20 Keele University - Pharmacy

Shannon Brendan 30-Jun-20 Newcastle - Law

Shannon Ciara 30-Jun-20 QUB - Business Management

Smyth Emma 30-Jun-20 UU - Psychology with optional placement year

Stewart Matthew 30-Jun-20 QUB - Economics with Finance

Taylor Joel 30-Jun-20 UUJ - Sport & Exercise Science

Thompson Benjamin 30-Jun-20 QUB - Accountancy

Totten Nathan 30-Jun-20 QUB - Computer Science

Traynor Erin 30-Jun-20 UUC - Psychology

Vincent Ciaran 30-Jun-20 QUB - Business Economics

Woodside Evanna 30-Jun-20 University Dundee - Medicine

Young Dylan 30-Jun-20 UUJ - Sport Studies

Class of 2019/2020 Third Level Education and Beyond

What to do next?

If you are interested in joining Sixth Form at St Louis Grammar, the school will be pleased to arrange a time for you and

your parents to meet with staff to discuss relevant courses.

If you wish to discuss the options in this booklet prior to receiving your results, do not hesitate to contact us.

When you receive your results in August,

contact the School immediately for details.

Phone us on:

(028) 2564 9534

to make an appointment

We look forward to

hearing from you!

st. louis grammar school

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