Introduction Dear Student, We recognise that the last number of years have been challenging but we are immensely proud of how you all have persevered and managed so admirably showing great resilience throughout. Our paramount concern is to offer you all a reassurance that in making the transition from KS4 to KS5, that we want you back in our Sixth Form in September 2023. We will work with you and support you in making your subject choices to provide you with an appropriate career pathway and one that considers your individual needs, talents and indeed aspirations. What we ask in return is that you endeavour to continue giving your very best to your current GCSE studies, to give you a solid foundation that will stand you well as your progress in your studies post-16. While you do have alternative options available to you at post-16 such as continuing with your studies at a Further Education College such as the NWRC (North-West Regional College) or embarking on an apprenticeship or employment, we do hope you continue your studies with us in Thornhill College. This booklet provides information on the subject choices available for study as AS / A-Level in Thornhill College. Please take some time with your parents / carers to study this information carefully and remember that advice is always available from your subject teachers, Form Teachers, Careers Department and Careers Advisers from the Careers Service, Northern Ireland (Marion and Kathryn). To help you in this process the following careers support is in place:

➢

Two careers units of work completed during your pastoral lessons.

➢

ICT platforms such as Xello for researching various career pathways.

➢

Individual guidance meetings with our Careers Service NI Advisors.

➢

Careers support through Google Classroom.

➢

Video support and Q & A sessions with Careers Teachers.

In addition, the Thornhill Careers Hub has been developed. This website is available to parents and pupils, providing information and resources to guide our Year 12’s as they make the transition from KS4 to KS5. To help inspire and prepare pupils for post-16 progression, a number of talks are offered to complement the careers programme and these can be found in the Careers Hub. We encourage you to carry out your own individual research before deciding on your post-16 options and wish you every success in making your informed decisions. Mr Brendan Deane Acting Head of Careers

Sixth Form Entrance Criteria Academic Students will elect to study 3 or 4 AS subjects in Year 13. AS Levels constitute the first year of an A-Level course and most subjects offer external exams at the end of Year 13 which will count towards the complete A-Level. Students may then progress into Year 14 where they complete A2 modules, leading to a full A-Level being awarded. The minimum points required for entry to Sixth Form are set out in the table below: Thornhill Offer

Minimum GCSE Points

4 AS Levels

20 points over 5 subjects

3 AS Levels

17 points over 7 subjects

Restricted Offer *

14 points over 7 subjects

Points are allocated as follows: A* = 5, A = 4, B = 3, C* = 2, C = 1 All students will be expected to study and complete 3 A-Levels. Having fulfilled the minimum entrance requirements, students who possess a Grade A in a subject at GCSE will be entitled to apply to study the subject at AS provided it is offered in the curriculum. A number of subjects require students to achieve a minimum of a GCSE grade B to study these at AS Level. (Details of entry requirements can be found in this booklet). Account will be taken of special circumstances that may have affected performance in examinations. * Students achieving 14 points over 7 subjects will have the opportunity to study a Double Award Applied Course (Health and Social Care) alongside a BTEC in Travel and Tourism. Attendance Attendance, punctuality and work ethic will be seriously considered on application to Year 13. All prospective students should strive to achieve 100% attendance. We expect that successful applicants will have achieved an attendance rate of 95% in Year 12. Account will be taken of special circumstances that may have been affected attendance.

Important Information Students will generally attend university at the end of their A-Levels. Applications to most universities in the UK are completed through the UCAS system (www.ucas.com), and applications to universities in the Republic of Ireland is completed through CAO (www.cao.ie). Students are advised to visits these websites because some university courses have specific GCSE, as well as A-Level requirements. We would advise the vast majority of our students to study 3 A-Levels, allowing them to concentrate on those subjects and maximise their grade potential. However, some students may opt to study 4 AS subjects. These students may decide to complete only 3 of these subjects at A2 Level or continue to study all 4 subjects to the end of the 2 years. Students will be directed and advised on the number of A-Levels they elect to study, based on teacher knowledge and available data on their academic performance to date. At KS5, normal timetable allocation is 8 lessons a week per subject at AS (Year 13) and 9 lessons a week per subject at A2 (Year 14). Studying four A-Levels may be an advantage when applying for university high demand courses. This may also apply to those students who intend to study in the Republic of Ireland. For example: - Trinity College Dublin score applicants on the basis of either of the following: - Their best 3 GC Advanced Level (A2) subjects from one academic year - Their best 3 GCE Advanced Level (A2) subjects from one academic year plus one Advanced Subsidiary Level (AS) in a different subject from the same or the preceding academic year only. You should consult individual university websites for further details. Further details on the entry requirements for NUI (National University of Ireland) universities can be found by clicking on ‘Entry Requirements’ at www.nui.ie. If students have any queries about subject choices, they are advised to consult with members of staff from the Careers Department or speak to our school Careers Advisors from the Careers Service for further information. UCAS Tariff: The following table outlines the UK university scoring system for A-Level grades. Details of points for other qualifications can be found on the UCAS website. Official Title: Advanced GCE and Advanced VCE Grade A*

Tariff Points

Official Title: Advanced Subsidiary GCE and Advanced Subsidiary VCE Grade

Tariff Points

A

48

A

20

B

40

B

16

C

32

C

12

D

24

D

10

E

16

E

6

56

Post -16 Subject Options 2023 Please notes the subjects offered are subject to the numbers of students opting to study them at A-Level.

Subject

Exam Board

Page

Art & Design

CCEA

6

Biology

CCEA

7

EDEXCEL

8

CCEA

9

PEARSON

10

Chemistry

CCEA

11

Digital Technology

CCEA

12

English Literature

WJEC

13

French

CCEA

14

Geography

CCEA

15

Government & Politics **

CCEA

16

Health & Social Care (Single Award)

CCEA

17

Health & Social Care (Double Award)

CCEA

18

History

CCEA

19

Irish

CCEA

20

Life & Health Sciences (Double Award)

CCEA

21

Mathematics

CCEA

22

Further Mathematics

CCEA

23

Music

CCEA

24

Physical Education

WJEC

25

Physics

CCEA

26

Professional Business Services

CCEA

27

Psychology **

WJEC

28

Religious Studies

CCEA

29

Software Systems Development

CCEA

30

Spanish

CCEA

31

Statistics

CCEA

32

EDUQAS

33

BTEC Engineering BTEC Information Technology BTEC Travel & Tourism

Technology & Design ** New Subjects

Foyle Learning Community Students may wish to be considered for a subject which we don’t currently offer in Thornhill College but may be offered in a different school though the FLC (Foyle Learning Community). The FLC is a consortium of schools in Derry that collaborate to offer a wide range of vocational and academic post-16 options, for example: Software Systems Development and BTEC Engineering. When choosing your subjects, please consider the following points: Students may choose 3 or 4 subjects. Students should choose at least 3 subjects from the list of subjects offered at Thornhill College. Only one new subject may be chosen. This rule is strictly adhered to. New Subject means a subject that you have not studied before. Health and Social Care is not considered as a new subject. Professional Business Services may be chosen along with Digital Technology as these A-Level subjects have a degree of overlap. If a student decides to pursue a subject through the FLC, study periods will be used to travel between colleges, so this may restrict individuals to 3 AS subjects.

Art & Design “Art has always been my favourite subject. If you enjoy being creative, I strongly recommend Art A level. Although art requires effort, dedication and time, classes are always relaxing and enjoyable. It’s not always about painting and drawing you also have the opportunity to work with a variety of medias such as textiles, photography, clay, digital art and so much more. Lessons offer a welcoming and very chilled out break from other demanding and more intense subjects. Furthermore, being a course work subject, you are not required to sit a formal examination, which reduces exam pressures. I am delighted to have chosen a creative pathway for the future, whether that be in fashion design or architecture.” (Tara Furey)

ENTRY REQUIREMENTS The standard for a good grade in A-Level Art is high therefore, an A grade in GCSE is desirable. Pupils with no GCSE Art and Design may be accepted into the AS course at the discretion of the Head of Art and Design. EnglishLanguage, at least a grade B, is also desirable as an entry requirement for AS and A2 Art and Design courses. WHY CHOOSE A-LEVEL ART & DESIGN? The creative industries are a fast-growing area of the economy and are key to economic success. Northern Ireland and the UK have an established reputation in these industries. The study of Art and Design creates a pathway to a future career in a creative-industries related field. This specification is designed to broaden and deepen knowledge, skills and contextual understanding of a range of art, craft and design disciplines. It preparesstudents for further study in Art and Design or in a related field. This qualification is designed to promote and reward: • independent learning; • personal development and motivation; • the ability to make creative connections, find alternative approaches and take risks in creatingart and design work; and • aesthetic awareness and intellectual capabilities. Art and Design encourages students to make personal connections, explore their identity, and develop their philosophical and spiritual understanding. The study of Art and Design has an inherent capacity to develop key transferable skills and qualities which are highly sought after by employers. PRIOR ATTAINMENT This specification is designed to encourage students to progress from the study of GCSE Art and Design. This specification builds on the knowledge, understanding and skills developed in Art and Design at GCSE and Key Stage 3 levels. CAREERS Obviously required for any areas in the Art and Design field, but also any career which requires a creative input e.g. Primary School Teaching, Photography, TV, Film, Theatre, Landscape Architecture, Design Industry and multiple art forms such as Design Animation. CONTENT OVERVIEW OF AS ART & DESIGN In Unit AS 1, students explore through visual enquiry a broad range of contextual sources, skills, techniques and disciplines. This builds their confidence in working independently. In Unit AS 2, students should bring their exploratory work to a completed personal outcome based on their response to a broad theme that CCEA set. Unit A2 1 and Unit A2 2 Students who continue to A2 pursue extended development of particular themes, ideas or issues. In Unit A2 1, they undertake further theoretical research. There is an increased requirement at A2 to demonstrate understanding through integrated practical and written pieces of work, and other means of communication. Content

Assessments

Weightings

AS 1 Experimental Portfolio

Teachers assess student’s work, and we moderate the results. Students develop, explore and record ideas. Assessment Objectives 1, 2 and 3 only

50% of AS 20% of A-Level

AS 2 Personal Response

Teachers assess the controlled task, and we moderate the results. Students present a personal outcome. Assessment Objective 4 more heavily weighted than Assessment Objectives 1, 2 and 3

50% of AS 20% of A-Level

For further information please contact the Head of Art and Design: Mr N. Baxendale

Biology “Answering why a student should choose to study biology is for me an obvious one. Biology is everywhere. From learning about our own human bodies, to every living thing around us, from bacteria to the botanic it is the tangible nature of the subject that fascinates me the most. The detail that we go into at A-level makes it immensely interesting and a joy to learn. I have particularly enjoyed learning more about the cardiovascular system. Applying your knowledge to problem solve allows you to challenge yourself which is something I love about this area of study. It is an academically rigorous subject and so my biggest advice for Biology is to keep on top of the work and to do plenty of past paper questions. Good luck!” (Benita Biju)

ENTRY REQUIREMENTS Double Award, grade AA. Triple Award, at least grade B. Progression into A2 will be dependent on AS performance. The need for A-Level Biology for university entry is NOT an acceptable entrance criterion without the appropriate GCSE grade. COURSE CONTENT CCEA Examination Board. The course covers a wide range of living systems and processes allowing students the opportunity to interpret data, perform simple calculations, interpret diagrams and photomicrographs and apply biological principles to familiar and unfamiliar situations. Plants, animals and microbes are examined physically and biochemically. ASSESSMENT AS 1: Molecules & Cells - Comprises of compulsory questions and an essay (1hr 30min) 37.5% of AS (15% of A level). Available in June. AS 2: Organisms & Biodiversity - Comprises of compulsory questions and an essay (1hr 30min) 37.5% of AS (15% of A level). Available in June. AS 3: Internal Practical Assessment (7 practical write-ups) and an external written exam (1 hr) assessing practical skills. 25% of AS (10% of A level). Available in June. A2 1: Physiology, Co-ordination & Control & Ecosystems - Comprises of compulsory questions and an essay (2 hrs 15mins) 24% of A level. Available in June. A2 2: Biochemistry, Genetics and Evolutionary Trends - Comprises of compulsory questions and an essay (2 hrs 15mins) 24% of A level. Available in June. A2 3: Internal Practical Assessment (5 practical write-ups) and an external written exam (1 hr 15mins) assessing practicalskills including skills used in researching information. (12% of A level). Available in June only. GOOD COMBINATION WITH Biology is an excellent subject choice in its own right but when chosen along with Chemistry, Physics or Mathematics itwill provide you with a firm foundation for third level study in any Science field. CAREERS We are currently living in a skills-based economy and A-Level Biology will provide our students with skills, such as, dataanalysis, independent research, communication, tenacity, decision-making, numeracy and literacy. Science-based careers: Biochemistry, Biomedical Engineering, Dentistry, Medicine, Nursing, Pharmacy, Dietetics, Physiotherapy & Veterinary Medicine. A-level Biology is also a stepping-stone to careers in non-Science fields, such as, Law, Accountancy and Journalism.

For further information please contact the Head of Biology: Mrs C. Mailey

BTEC Engineering (If offered, this course will be delivered through the Foyle Learning Community) ENTRY REQUIREMENTS Students must have as a minimum, grade B at GCSE Mathematics to cope with the mathematical content of the course. Engineering is well respected, well paid and has plenty of job opportunities on offer. The BTEC Level 3 Subsidiary Diploma offered ensures students can enter appropriate degree courses. The final qualification is equivalent to one A-level and is accepted, for example, by Queen’s University (grades permitting) in lieu of A-level Physics (Minimum grade C in Double Award Science at GCSE) with an A-level in Mathematics and one other A- level. COURSE CONTENT The BTEC Level 3 Subsidiary Diploma involves the delivery of six units over two academic years. Each unit is worth 10 credits – 60 credits in total. During the course, students will complete a range of unit assignment-based tasks, each chosen to maximise their opportunities at higher and further education or in the workplace. An important element of the teaching and learning experience is the provision of industrial visits. These visits will provide invaluable first-hand knowledge and experiences that will assist students in the research and completion of various assignment tasks. In addition, guest speakers from a range of engineering disciplines will share relevant skills, knowledge and experience with students, focused on their needs. ASSESSMENT Work is INTERNALLY assessed, and final grades are processed by Edexcel. CAREERS Most pupils who choose to do an Engineering course will seek career opportunities in a related field. There are many disciplines open to those with suitable Engineering qualifications and experience, for example; Mechanical Engineering Aerospace Engineering Environmental Engineering Engineering Project Business Management

BTEC Information Technology BTEC INFORMATION TECHNOLOGY By 2030 over 50% of current jobs will no longer exist, so there will be a massive demand for people with new skills. This will be particularly attractive to women as only 18% of current IT workforce is female. This course is designed for learners who are interested in the study of the creation of IT systems and offers progression to higher education courses and university apprenticeships. Some of our past pupils are working for companies like Deloitte, whilst studying for a degree at the same time. They are earning a salary while at the same time having their university fees paid by their employer. ENTRANCE REQUIREMENTS There are no specific entrance requirements though those who have studied Digital Technology toGCSE would be at an advantage. COURSE CONTENT Year 13 (50% of A-Level) Unit 2: Creating Systems to Manage Information (50% of AS) This is a practical unitin which students will produce a relational database solution in an ICT room under examination conditions. Unit 3: Using Social Media in Business (50% ofAS) This is a coursework component, in which students explore how businesses use social media to promote their products and services. Year 14 (50% of A-Level) Unit 1: Information Technology Systems (33% of ALevel) This is an external unit which will be assessed througha written examination, lasting 2 hours. Unit 6: Website Development (17% of A Level) This is a coursework component, in which students will produce a website solution, using a wide range of advanced features and functionalities. EXCELLENT CAREER PROSPECTS - Lots of jobs & continued growth - Thrive as part of a team - Opportunity to work in different industries - all use technology - Many different career paths - new jobs - Data Analysts, Data Scientists, etc. - Explore your creative side HIGHER SALARIES - Average NI salary -£24,601 - Average IT Professional - £40,519 - 61% above the average - Growth of 86% in next 8 years - Average graduate starting salary is £20,000 – £30,000

For further information please contact the Head of I.C.T.: Mr B. Hughes

BTEC Travel & Tourism “I chose to study BTEC Travel & Tourism as it is a vocational subject which specialises in industry-specific knowledge and skills. It has helped me to develop transferrable skills such as communication, time management and problem solving. These skills have given me the confidence I need to progress into a vibrant, exciting career in one of the world's largest industries. I found Marketing in Travel and Tourism the most interesting unit as I was able to use my creativity and initiative to develop a new, successful Travel and Tourism business.” (Katie Dorrity)

ENTRY REQUIREMENTS A student may choose this subject if she achieves the minimum points to return to Sixth Form. WHY CHOOSE BTEC TRAVEL & TOURISM This qualification is designed to support learners who are interested in learning about the Travel and Tourism industry alongside other fields of study, with a view to progressing to a wide range of higher education courses, not necessarily intravel and tourism-related subjects. Learners will have the opportunity to develop transferrable, employability skills i.e. cognitive and problem solving, interpersonal and intrapersonal skills, which universities value. CONTENT Pearson BTEC Level 3 Extended Certificate in Travel and Tourism is taught over 360 guided learning hours (GLH). A level 3 BTEC qualification is equivalent in size to one A-Level. These are units you may be studying over the next two years. Unit Number

Unit Title

GLH

Type

Assessment

1

The World of Travel & Tourism

90

Mandatory

2

Global Destinations

120

Mandatory

3

90

Mandatory & Synoptic

9

Principals of Marketing in Travel & Tourism Visitor Attractions

External Written Examination External Set Task Internal

60

Optional

Internal

11

Events, Conferences & Exhbitions

60

Optional

Internal

Distinction* Merit

A* B

140 points 80 points

Distinction Pass

A C

120 points 40 points

ASSESSMENT Assessment is specifically designed to fit the purpose and objective of the qualification. It includes a range of assessment typesand styles suited to vocational qualifications in the sector. To complete an Extended Certificate in Travel and Tourism a learner will complete four units over two years of which 3 are mandatory (83% weighing). Two units are externally assessed (weighting 58%) and two units will be internally assessed (weighting 42%). Externally assessed units (Units 1 & 2): * Written examinations – all learners take the same assessment at the same time, normally with a written outcome. Set tasks – learners take the assessment during a defined window and demonstrate understanding through completion of a vocational task. Internally assessed units (Units 3 & 4): Your assessment is carried out through various types of assignments. Assignment briefs are issued once the content for the unitof work has been delivered. Internally assessed units are subject to external standards verification. Synoptic assessment (Unit 3): Requires learners to demonstrate that they can identify and use effectively, in an integrated way, an appropriate selection of skills, techniques, concepts, theories and knowledge from across the whole sector as relevant to a key task. CAREERS This qualifies for UCAS points so if you complete it successfully you could move on to study for a degree, BTEC Higher National Diploma in related subjects or relevant employment within travel and tourism such as accommodation providers, leisure travel,corporate travel, or transport providers such as airlines. For further information please contact the Head of Geography: Mr E. McClafferty

Chemistry “Chemistry is one of the most versatile subjects available at A-Level. As someone applying to study Chemistry at university, I have comfort in knowing that there is a wealth of careers available in many sectors from pharmacy to cosmetics. Chemistry is essential for many other careers, most notably medicine but every STEM related career benefits exponentially from Chemistry. I have found A-Level Chemistry to be a very enjoyable experience. Although it can, at times be frustrating, it is definitely the class I look forward to the most.” (Stacey Mullen)

ENTRY REQUIREMENTS Students should have an AA in Double Award Science or A in GCSE Chemistry. WHY CHOOSE A-LEVEL CHEMISTRY? Chemistry is the science most often required by universities and higher education establishments for students to embark on degrees in medicine, dentistry, pharmacy and pharmacology, forensic and veterinary science and chemical engineering. It fits in well with the study of the other sciences and there is significant use of mathematics throughout the two year course. As Chemistry is a practical subject, practical examinations form part of both the GCE AS and A level qualifications. Students will acquire skills that are valued in further and higher education, as well as in the workplace. These include research, investigation, analysis, communication, problem solving and working with others. Content

Assessment

AS 1: Basic Concepts inPhysical and Inorganic Chemistry

External written examination: 1 hour 30 minutes Students answer Section A containing 10 multiple choice questions (10 marks)

Weighting 40% of AS 16% of Alevel

Section B containing a number of structured questions (80 marks) AS 2: Further Physical and Inorganic Chemistry and anIntroduction to Organic Chemistry

External written examination: 1 hour 30 minutes

AS 3: Basic Practical Chemistry

Practical booklet A consists of a variety of practical tasks worth 25 marks.

Students answer Section A containing 10 multiple choice questions (10 marks)

40% of AS 16% of Alevel

Section B containing a number of structured questions (80 marks)

Studentstake the examination in the laboratory: 1 hour 15 minutes

20% of AS 8% of A level

Practical theory booklet B consists of a variety of questions testing knowledge of practical techniques, observations and calculations worth 55 marks Students take the assessment in an examination hall: 1 hour 15 minutes A2 1: Further Physical and Organic Chemistry

External written examination: 2 hours Students answer Section A containing 10 multiple-choice questions (10 marks)

40% of A2 24% of Alevel

Section B containing a number of structured questions (100 marks) A2 2: Analytical, Transition Metals, Electrochemistry and Organic Nitrogen Chemistry

External written examination: 2 hours Students answer Section A containing 10 multiple-choice questions (10 marks)

40% of A2 24% of Alevel

Section B containing a number of structured questions (100 marks) A2 3: Further Practical Chemistry

Practical booklet A consists of a variety of practical tasks worth 30 marks Studentstake the examination in the laboratory: 1 hour 15 minutes Practical theory booklet B consists of a variety of questions testing knowledge of practical techniques, observations and calculations worth 60 marks. Students take the assessment in an examination hall: 1 hour 15 minutes

- A good subject combination with Biology, Physics and Maths. - Essential for Medicine, Dentistry, Pharmacy and Veterinary Medicine. - Challenging but rewarding and enjoyable. For further information please contact the Head of Chemistry: Mrs C. Devine

20% of A2 12% of Alevel

Digital Technology “I want to pursue a career in the field of Computer Science at university next year. Studying A Level Digital Technology has really convinced me that this is the choice for me. The theory part of the course has helped me increase my knowledge and learn about new technologies, while the practical content which has allowed me to develop many of the skills which I will require in the future.” (Beth Bradley)

DIGITAL TECHNOLOGY Over the past number of years, the IT sector has been one of the fastest growing sectors across the whole economy. Careers in IT come with great salaries, exciting opportunities, and growing demand. Studying Digital Technology at A Level offers you an excellent pathway to build your career in IT. CAREERS - Excellent Career Prospects - Employers are looking for people with the IT skills they need - Over 2000 leading tech companies operate in NI - Build transferrable skills, with the opportunity to work in different industries - Many different career paths - new jobs - Data Analysts, Data Scientists - Higher Level apprenticeships –past pupils are working for companies like Deloitte, Kainos & PWC while studying for a degree at the same time. They are earning a salary while also having their university fees paid by their employer. COURSE CONTENT Year 13 (AS) – 40% of A Level Unit AS 1: Approaches to Systems Development (50% of AS) Unit AS 2: Fundamentals of Digital Technology (50% of AS) Each of these units will be assessed through separate written examinations, each lasting 1 hour 30 minutes Year 14 (A2) – 60% of A Level Unit A2 1: Information Systems (40% of A Level). This will be assessed through a written examination, lasting 2 hours 30 minutes. Unit A2 2: Application Development (20% of A Level) This is a coursework component, in which candidates will produce a relational database solution, using a wide range of advanced features and functionalities. ENTRANCE REQUIREMENTS There are no specific entrance requirements though those who have studied Digital Technology or Business and Communication Systems to GCSE would be at an advantage.

For further information please contact the Head of I.C.T.: Mr B. Hughes

English Literature “This year I have been to late Victorian England; I have walked in post-war New Orleans, and I have existed in a politically static medieval society. Only in choosing to study English at A level was this made possible. Not only am I now a prospective student of English Literature at University, but I have also developed a dynamic vocabulary and intimate connection with literature. In analysing a diverse range of texts and contexts, from Brontë to Williams, Shakespeare to Duffy I have cultivated a passion that will undoubtedly last a lifetime. I urge any student who has an inquisitive mind, an analytical eye and a genuine interest in the subject to indulge in the pleasure of studying English Literature at A-Level!” (Aoife Sargent)

ENTRY REQUIREMENTS AA in GCSE English and English Literature is desirable. A/B, B/A or would be considered provided applicant has a strong recommendation from their GCSE teacher. The WJEC GCE AS and A Level in English Literature encourages learners to develop their interest in and enjoyment of literature and literary studies as they: - Read widely and independently both set texts and others that they have selected for themselves - Engage critically and creatively with a substantial body of texts and ways of responding to them - Develop and effectively apply their knowledge of literary analysis and evaluation - Undertake independent and sustained studies to deepen their appreciation and understanding of English Literature, including its changing traditions. Unit AS Unit 1

Content Section A: Prose fiction pre-1900 One question in two parts, based on the reading of one prose text from a prescribed list Section B: Drama One question based on the reading of one play from a prescribed list

AS Unit 2

Section A: Critical analysis One question requiring critical analysis of one poem from the prescribed list of poetry texts or this unit Section B: Poetry comparison One question requiting comparison of two poetry texts from the prescribed list for this unit

A2 Unit 3

Section A: Poetry pre-1900 One question in two parts, based on the reading of one poetry text from a prescribed list Section B: Unseen poetry One question requiring comparative analysis of two unseen poems

A2 Unit 4

Section A: Shakespeare extract One question based on an extract from one Shakespeare play from the prescribed list for this unit Section B: Shakespeare essay One essay question based on the reading of one Shakespeare play from the prescribed list for this unit

A2 Unit 5

One 2500 – 3500 word assignment based on the reading of two prose texts from different periods, one pre-2000 and one post-2000, nominated by the centre

For further information please contact the Head of English.: Mrs H. Minnis

French “This subject has various aspects of study, limited not only to the study of French grammar and vocabulary, but explores the contribution of France as a country to society and art, such as film and literature. To learn a language is not simply a practice of conjugating verbs, but rather it hones critical abilities such as problem solving and rejects the confinement of a ‘single answer’ and rote learning. To gain insight into the multifaceted nation that is France, rich in its unending number of regional idiosyncrasies, the capital of fashion, home of artisan cuisine and the language of love, choosing to study French and pursuing fluency in this language is the key.” (Anna Morrison)

AS Contexts

Contents

Relationships

Different family structures Roles, responsibilities and relationships within families Challenges for families Intergenerational issues and Influences on young people (eg peers, family, and friends)

Culture and Lifestyle

Physical well-being, for example diet or exercise Risk-taking behaviour (smoking, alcohol, drugs, extreme sports) Dealing with stress and challenges (school or examinations) Hobbies and interests for example sport or music The arts, film, fashion and design Social media and new technology and Holidays, festivals and tourism

A2 Contexts

Contents

Young People in Society

Part-time jobs Education and employment Career planning, aspirations or intentions Young people and democracy European citizenship, advantages, disadvantages and opportunities Societal attitudes and young people

Our Place in a Changing World

Equality / inequality and discrimination / prejudice Poverty at home and abroad – causes, consequences and measures to combat it Immigration and emigration – causes, benefits and related issues Multicultural society and cultural identity – benefits and challenges Causes, consequences and resolution of conflict Sustainable living and environmental issues

For further information please contact the Head of French.: Miss C. Montgomery

Geography “I chose to study Geography as I love understanding the how and why of our planet and its inhabitants. I intend to complete a degree in Geography with the aim of teaching it. Geography is a unique subject, as it combines the Social and Natural Sciences, inspiring us to think of our own place in the world, our values, rights and responsibilities for others and the environment, whilst actively paving the way to solutions for the many issues we face today such as climate change. You gain a wide range of transferable skills from studying Geography, making you very attractive to all employers and there is a diverse range of career paths in the ‘Green Economy’.” (Niamh Carlin)

GEOGRAPHY Geography involves an awareness of the physical world and the people who live in it. Therefore, prospective students need an abiding interest in people and in places. The scope of the subject is wide and provides students with an extensive and balanced educational base. It provides them with skills in observation, measurement, recording, analysis and interpretation of data, together with skills in decision-making, communication, empathy and essay writing. ENTRY REQUIREMENTS A*-B in GCSE Geography. Students should discuss suitability for AS/A2 with their GCSE Geography teacher. CONTENT Assessment Unit AS Module 1 Physical Geography

Topics

Assessment

Weighting

1 hour 15min Exam

40% of AS 16% of A-Level

1 hour 15min Exam

40% of AS 16% of A-Level

1 hour Exam

20% of AS 8% of A-Level

A2 Moule 1 Physical Processes & Human Interactions

Fluvial Environments Ecosystems Atmospheric Systems Population Settlement Development Fieldwork Data Collection Skills Data Processing Techniques Plate Tectonics Tropical Ecosystems

1 hour 45min Exam

24% of A-Level

A2 Module 2 Processes & Issues in Human Geography

Planning for Sustainable Settlements Tourism

1 hour 45min Exam

24% of A-Level

A2 Module 3 Decision Making

Decision Making Exercise

1 hour 30min Exam

12% of A-Level

AS Module 2 Human Geography AS Module 3 Fieldwork Skills & Techniques

CAREERS Geography is unique in that it is an interdisciplinary discipline that unites the humanities / socialsciences and natural sciences. It links in particularly well with the study of Biology. However, its content and acquisition of skills can complement a range of other subject areas including English, R.E, Politics, Psychology, Business Studies, Mathematics and Physics. Past students who have studied A-level Geography at Thornhill College are following career paths in a wide variety of fields including: Medicine, Dentistry, Law, Speech & Language Therapy, Occupational Therapy, Radiography, Pharmacy, Architecture, Civil Engineering, Aerospace Engineering, Criminology, International Politics, Marine Biology, Geography, Geology, Environmental Planning, Environmental Health, Town & Country Planning, Teaching etc. Many of our students’ study Geography at A-Level to follow specific career paths in environmentally related fields, however many students simply study Geography because they enjoy it and they are good at it and this will allow them to achieve a top grade to gain entry into the course they want to follow atuniversity. For further CEIAG regarding Geography see the careers displays in the Geography corridor or speak to your Geography teacher. EXAM RESULTS The A-Level exam results in the Geography Department in Thornhill College are excellent! In 2022 46% of our students achieved an A*-A, 87% achieved an A*-B and 100% achieved an A*-C. Our A-Level Geography studentsare also regularly placed in the top 10 achievers in Geography in N. Ireland – with Blessy Biji 1st place in A-Level Geography in N.I. in 2017 (out of a total of 1605 students) with full marks across all her Geography papers. For further information please contact the Head of Geography.: Mr E. McClafferty

Government & Politics “I’ve always had an interest in Politics and studying it at A-Level has provided me with the chance to study the subject in greater depth and update my knowledge of current affairs. It has enabled me to understand how the world works and has improved my writing and communication skills. I have had the chance to hear different kinds of opinions, often very different from my own. Opinions on: Donald Trump, Boris Johnson and the NI Assembly to name but a few. Politics has broadened my perspective making me more aware of the distribution of power and the role that individuals play in the world. I am hoping to study Law with International Relations/Politics at university. I find Government and Politics to be dynamic, interesting and enjoyable.” (Mia Clifford)

ENTRY REQUIREMENTS AS Politics is not taught at GCSE there are no subject specific related requirements. However, a grade B in English Language is desirable as is a good grade in GCSE History and an interest in current affairs. COURSE CONTENT There are two AS modules and two A2 modules. AS Module 1: The Government and Politics of NI, is a study of contemporary politics of Northern Ireland. It is an exciting module which utilises sources in order to establish how and why the current peace process came about. It involves knowledge of the political parties, the Assembly etc. AS Module 2: The British Political Process, is a study of the various institutions of government including the Executive / Government (Prime Minister and Cabinet), Parliament and the Judiciary, Students will also examine the work of political parties. A2 Module 1, Comparative Government: The UK and USA compared. This unit involves a comparison of the main institutions of government in Britain with those in the USA including Parliament, Congress, The Prime Minister, ThePresident, The US Constitution etc. A2 Module 2, Political Power. This module involves the study of themes such as Marxism, Elitism, Pluralism and Feminism. Italso includes examining the nature of Power, Authority and Coercion. It is a module which is very challenging but equally enjoyable. It introduces students to many interesting concepts. ASSESSMENT Assessment is by examination alone and there is no coursework. Students will sit two exams for AS and two for A2. Studentswill sit their exams in the summer of each year of entry. Students may re-sit an exam to improve a grade. GOOD COMBINATION WITH Government and Politics can be combined with many different subjects. As Politics is a literary subject it combines well with English, Languages and RE. Also, because of the content of the Politics course, it combines with Business Studies, History and Geography. However, because of the skills taught in Politics -analysis, evaluation, argument etc. -it has also been combined with Science subjects such as Physics and Chemistry. This is a subject that provides students with a very broad knowledge of the world around them. It arms them with the skills and capabilities to make informed choices and shape the world for themselves and others. CAREERS Politics is offered by most universities as a free-standing degree, or it may be combined with a variety of other subjects. Career paths include: the Media, Journalism, Law, Social Work, Youth and Community Work, the Civil Service, Marketing, Public Relations, the Diplomatic Service, Economics, Business, Town and Country Planning,Political Lobbying, working with an NGO to name but a few.

For further information please contact the Head of Government and Politics.: Mr J. Parlour

Health & Social Care Single Award ENTRY REQUIREMENTS As this A-Level comprises 67% coursework it is preferable that students have achieved a A*-B in GCSE English and GCSE Health and Social Care is also an excellent foundation for the A -Level course. QUALIFICATION Single Award Health and Social Care is worth 1 A -Level qualification Coursework = 2/3 of the overall A -Level = 4 Units Exam = 1/3 of the overall A -Level = 2 Units WHAT IS APPLIED GCE SINGLE AWARD HEALTH AND SOCIAL CARE? This broad-based qualification gives students the opportunity to study an eclectic range of subjects relevant to the Health, Social Care and Early Years’ sectors, including Physiology, Social Policy and Psychology. WHO WOULD SINGLE AWARD HEALTH AND SOCIAL CARE APPEAL TO? The qualification will appeal to students with an interest in health and well-beingand caring for others. It’s likely to be attractive to students who enjoyed studying Home Economics or Child Development, at GCSE, though none of these are a prerequisite. CAREER OPPORTUNITIES The Health, Social Care and Early Years’ sectors are major employers in the public, voluntary and private sectors in Northern Ireland. Many students with a qualification in GCE Health and Social Care go on to degree-level study in a variety ofsubjects such as, Early Years / Childhood Studies, Teaching, Health Studies, Social Policy, Social Science, Social Studies, Psychology, Nursing / Midwifery and /or Social Work. Other students go on to complete a BTEC National Diploma in Health and Social Care. Some students go straight into employment in the fields of Health and Social Care. COURSE STRUCTURE YEAR 13 (AS) Content

Assessment

Weightings

AS 1: Promoting Quality Care

Internal assessment Students produce a written report based on practice on a health, social care or early years setting that they have experienced Teachers mark the tasks

25% of AS 10% of A-Level

AS 2: Communication in Health, Social Care and Early Years Settings

Internal assessment Students produce a written report on communication in a health, social care or early years setting Teachers mark the tasks

25% of AS 10% of A-Level

AS 3: Health and Well-Being

External written examination 2 hours Students answer three compulsory questions

50% of AS 20% of A-Level

COURSE STRUCTURE YEAR 13 (A2) Content

Assessment

Weightings

A2 1: Applied Research

Internal assessment Students produce a research report on a health and social care or early years’ topic of their own choosing Teachers mark the tasks

15% of A-Level

A2 2: Body Systems and Physiological Disorders

Internal assessment Students carry out a practical investigation of the physiological status of individuals and research the diagnosis and treatment of a disorder Teachers mark the tasks

15% of A-Level

A2 3: Providing Services

External written examination based on pre-release material 2 hours Students answer three compulsory questions

30% of A-Level

For further information please contact the Health and Social Care Co-ordinator.: Mrs B. McCarry

Health & Social Care Double Award “This is an interesting subject to study for A level as it consists of 67% coursework which makes it very suitable for those who prefer researching and completing assignments to sitting an exam. So far, I have studied a wide range of units including; Promoting Quality Care, Communication in Health, Social Care and Early Years Settings, Understanding Human Behaviour and Safeguarding Children. This subject is skills based as you have the opportunity to partake in a placement, in a care setting such as a care home or primary school which prepares you not only for third level education but also for the world of work.” (Abby O’Donnell) QUALIFICATION Double Award Health & Social Care is worth 2 A -Level qualifications Exam = 1/3 of the overall A -Level = 1 Unit = 4 Units

Coursework = 2/3 of the overall A -Level = 8 Units

WHAT IS APPLIED GCE DOUBLE AWARD HEALTH AND SOCIAL CARE? This broad-based qualification gives students the opportunity to study an eclectic range of subjects relevantto the Health, Social Care and Early Years’ sectors, including Physiology, Social Policy and Psychology. WHO WOULD DOUBLE AWARD HEALTH AND SOCIAL CARE APPEAL TO? The qualification will appeal to students with an interest in health and well-beingand caring for others. It’s likely to be attractive to students who enjoyed studying Home Economics or Child Development, at GCSE, though none of these are a prerequisite. CAREER OPPORTUNITIES The Health, Social Care and Early Years’ sectors are major employers in the public, voluntary and private sectors in Northern Ireland. Many students with a qualification in GCE Health and Social Care go on to degree-level study in a variety ofsubjects such as, Early Years / Childhood Studies, Teaching, Health Studies, Social Policy, Social Science, Social Studies, Psychology, Nursing / Midwifery and / or Social Work. Other students go on to complete a BTEC National Diploma in Health and Social Care. Some students go straight into employment in the fields of Health and Social Care. COURSE STRUCTURE YEAR 13 (AS) Content

Assessment

Weightings

AS 1: Promoting Quality Care

Internal assessment Students produce a written report based on practice on a health, social care or early years setting that they have experienced Teachers mark the tasks

12.5% of AS 5% of A-Level

AS 2: Communication in Health, Social Care and Early Years Settings

Internal assessment Students produce a written report on communication in a health, social care or early years setting Teachers mark the tasks

12.5% of AS 5% of A-Level

AS 3: Health and Well-Being

External written examination 2 hours Students answer three compulsory questions

25% of AS 10% of A-Level

AS 4: Safeguarding

Internal assessment Students produce a written report and an information resource for staff working in an early years setting. Teachers mark the tasks

AS 5: Adult Service Users

External written examination 2 hours Students answer three compulsory questions

25% of AS 10% of A-Level

AS 6: Holistic Therapies

Internal assessment Students produce a written report in the use of holistic therapies in managing a medical condition in care settings Teachers marks the tasks

12.5% of AS 5% of A-Level

12.5% of AS 5% of ALevel

For further information please contact the Health and Social Care Co-ordinator.: Mrs B. McCarry

History “Studying history offers an outstanding insight into how societies, cultures, and nations have shaped history throughout the world creating an understanding of the world around us. A-Level history is thoroughly enjoyable as it involves studying topics in depth such as Germany and World War II and studying new topics which extremely interesting such as Russia and Ireland. At A-Level you get the opportunities to look at different historians’ interpretations of events and can form your own views and argue them with historical knowledge. I have enjoyed studying A-Level history so much that I am going to study it further at university where I hope to develop my historical knowledge.” (Carragh Doherty)

ENTRY REQUIREMENTS Grade B in GCSE History. Grade B in English is also required given the nature of the subject. CONTENT AND ASSESSMENT AS 1 The Nazis and Germany, 1919 – 1945. This module is assessed by means of source questions and an essay in a written examination lasting 1 hour and 30minutes, sat at the end of Year 13. AS 2 Russia, 1914 – 1941. This module is assessed by means of a number of questions in a written examination lasting 1 hour and 30 minutes,sat at the end of Year 13. A2 1 Clash of Ideologies in Europe, 1900 – 2000. This module is assessed by means of a one hour essay, sat at the end of Year 14. A2 2 Partition of Ireland, 1905 – 1923. This module is assessed by means of a two and a half hour examination. There will be two source questions and anessay, sat at the end of Year 14. GOOD COMBINATION WITH Politics, English, R.E., Psychology and Modern Languages, but is very popular with students with wider interests. CAREERS History is particularly valued for the analytical skills it develops by employers in a wide range of careers which involvehandling and processing written information. Most History graduates in the UK find employment in Business and in Personnel Management. History is most directly useful for students who intend to pursue careers in Teaching, Law, History, Politics, the Media, Archaeology, Library work, Museums or Conservation, but all employers rate History graduates as individuals who are intelligent, are good at analysing situations and well-informed about the world around them.

For further information please contact the Head of History.: Dr H. Jeffries

Irish “Learning Irish has been the highlight of my experience at Thornhill. At A Level the Department offers great support and you are well motivated to achieve highly. Also, we have good craic and I really enjoy the classes with the Language Assistant. I’ve learnt that there are a lot of new employment opportunities with Irish nowadays.” (Abbie Carlin)

ENTRY REQUIREMENTS A* or A at GCSE. Students with a B grade may find Irish at AS, and in particular at A2, too challenging however very committed pupils will improve. Students should discuss suitability for AS/A2 with their GCSE Irish teacher. Below are some pointers as to why Irish at AS/A2 may be a good choice for you: If you have achieved highly at GCSE, Irish may be a good choice for you at AS/A2. Your GCSE Irish teacher can advise you. 100% of A2 Irish students achieved an A-C grade in 12 of the last 14 years, 92% an A* - B grade in 2020. Irish is a verypopular AS/A2 choice in Thornhill and 58 students currently study Irish at this level. If you wish to study Irish at third level. COURSE CONTENT AS [40% weighting] Module 1: [30% of AS; 12% of A2] Speaking Module 2: [40% of AS; 16% of A2] Listening, Reading, Translation [Irish to English], Use of Language Module 3: [30% of AS; 12% of A2] Short Film [essay] A2 [60% weighting] Module 1: [18% of A level] Speaking Module 2: [24% of A level] Listening, Reading, Summary, Translation [English to Irish] Module 3: [18% of A level] Poetry [essay] The Irish Department will ensure that: - Pupils are stimulated and highly motivated to build on their positive learning experience and skills base from Key Stage 4. - Pupils are encouraged and advised to attend a Donegal Gaeltacht Course to improve their ability to understand and inparticular speak the language. - Students of Irish benefit from a weekly timetabled conversation class with the Language Assistant. - Pupils are given many opportunities to be involved in Irish Language learning extra-curricular activities organised by the Department. EMPLOYABILITY In recent years there has been a very significant increase in the employment opportunities available with Irish, in particular the continued growth of Irish Medium Education, the success of TG4 and associated programme production and most recently the status given to Irish as an official language of the European Union. Therefore, Irish now offers a wider career choice than ever before; another skill which can lead to employment in areas such as Education, Technology, Media [TV and Radio], Publishing, Childcare, Government, Community and Cultural Development, Cultural Tourism. The Booklets ‘Irish – opening doors to employment’ and ‘Taking the next step with Irish’ may be borrowedfrom the Irish Department.

For further information please contact the Head of Irish.: Mr F. Mag Uiginn

Life & Health Sciences Double Award “I really enjoyed Science at GCSE and when selecting my A-Levels I wanted to study a broad spectrum of science topics across all 3 science disciplines providing me with an opportunity to apply for a wide range of university courses. Double Award Life and Health Sciences has been the perfect choice for me as I have studied a variety of units such as Genetics, Medical Physics, Organic Chemistry, Microbiology and Materials Science. I was also very aware of the excellent A Level grades achieved by pupils in the past and the fact that it is 50% portfolio and 50% examination.” (Shannon Doherty)

WHAT IS LIFE AND HEALTH SCIENCES? The fundamental philosophy of this course is that, to understand the nature of science, students must actively experience the science environment. This can be achieved through a variety of approaches including scientific investigations, case studies and research. It is an ideal qualification for those students who want a broad background in science, which will allow them to progress to further or higher education and access a wide range of scientific courses. Life and Health Sciences is offered as a Double Award A-Level. ENTRY REQUIREMENTS BB in Double Award Science

COURSE CONTENT AS UNITS Experimental Techniques Human Body Systems* Physical Chemistry in Industrial Processes* Brain Science Material Science* Medicines, Drugs and Clinical Trials * Examined units

A2 UNITS Scientific Investigation and Analysis Organic Chemistry* Medical Physics* Genetics, Stem Cell Research and Cloning* Microbiology Analytical Chemistry Techniques

SKILLS & QUALITIES NEEDED FOR LIFE AND HEALTH SCIENCES? - Inquisitive/Curious - Logical Thinker - Problem Solver - Good Practical Skills

- Numerate - Tenacious - Good Communication Skills

CAREERS - Physiotherapy - Optometry - Teaching - Personalised Medicine

- Radiography - Nursing - Engineering

For further information please contact the Head of Science.: Dr D. McLaughlin

Mathematics “Math at A Level is looked upon with high regard by employers and universities alike. As an academically rigorous subject, it develops logical, problem solving, analytical and critical thinking skills which are transferable whether you carry the subject into degree level or not. I have chosen to study Maths with Computer Science, which directly incorporates the theories we study and use every day in class. The skills I have developed through Maths has benefitted me in my other subjects such where a lot of statistics and data analysis is incorporated into the curriculum. Overall Math is a highly complimentary subject.” (Georgia Donnelly)

ENTRY REQUIREMENTS Grade A*/A in GCSE Mathematics is expected, having completed the M4 and M8 modules. A student who has obtained a grade B overall, with a grade A in the M8 module, may be permitted to enter A-Level on the recommendation of their GCSE Teacher. Preferably a student will have undertaken the Further Mathematics GCSE Course but this is not an essential requirement. Those students who have not studied Further Mathematics will be supported through extra material to practice essential mathematical techniques required for success at A-Level. COURSE CONTENT The course covers concepts in Pure Mathematics and develops your algebraic skills along with your understanding of differentiation, integration, trigonometry and curve sketching. In addition, the basic principles of Mechanics and Statistics are studied. ASSESSMENT The course is split into 4 modules, two at AS level and two at A2 level, all of which are assessed by written examinations. At AS level the Pure paper is worth 24% and the Applied paper is worth 16% of final A2 mark. Then at A2 the Pure paper is worth 36% along with the Applied paper worth 24% of the final A2 mark. There is no coursework in A-level Mathematics. GOOD COMBINATION WITH An A-level in Mathematics indicates a good ability to solve problems in a logical manner which is useful in every single subject. It can be a good fit with Physics, Chemistry, Biology, Business Studies, Engineering, Applied Science, Technology, Art and Geography. CAREERS A-level Mathematics helps a student develop their ability to work independently, to think abstractly and present convincing arguments to support their conclusions. Along with enhancing analytical thinking and quantitative reasoning, it also develops good communication and time management. The skills that a student develops in their A-level Mathematics course are highly valued in all careers. A-Level Mathematics students from Thornhill College have taken up degree courses in Law, Medicine, Science Degrees, Engineering Degrees, Architecture and the Financial Sector.

For further information please contact the Head of Mathematics.: Mrs B. Crossan

Further Mathematics ENTRY REQUIREMENTS A student who achieves an A* grade in both GCSE Mathematics and GCSE Further Mathematics will be offered the opportunity to study Further Mathematics AS. This is a very demanding and challenging course. It is ideally suited to a student who will be considering a course in Mathematics or Engineering at University. ASSESSMENT The course is split into 2 modules, all of which are assessed by written examinations. At AS level the Pure paper is worth 60% and the Applied paper is worth 40% of final AS mark. CAREERS Mathematicians generally define their work as solving theoretical and practical problems concerned with Engineering,Economics, Marketing, Physical Sciences, Computing and Statistics; as a result, they are much in demand. There is a substantial and increasing demand for mathematicians to work in the Science and Electronics based industries, along with the Actuarial field and Finance. If none of those appeals, the UK is desperately short of Mathematics Teachers both in schools and in further education. For the brightest academics, university and research council-based projects are other areas of employment.

For further information please contact the Head of Mathematics.: Mrs B. Crossan

Music “As someone who is going into a career in Music Production, Music A-Level has been a vital factor in my development in both creativity and knowledge. The course has allowed me to broaden my knowledge of music theory and analysis and exposed me to pieces and composers across all kinds of genres and periods. It has also allowed me to enhance my creative process through composition, which has given me the freedom to write my own music, with the guidance and help from teachers. A-Level Music for me has been all about doing what I love, and it provides a doorway to a multitude of fun and rewarding careers.” (Laura McElhinney)

ENTRY REQUIREMENTS In order to do AS/A Level Music candidates must have obtained a B or higher in Music for GCSE. They must have a good performance level on their instrument/voice minimum level grade 4. “Music is a moral law. It gives soul to the universe, wings to the mind, and life to everything… Without music, life would be an error.” (Plato) CONTENT Content

Assessment

Weightings

AS 1: Performing

Solo performance Viva voce

35% of AS 14% of A-Level

AS 2: Composing

A: Composition task Or B: Composition with technology task Written commentary

35% of AS 14% of A-Level

AS 3: Responding to Music

Two external written examinations Test of aural perception 1 hour Written examination 2 hours

30% of AS 12% of A-Level

A2 1: Performing

Solo performance Viva voce

21% of A-Level

A2 2: Composing

A: Composition task Or B: Composition with technology task Written commentary

21% of A-Level

A2 3: Responding to Music

Two external written examinations Test of aural perception 1 hour 15mins Written examination 2 hours

18% of A-Level

CAREERS Professional musician/recording artist/member of a band or Orchestra Primary teaching Sound/Studio technician Music technology industry Music therapy Music critic

Teaching (Subject and instrument) Recording technician Film industry Gaming industry Composer Manager

For further information please contact the Head of Music.: Mrs E. Quigley

Physical Education “Studying A-level PE allowed me to explore the physiological and psychological sides of sport, as well as learning about the history and emergence of modern sport. The content is interesting and relevant to sporting performance and allows me to apply things I have learned to my own training. I particularly enjoy learning about the physiological aspects, which allows me to gain insight into why and how things happen in the body when I am exercising, and how different things, such as diet, may benefit or disadvantage performance. I also like that A-level PE also involves analysis of your sporting performance, and coursework, in which you evaluate your sporting performance, which overall count for 40% of your grade. I recommend A-level PE to anyone who is passionate about their sport or coaching.” (Úna McDermott)

WHY CHOOSE A-LEVEL PE? Students who would like to study A Level PE must have a keen interest in sport and physical activity. Studentsperform in one sport/physical activity for the duration of the course. There are a range of sports and physical activities to choose from. Below are just a sample of the activities on offer: Boxing

Football

Gaelic

Lifesaving

Irish Dance

Gymnastics

Karate

Netball

Camogie

Athletics

Judo

Equestrian

Kayaking

Swimming

CONTENT Unit Unit 1: Exploring Physical Education Unit 2: Improving Personal Performance in Physical Education Unit 3: Evaluating Physical Education Unit 4: Refining Personal Performance in Physical Education

Assessment

Weighting

Written exam 1 hour 45mins

24%

Non-exam Practical

16%

Written exam 2 hours

36%

Non-exam Practical

24%

CAREERS Studying PE and sport can lead students into a variety of career paths. A Level Physical Education provides you with a range ofskills that you can use in any career. Below are a sample of the types of careers that our previous A-Level students have progressed to: Health Service

Teaching

Leisure Industry

Nursing

Personal Trainer

Journalism

Physiotherapy

Medicine

Events Organiser

Occupational Therapist

Sports Medicine

Sports Coaching

Sports Events Management

For further information please contact the Head of Physical Education: Mr F. McEldowney

Physics “A-level physics gives you a whole new appreciation for the scale of the universe, and a greater respect for our tiny corner of it. From the tiniest atoms and particles, to stars and galaxies that are massive beyond our comprehension, physics helps to provide insight and logic to the intricate rules that form existence as we know it.” (Trinity McKeever)

PHYSICS Physicists look for all the hidden laws that explain why all matter (that’s every physical thing) and energy in the known universe exists, where it comes from and how it behaves the way it does. So if you’re wondering how forces of nature, like gravity, work or how aircraft stay up in the air, you’ll need to go to a physicist. 'Physics makes the perfect career if you like asking really big questions.’ Physics is well-recognized for developing useful skills for a wide range of careers such as problem-solving, analysis and communication. A-level Physics gives you the opportunity to explore the phenomena of the universe and to look at theories that explain what is observed. This subject combines practical skills with theoretical ideas to develop descriptions of the physical universe. You will learn about everything from kinematics to cosmology and many recent developments in fascinating topics, such as particle physics. If you are interested in the limits of space, the beginning of time and everything in between this is the subject for you. Physics is more than a subject – it trains your brain to think beyond boundaries. ENTRY REQUIREMENTS AA grade in GCSE DA Science or an A grade in TA GCSE Physics and an A grade in GCSE Maths. CONTENT A-level Physics is a mixture of highly conceptual thinking and very practical applications. You need to be able to think about abstract ideas such as fields, but be able to apply those ideas to how, for instance, electric motors work. Getting accurate results from experiments requires practice and competence in the use of lab equipment. Calculations are an important part of A-level Physics and you need to be comfortable with algebra. At the same time descriptive work requires you to communicate clearly on paper. You need to be comfortable with Mathematics and able to write good English that is scientifically accurate. A general interest in science would be helpful. Much of what you learn in Physics will complement A-levels in Biology, Chemistry and Mathematics. Physics is especially closely linked to maths, so studying the two together can improve your skills in both. ASSESSMENT - The AS course contains three modules, AS1, AS2 and AS3. AS1 and AS2 are each assessed by written papers lasting 1 hour 45 minutes. - AS3 consists of a 1 hour investigative skills practical paper in which you will complete four very short experiments and a separate 1 hour paper requiring the analysis of experimental results. - Pupils progressing to study for the A2 level will study a further 3 modules in Year 14. A2 1 and A2 2 are each assessed by written papers lasting 2 hours. - A2 3 consists of a 1 hour investigative skills practical paper in which you will complete 2 experiments and a separate 1 hour paper requiring the analysis of experimental results. WHERE CAN IT LEAD? Physics is known as a facilitating subject – this means that it helps keep your options open as it’s highly regarded as preparation for lots of different courses. Businesses and universities really value the subject because of the transferrable skills it gives you. A good grade in A-level Physics demonstrates to an employer that you have analytical and mathematicalskills that you can apply to real life situations. There are many possible career paths that it will create for you, for example:Engineering (general, aeronautical, civil, electrical, mechanical etc.) , Medicine, Forensic Science, Astronomy, Cosmology, Optometry, Electronics, Power Generation, Finance and many more. Physicists are involved in finding solutions to many of our most pressing challenges – as well as studying atoms or making sense of the extraterrestrial, physicists diagnose disease, model the climate, design computer games, predict markets anddesign hi-tech goods. Studying Physics opens doors. For further information please contact the Head of Physics: Dr L. O’Donnell

Professional Business Services “Business has always fascinated me. My favourite part of the Professional Business Services course is the combination of coursework and exams it offers as well as the relevance of the course to the real world. It gives the A-Level a manageable structure, alongside developing skills needed for third level studies and work. It teaches many transferable skills that are in high demand by employers, including communication skills, problem solving, critical thinking, decision making, numeracy, presentation, project management along with a thorough understanding of how organisations operate My interest has been particularly piqued by the content of HR Services, financial decision making as well as leadership and management. I intend to follow a business-related degree at university.” (Tara Murray)

WHY STUDY PROFESSIONAL BUSINESS SERVICES? The Professional Business Services specification is designed to encourage students to: - Develop an interest in and enthusiasm for professional business services, including developing an interest infurther study and careers in the subject. - Develop and draw together different areas of knowledge, skills and understanding of different aspects of the subject. - Develop competence and confidence in a number of skills, including communication, numeracy, problem solving and decision making. - Appreciate the needs of business professionals operating in the Northern Ireland marketplace and beyond; and - Progress to relevant higher education programmes as appropriate. By studying this course you will gain an insight into the range of services that professional business services firms provide for their clients, for example: management consultancy; human resource services; financial decision making; technology services; leadership and management; and project management. This course will give you theopportunity to develop a variety of skills in communication, numeracy, problem-solving and decision-making. Unit

Assessment

Weightings

Year 13 AS1 Introduction to Business Services

External Assessment Written Examination Paper 1 hour 30mins (80 marks)

30% of AS 12% of A-Level

Year 13 AS2 Human Resource Services

Internal Assessment Portfolio Based on a pre-release case study (100 marks)

40% of AS 16% of A-Level

Year 13 AS3 Financial Decision Making

External Assessment Written Examination Paper 1 hour 30mins (80 marks)

30% of AS 12% of A-Level

Year 14 A21 Technology in Business

External Assessment Written Examination Paper 2 hours (90 marks)

18% of A-Level

Year 14 A22 Leadership / Management

External Assessment Written Examination Paper 2 hours (90 marks)

18% of A-Level

Year 14 A23 Project Management Skills and Processes

Internal Assessment Portfolio of evidence for a Project Management task (120 marks)

24% of A-Level

For further information please contact the Head of Business & Enterprise: Mrs M. Brown

Psychology “I find Psychology fascinating as I enjoy learning about the many different psychological theories that are linked to our behaviour. In particular, I loved learning about the behavioural approach, which looks at how our environment and life experiences influences our behaviour. I also found the biological approach interesting as we studied the structure of the brain and the different chemicals found within it. One of my favourite elements of Psychology was studying criminal behaviour where we see how genes, society, upbringing, and personality all interact to cause criminal behaviour. My deep interest and fascination along with the brilliant psychology department in Thornhill has since motivated me to apply to study Psychology at University next year.” (Kaia Kirby)

WHAT IS PSYCHOLOGY? The human mind is the most complex machine on earth, the source of all thought and behaviour. Psychology is the scientific study of the human mind and behaviour. It is concerned with understanding the experience and behaviour of humans. ENTRY REQUIREMENTS Those who have indicated Psychology as a preference will have priority, provided they have a good GCSE profile with a Grade B in English Language and Grade BB in Double Award Science. COURSE CONTENT Psychology is a modular course delivered through the WJEC examination board. AS LEVEL In Year 13 you will learn about the five Psychological Approaches and how they explain human behaviour. You will also learn about how psychologists design and conduct research. At the end of Year 13 you will sit 2 Psychology papers. Each examination is 1hr 30 minutes and may be a combination of short answer, application, and essay questions. The papers will be worth 80 marks each. AS Level is worth 40% of the overall course. UNIT 1 PAPER 1 Topics

Psychology past to present Biological Approach Behavioural Approach Positive Approach

Cognitive Approach Psychodynamic Approach

UNIT 2 PAPER 2 Using Psychological Concepts Contemporary debates Principles of research Application of research methods to a novel scenario

A2 -LEVEL In Year 14 you will deepen your understanding of psychology by looking at a range of human behaviours. You will study three of the following six behaviours: Addictive behaviours, Autistic spectrum behaviours, Bullying behaviours, Criminal behaviours, Schizophrenia, Stress. You will then apply your psychological knowledge to a range of contemporary debates. As part of the A2 course you will review your knowledge of research methods and you will get the opportunity to conduct practical research which will be assessed in an examination. At the end of Year 14 you will sit 2 Psychology papers. A2 Level is worth 60% of the overall course. Unit 3 is worth 40% of A Level and is 100 marks. The examination is 2hrs 30 minutes. Unit 4 is worth 20% of A Level and is 60 marks. The examination is 1hr 30 minutes. UNIT 3 PAPER 1 Topics

Implications in the real world. Section A – The study of 3 behaviours Section B – Controversies in Psychology

UNIT 4 PAPER 2 Applied research methods Section A - Personal investigations Section B – Application of Research methods to novel scenarios

CAREERS There are various careers you can pursue with Psychology, e.g. Teaching, Educational/ Clinical/ Sports/ Health/ Forensic/ Occupational Psychology, Art/Music/Speech Therapy, Counselling, Psychiatric/Mental Health Nursing, Neuroscience, Social Work, HR Management, and many more. For further information please contact Senior Teacher: Mrs S. Byrne

Religious Studies “I have thoroughly enjoyed studying Religious Studies for A-Level. You will continue to explore philosophy and ethics, which you were introduced to at GSCE, alongside scrupulously analysing the Gospels for historical truth and modern-day relevance. In Year 13, you can expect to focus on Luke’s Gospel alongside religious and secular ethics. In year 14, you will continue the study of the Gospels, branching into the other two Synoptic Gospels of Mark and Matthew. Your study of ethics will also continue exploring more ethical theories, such as Virtue Ethics. It is a deeply though provoking subject, which will grant you a deeper understanding of multiple schools of ethical thought as well as a greater appreciation of religion as a whole.” (Hannah Quigley)

ENTRY REQUIREMENTS Most students who opt to study AS Religious Studies usually have an A Grade at GCSE, however students with a grade B are often accepted onto the course. This is a very popular AS subject choice. COURSE CONTENT At Thornhill College we study the CCEA revised (2016) AS/A2 Religious Studies specification.The units of study are: AS 1 An Introduction to the Gospel of Luke AS 7 Foundations of Ethics with Special Reference to Issues in Medical Ethics A21 Themes in the Synoptic Gospels A2 7 Global Ethics Assessment

Duration

Weighting

AS Examination

2 external written papers 1 hour 20 mins

Each paper s worth 50% of AS Level 40% of GCE Level

A2 Examination

2 external written papers Each 2 hours in duration

Each A2 paper is worth 50% of A2 60% of A2 Level

There is no coursework component with this area of study. WHY CHOOSE GCE RELIGIOUS STUDIES? Religion plays an important role in our society and can influence what people think, feel, and believe. Through studying Religious Studies, students reflect on how religion and spirituality form the basis of a culture. ReligiousStudies also helps students develop marketable skills and aptitudes including: Analytical and strategic thinking

Research skills

Critical evaluation An ability to 'understand both sides' and negotiate and resolve conflict

The ability to work with abstract, conceptual ideas Problem-solving skills

Understanding of the impact of conflicting ideologies

Leadership skills

An appreciation of human diversity, belief systems, cultural and spiritual experiences Textual Studies – Gospel of Luke/Philosophy of Religion CAREERS This course appeals to students who: - Enjoy stimulating and lively discussion - Enjoy finding out answers, not just being told them - Want to develop an enquiring mind; and/or - Want to research and develop independent learning. - Enjoy wider reading and contemporary awareness of moral issues These skills are particularly useful for future careers in law, education, social work, politics, medicine, nursing, workingfor NGOs, administration or the media.

For further information please contact Head of Religious Studies: Mrs C. Collins

Software Systems Development (If offered, this course will be delivered through the Foyle Learning Community) ENTRY REQUIREMENTS A grade in GCSE Mathematics. SOFTWARE SYSTEMS DEVELOPMENT GCE Systems Software Development is a new GCE A Level qualification. It is designed to help students to develop the knowledge, understanding and skills required to work in software development. The focus is ondeveloping programming skills. These skills are much sought after in today’s labour market. This specification aims to help students to: - Develop a genuine interest in programming in software systems development; - Develop an understanding of systems approaches and modelling techniques; - Develop skills that will prepare them for work in today’s software industry; - Participate in developing a software project using a complete software development process and applytheir skills to work-related scenarios; - Research, develop and present their findings in a variety of formats; - Develop advanced study skills to prepare for third level education; and - Demonstrate their understanding and application of key concepts through assessments. Further details are available on the CCEA website www.ccea.org.uk Content

Assessment

Unit AS 1 Introduction to Object Orientated Development

External paper 2 hours

Unit AS 2 Event Drive Programming

Portfolio of Event Driven Application Internally assessed Externally moderated

Unit A2 1 Systems Approaches and Database Concepts

External paper 2 hours

Unit A2 2 Implementing Solutions

Portfolio of Implementing Software Solutions Internally assessed Externally moderated

Spanish “Spanish has been a great choice for A-Level. I’ve really enjoyed the lessons with the Spanish Assistant which help to improve your conversational skills. It helps you to get a sense of what it’s actually like to have a conversation with native speakers and of Spanish life. For me, Spanish has opened so many doors. It will be crucial to me especially, as once I have finished school, I intend to study culinary arts in Barcelona, where I’ll literally get a taste of everything Spanish! I can’t recommend studying it enough! As one of the most popular languages in the world, you’ll never run out of people to talk to! ¡Buena suerte! “ (Kaya Mango)

ENTRY REQUIREMENTS - Pupils taking up Spanish at AS level will need to have achieved a high standard at GCSE (Grade A*/A is desirable) or at a similar examination. - Those pupils who have achieved a B grade may consult with their Year 12 Spanish teacher, the Head of Spanish and, if necessary, their Careers Advisor before a decision is made. - N.B. Continuation towards A2 level will normally require a high level of performance at AS level. COURSE CONTENT - The AS / A2 courses are intended to extend and perfect the language skills of Speaking, Listening Reading and Writing, beyond Grade A* at GCSE level. - As well as textbooks there will be constant use of more authentic materials such as magazines, newspapers, CD’s, television and the internet to enhance language skills. - Pupils studying Spanish at AS / A2 level will also study the language through four prescribed contexts, a film and Literature. all students of Spanish at AS / A2 level are encouraged to actively broaden their experience the Spanish language and culture beyond the classroom/exchanges with Spain, awareness of Spanish media / current affairs). - In addition to normal class: all pupils will have one conversation lesson per week in small groups with the Spanish assistant (a native speaker). ASSESSMENT STRUCTURE The course assessments are divided into the two components. Firstly, the oral (30% of the examination) consists of a three-minute presentation and a conversation lasting approximately eight minutes. Secondly, theexamination tests the skills of Listening, Reading and Writing and make up the remaining 70% of the exam. AS

A2

Oral (30% of AS Level) and (12% of A-Level)

Oral (18% of A-Level)

Listening, Reading and the Use of Language (40% of AS Level) and (16% of A-Level)

Listening, Reading and Use of Language (24% of A-Level)

Extended Writing (Film) (30% of AS Level) and (12% of A-Level)

Extended Writing (Literature) (18% of A-Level)

AS = 40% of A-Level

A2 = 60% of A-Level

GOOD COMBINATION WITH Spanish is a subject which can combine well, with many other areas. In addition to traditional language courses, Spanish is now offered as an integral element of Higher education courses and careers in areas suchas European Studies, Business Studies, Law, Engineering and Science, Travel and Tourism and Accountancy. Spanish is also viewed as a very useful subject to offer for university entrance along with Science subjects. CAREERS Learning a language will bring you a wide range of skills and attributes. Not only will you be able to communicate in another language but you will have opportunities to improve communication and interpersonal skills, all of which are highly sought after by employers and universities alike. A qualification in GCE Spanish will offer you a range of employment opportunities and not just in the traditional fields of teaching, tourism, government and marketing. GCE Spanish will also benefit you in areas such as financial services, IT, journalism, law and engineering.

For further information please contact the Head of Spanish: Mrs V. Vega Hurst

Statistics STATISTICS A statistician needs to be able to collect and process data, fit the appropriate theoretical distribution and test their results. They need to be able to think logically and present their findings in the appropriate manner. ENTRY REQUIREMENTS At least a grade B in GCSE Mathematics. It is not necessary to have undertaken the GCSE Statistics course in order to study A-level Statistics. COURSE CONTENT The course studies basic presentation and collection of data and probability theory. Special distributions such as the Normal distribution, the Binomial distribution and the Poisson distribution are studied in depth as well as various techniques for hypothesis testing. ASSESSMENT The course is split into 6 equally weighted modules, three at AS level and three at A2 level, all of which are assessed by written examinations lasting 1½ hours. Coursework is not required. GOOD COMBINATION WITH An A-level in Statistics displays a good ability to manipulate data which is useful in Biology, Geography, Business Studies, History, Sociology and Psychology. CAREERS The ability to process data is a fundamental component of most professions and so A level Statistics provides a sound basis for many courses at university. It is especially useful for any degree course which requires mathematical ability but can also be acceptable for such subjects as Law and Medicine. IMPORTANT If you want to do a degree in Statistics at university you must do A-Level Mathematics, not A-Level Statistics.

For further information please contact the Head of Mathematics: Mrs B. Crossan

Technology & Design “I highly recommend choosing Technology and Design if you like turning your innovative ideas into a reality. Studying Technology at this level has enabled me to develop my wild ideas to create something I can genuinely be proud of. At this level you can be both creative and technical in developing your ideas through drawings and models, along with solving calculations and recording these findings in a portfolio. This subject undoubtedly enhances your time management skills in meeting deadlines for coursework which will ultimately help in both the course I plan to study at university and in life overall. Technology and Design is a valuable subject unlike most others where you can be both inventive and critical all at the one time.” (Niamh O’Kane)

ENTRY REQUIREMENTS It is desirable that students have studied Technology and Design at GCSE, but it is not essential. Pupils who have not studied GCSE Technology and Design may be considered provided they have achieved a good GCSE result. CONTENT - Pupils will follow the WJEC Eduqas GCE A Level Design and Technology specification focusing on the Product Design route. - The course content is covered under 7 main headings: 1) Designing and innovation 2) Materials and components 3) Processes 4) Industrial and commercial practice 5) Product analysis and systems 6) Human responsibility 7) Public interaction (marketing and research). The course is linear, which means pupils will be assessed at the end of their two-year course. The course has 2 assessed components: 1) A written exam (50%) 2) A design and make project. Component 1: 50% of qualification Design and Technology in the 21st Century

Component 2: 50% of qualification Design and make project

- Written examination: 3 hours - A single examination in product design - The examination includes a mix of structured and extended writing questions assessing learners' knowledge and understanding of: - Technical principles - Designing and making principles along with their ability to analyse and evaluate widerissues in design and technology

- Non-exam assessment: approximately 80 hours - A sustained design and make project, based on a brief developed by the candidate,assessing the candidate's ability to: - Identify, investigate and outline design possibilities - Design and make prototypes analyse and evaluate design decisions and outcomes, including for prototypes made by themselves and others.

This course is a balanced blend of theory / designing and making. As pupils complete only one examination and one design and make project, they can make more effective use of their time andhave an opportunity to gain greater insight and understanding of all theory topics. Pupils will also be able to refine and developtheir designing, ICT and manufacturing skills. A GOOD COMBINATION WITH - This specification encourages learners to use creativity and imagination when applying iterative design processes to develop andmodify designs, and to design and make prototypes that can make a difference in the world around them. - The skills and knowledge developed are transferable and would benefit pupils in any other subject combinations but in particular will complement, Mathematics, Art and Design, Physics, Digital Technology, Business Studies or Geography. CAREERS - This qualification gives students a sound basis for progression to higher education and higher level apprenticeships. Thiscourse may be particularly advantageous to pupils considering a career in an engineering, technology or any design related discipline. - T&D is listed by many universities as one of the subjects required to access courses in ProductDesign and Engineering degrees. - There is a huge range of career opportunities for people with STEM based skills and qualifications. Organisations locally and globally are keen to recruit suitably qualified people in this area and it is an area of major growth. Long term career prospectsand pay conditions are also very good making this a very worthwhile career pathway to consider. IMPORTANT - It is important that pupils take into consideration the entry requirements for studying specific courses at university wheninforming their A level choice. - It is desirable that students have studied Technology and Design at GCSE and achieved at least a Grade B in order to study A Level Technology and Design. - Pupils who have not studied GCSE Technology and Design may be considered provided they have achieved a good GCSE results profile. For further information please contact the Head of Technology and Design: Mrs E. Rooney