STRATHEARN SCHOOL

A LEVEL SUBJECT CHOICE

BOOKLET 2024

Strathearn School AS/A-level 2024 Page 1

 Page

Introduction 3

AS and A Level Courses 4

Collaboration Subjects 5

University Courses and Careers 6

Criteria for Entry into Sixth Form 7

Art and Design 9

Biology 11

Business Studies 13

Chemistry 15

Digital Technology 17

Drama & Theatre Studies 18

English Literature 19

Geography 20

Government & Politics 22

Health and Social Care 23

History 25

Mathematics 27
(Further Mathematics)
Media Studies 29

Modern Languages 30
(French, German and Spanish)
Moving Image Arts 32

Music 34

Nutrition & Food Science 35

Physics 37

Religious Studies 38

Technology and Design 39

Strathearn School AS/A-level 2024 Page 2

INTRODUCTION

This booklet contains information about each of the AS/A-level subjects from which you may choose. You
will spend a long time studying each of your subjects, so it is well worth taking time to find out all you can
about them. Before you make your choices, you should:

• find out all you can about the kinds of career you might be interested in,
• read the relevant pages in this booklet,
• talk to pupils already doing the subjects at AS/A-level,
• talk to your teachers,
• talk to your parents,
• talk to Miss Griffith (Head of Careers) or any member of the Careers Department in School,
• talk to the Careers Advisor from the Department of Economy whom you have already met this year.

No matter what subjects you choose, you will find AS/A-level work very different from GCSE.
Here are some of the differences which sixth form pupils have highlighted:

• There is more work in 3 or 4 AS/A-levels than in 9 GCSEs.

• You have to do more work on your own initiative and independently.
• You have to apply your knowledge to a greater extent, not just learn facts.
• There is a lot more extra reading 'around the subject'.
• You will find it more difficult to succeed if you have too many commitments outside schoolwork, for
example a part-time job which takes up a lot of your time.

Some of the questions which pupils ask themselves when choosing AS/A-levels are:

1. Do I enjoy the subject?

This is a very important question, since you will spend a lot of time studying each of your AS/A-level
subjects.

2. Am I good at the subject?

Look at your test and exam results and the feedback from homework. Also ask your teacher. You
should expect to achieve at least a grade B at GCSE in any subject which you hope to study at AS or
A-level.

3. Do I need the subject for the university course/career which I want to do?
This question is considered in detail later in the booklet.

Strathearn School AS/A-level 2024 Page 3

AS and A Level Courses

Pupils study either 3 or 4 subjects in Lower Sixth and must study at least 3 in Upper Sixth.

A-level Drama and A-level Media Studies are 2-year linear courses, so no AS level qualification will be
awarded. This may also be the case for some other subjects offered through collaboration. Please see the
detail on each subject later in this booklet.

Pupils will not necessarily have the same teacher(s) in U6 as in L6.

How many AS subjects should you do in Lower Sixth?

In the first instance pupils are asked to choose 4 courses they would prefer to follow in Sixth Form.
Following the issue of GCSE results, Form 5 pupils entering Lower Sixth will have an opportunity to meet
with a careers teacher or member of the Senior Leadership Team to discuss the most suitable options,
considering each pupil’s GCSE results and career aspirations.

4 AS levels are beneficial for some of the most competitive universities and courses (and required for many
courses in the Republic of Ireland). However, if your GCSE grades suggest that you would find 4 AS
subjects too much, then you should do 3 and concentrate your efforts on these to get the best possible
grades.

If you are not sure what to do at any stage, you should consult Mr Anderson or Miss Griffith.

Can you repeat exams at the end of Upper Sixth?

Yes. If you receive a disappointing result at the end of L6, you can repeat one or more AS module exams at
the end of U6, although this obviously adds significantly to the workload at A2 level.

Feasibility of classes
It may not be possible for us to provide every subject combination, as some may lead to classes which are
too small or do not allow the maximum choice for all pupils.

If this happens, you will be advised of this and the possible options will be discussed.

Strathearn School AS/A-level 2024 Page 4

Collaboration Subjects

If you opt for one of our collaborative courses hosted by one of our partner schools, it will necessitate
travelling by taxi between the school sites. Strathearn use a reputable taxi company for this purpose and
we ensure that they have the necessary insurance details to transport our pupils.

Collaboration usually occurs on a Monday and Tuesday morning and on a Thursday and Friday afternoon.
Where collaboration occurs for period 1 or finishes period 9, a pupil is required to make their own way to
or from the ‘host’ school.

NB
• You may select only one collaboration subject as these subjects are all timetabled together. You
may therefore only choose one subject from the following:
o French (hosted by Strathearn School)
o German (hosted by Campbell College)
o Media Studies (hosted by Strathearn School)
o Moving Image Arts (hosted by Ashfield Boys’)
• Places in collaboration subjects hosted by partner schools are dependent on availability of places
in the class and will not be confirmed until the first week of September 2024.
• Whilst collaboration with our partner schools at 6th Form has run successfully for a number of
years, choosing to study an A-level subject through collaboration inevitably brings extra
challenges, e.g. lost time travelling between sites, different school holidays, different reporting
and assessment schedules and procedures. It is our experience that it takes a high degree of
personal commitment and organisation to make the most of subjects completed through
collaboration.

Strathearn School AS/A-level 2024 Page 5

University Courses and Careers

You should bear the following points in mind:

• For many university courses/careers, any 'AS'/'A' level subjects are suitable.
• For some university courses/careers, certain 'AS'/'A' level subjects are desirable but not essential.
• For other university courses/careers, certain 'AS'/'A' level subjects may be essential.

How do you find out what applies to the university course/career to which you aspire?
First of all, it is your responsibility to find out! You should do some or all of the following:

1 Talk to someone who is currently doing, or has recently done the course, or is recently qualified in
the career (things can change from year to year, so make sure the information is up to date!).

2 Talk to a member of the Careers staff — Miss Griffith, Mrs Staples, Ms Kimber, Miss Morrison, Mrs
Browne or Miss Armstrong.

3 Study the information available in the Careers Room, which is open before Registration in the
morning, at break, lunch time and after school. Useful books to consult are the HEAP books.

The following are useful information sources:

(i) xello which can be accessed via My Apps, Careers ServiceNI (www.nidirect.gov.uk/careers)
and www.investigatecareers.com (password: lobster) can be accessed on the internet. These
resources will help you to find out about careers which may interest you.
(ii) The Russell Group of Universities has lots of very relevant information on its website,
https://www.russellgroup.ac.uk/ , and has developed an additional site to help 6th year
students make informed choices: https://www.informedchoices.ac.uk/

(iii) UCAS and university websites have current information on subject requirements for courses
starting in September 2023 &2024. There is also information on alternative pathways post-
18, e.g. Apprenticeship and Further Education options.

(iv) Please also research our local FE colleges e.g. Belfast Metropolitan College
(www.belfastmet.ac.uk) and South Eastern Regional College
(www.serc.ac.uk).

There is also a lot of very useful information regarding subject choices and university courses on the
‘Useful Careers Websites’ section on our School Website. If you are interested in finding out more about
where the likely growth areas are for future job opportunities in Northern Ireland, please visit the ‘Useful
Websites’ section of our Careers page and look under the heading ‘Labour Market Information’.

In the Careers room there are many books that will help you with your research. For example, there are
career related books such as: the ‘Getting into…’ series; The HEAP Guide, University Degree Course Offers’
(this also gives information on likely subject requirements at GCSE and A Level); ‘Guide to not going to
University’.

Strathearn School AS/A-level 2024 Page 6

 Criteria for Entry into Sixth Form

Strathearn School, Belfast

Criteria for Entry in Sixth Form (Year 13)
Strathearn will give preference to pupils on the basis of academic achievement. Academic achievement
will be judged with reference to:
• the grades achieved in GCSEs*
• the relevance of the subjects taken
• information from recent school reports.
*The minimum required for entry into the Sixth Form will be seven passes in relevant GCSE subjects at
grades A* to C with at least four passes at grade B (English Examination Board Equivalent 6) or better. Relevant
subjects will include no more than one Short Course GCSE and excludes Learning for Life and Work.

If there are more girls who are eligible than there are places available, places shall be awarded in the
following order:
1. Applicants with the highest total GCSE point score in relevant 1 GCSE subjects – an applicant’s GCSE
point score will be calculated on the basis of grades in full course GCSEs and no more than one Short
Course GCSE (excluding Learning for Life and Work) as follows:

English Examination Boards CCEA / WJEC Point Score Point Score

Full Course Short Course

9 A* 4 2
8/7 A 3 1.5
6 B 2 1
5 C* 1.5 0.75
4 C 1 0.5

2. In the event of a tie, priority will be given to the girl whose home is closer to the School. Distance will
be measured in a straight line using an Ordnance Survey web distance measurement tool from the
front door of the girl’s home to the School’s Reception. Home will be taken to mean the girl’s address
as it appears on the Application Form.
Applicants applying from outside Northern Ireland must satisfy the School that their academic
achievement is equivalent to the standard set out above. In addition, pupils for whom English is an
additional language have to complete a CEFR B2 Level assessment for entry into Sixth Form. A score of 60%
is required for the candidate to be considered.
The Admissions Criteria have been drawn up and approved by the Board of Governors; their application
has been delegated to the Principal.
Criteria for any extra places made available by the Department of Education for admission into Sixth
Form (Year 13).

1
Relevant Subjects are those offered at AS/A2 Level in Strathearn School, and/or deemed by the School to provide suitable
preparation to undertake an AS/A2 level course offered in Strathearn.

Strathearn School AS/A-level 2024 Page 7

The Department of Education may, at the School’s request, increase the number of pupils that the School
can admit to its Year 13. Places that become available in this way shall be allocated only to pupils who
meet the basic eligibility criteria for sixth form study (as above) and shall be allocated in the order
determined by the criteria to be applied in the following order:
1. Pupils who have most recently completed Year 12 in Strathearn.
2. Pupils from other schools where admission to an extra place at Strathearn has been agreed by the
Department of Education.**
**Parents should note how the Department of Education (DE) will, in response to a school's request, increase the school's
enrolment number in order to allow an extra post -16 pupil to enrol. DE will first check whether there is another school or
schools of a type suitable for that pupil within an hour’s journey of where the pupil lives. If there is, DE will then check whether
this other school or schools may provide all of the post-16 courses that the pupil wishes to pursue. If these checks find that no
other suitable school may provide all of the post-16 courses that the pupil wishes to pursue - then DE will agree a school's
request for an extra place.
What is a school of a type that is suitable for a pupil?
To determine this, DE first considers all schools to be one of 4 types: (1) denominational (2) non-denominational (3) Integrated
and (4) Irish-Medium. A school requesting an extra place for a post-16 pupil will belong to one of these 4 types and DE will
consider any other school or school from this same type as suitable for the pupil. DE will also consider as suitable for the pupil
any school from the same type as the type of school that the child attended in Year 12.

Requirements for Upper Sixth (Year 14)

Pupils will be admitted to Upper Sixth (Year 14) who have shown by their academic progress and positive
attitude to date that they will benefit from the educational provision available in Strathearn in Sixth Form.
New entry into Year 14 would be in exceptional circumstances only. The examination boards and modules
of AS courses already completed would need to match the curriculum offer in Strathearn. References and
recent reports would be sought from the candidate’s previous school.

Appeals Procedure
If a pupil does not meet the entry requirements and wishes to make an appeal and/or claim special
circumstances, he/she may make an appeal to the Board of Governors. This appeal should be supported by
documentary evidence of an appropriate nature. When considering such appeals, the Governors will take
account of a pupil’s commitment to the school (e.g. attendance and behaviour) as one of the criteria they use
in arriving at a decision.

ART AND DESIGN

Strathearn School AS/A-level 2024 Page 8
The AS and A Level specification in Art and Design progresses naturally from GCSE Art and Design. The
course is suitable for any student who has enthusiasm and aptitude for the subject. A passion for creative
learning is essential, and working independently outside of allocated class time is the key to success.
Studio periods, a lunch time, an after school Art Club and organised gallery visits are provided by the
department to support our young artists, but a commitment to expanding one’s own knowledge of Art and
Design is also important.
Advice on portfolio preparation is also given to those students who wish to apply for Higher Education
courses in the subject after Sixth Form.

Specification Overview

The course is usually team taught, so students can benefit from the ideas and input of two members of
staff.

Students are given a theme set by the exam board which will allow for personal interpretation and
development. Skills established in GCSE will be revised and developed further.

Exciting new approaches are introduced in painting, printmaking, ICT, ceramics, photography, drawing
and textiles. Students have a choice of four pathways in; Combined Studies, Photography & Lens-based
Media, Three Dimensional Design and Textiles.

During the course you will:

 Demonstrate skilful use of the visual elements: line, tone, texture, pattern, form and colour.
 Build on your recording skills; drawing in a range of media and developing skills in photography.
 Experiment with a broad range of media, techniques and processes in fine art & design.
 Develop, analyse and communicate ideas to give your work personal meaning.
 Undertake self-review of your progress.
 Gain insights into the work of other artists who will inspire your work and ideas.
 Produce a final outcome that reflects your skill and creative investigations.

AS Course

September – February:
Experimental Portfolio Coursework; the theme is set by the Examination Board (CCEA).
February- May:
Personal Response; production of a final outcome as a result of the experimentation undertaken.

During both the experimental portfolio coursework and personal response components, work is carried
out in class and also independently in the student’s own time.
• For the Experimental Portfolio, a sketchbook is produced along with preparatory work for
display.
• The Personal Response (final outcome) will be in a media of the student’s choice and is
accompanied by evidence of planning and a range of trials.

The Personal Response concludes with a timed, controlled exam session lasting 10 hours in total.
A2 Course

Strathearn School AS/A-level 2024 Page 9

 The structure, timing and requirements of the course are similar to Lower Sixth, but the final, controlled
exam is 15 hours. The coursework element also contains a Written Investigation (2000 word essay
which is externally marked by CCEA). Students will identify and study the work of contemporary and
historical artists & designers and write about them. This, in turn, will inform and inspire their practical
work. Staff work closely with each pupil to help them identify a topic and structure their essay.

During both the Personal & Critical Investigation coursework and Thematic Outcome components, work
is carried out in class and also independently in the student’s own time.

• For the Personal & Critical Investigation, a sketchbook is produced along with experimental
work for display.
• The Thematic Outcome will be in a media of the student’s choice and is accompanied by
evidence of planning and a range of trials.

How is the subject assessed?

L6 Assessment (AS)

AS 1 Experimental Portfolio 50% of AS (20% of 'A' Level)

AS 2 Personal Response 50% of AS (20% of 'A' Level)

U6 Assessment (A2)

A2 1 Personal & Critical Investigation 60% of A2 (36% of 'A' Level)

Incorporating 2 linked elements:

(1) Practical work – sketchbooks and experimentation in chosen media 40% of A2 (24% of A Level)
(2) Written Investigation – an illustrated essay of 1000 – 2000 words 20% of A2 (12% of A Level)

A2 2 Thematic Outcome 40% of A2 (24% of 'A' Level)

Student work is internally marked by the school, and externally moderated by the examination board
(except the Written Investigation at A2).

Students are asked to present an exhibition of their work for assessment purposes at the end of both
years.

Where can I get more information?

All of the Art staff in the department are involved in teaching Sixth Form Art and Design and will be
happy to advise.

BIOLOGY

Strathearn School AS/A-level 2024 Page 10

Biology is the study of living things. The AS/A2 course is a continuation from GCSE or Double Award
Biology and so you will recognise some of the topic titles below but of course they will be studied in much
greater depth. It is important that you have an enquiring mind and want to develop your scientific skills,
whilst enjoying the challenge of increasing your knowledge about the natural world.

Specification Overview

The course studies organisms at different levels of organisation. This starts with how the cell works,
including some biochemistry.

Ecology is a topic studied at both AS and A2 ensuring that organisms are considered in their natural
habitats, not just in isolation. The specification includes Northern Ireland perspectives, particularly with
respect to biodiversity. There is a residential field trip in the AS year. Most pupils thoroughly enjoy this
section of the course, as do the staff!

Some pupils choose to study biology because it links to their current career aspirations but it is good to
choose it simply because you enjoyed the subject at GCSE.

Pupils who have completed GCSE Double Award Science or GCSE Biology are able to carry on to AS study
in this subject.

Moving on from GCSE, you will find that there is a lot to do and to learn. You will be taught study skills
to help you achieve success.
AS Course

AS1 Molecules and Cells

In this module you will learn about Molecules, Enzymes, Viruses, Cell Structure, Cell Physiology, Cell Division and
Tissues and Organs.

AS2 Organisms and Biodiversity

In this unit you will learn about Transport and Exchange Mechanisms in Plants and Mammals, Adaptations of
Organisms and Biodiversity.

AS3 Practical Skills

There are a large number of practical classes which will allow you to develop a high degree of skill in the lab. The
field course allows you to apply the theory of ecology to real habitats. Assessment of practical skills takes place
both in the classroom and by a written exam and is worth 25% of the final AS score.

Strathearn School AS/A-level 2024 Page 11

 A2 Course

A2 1 Physiology and Ecosystems

In this unit you will learn about Homeostasis, Immunity, Co-Ordination and Control in plants and animals and
Ecosystems.

A2 2 Biochemistry, Genetics and Evolutionary Trends

In this unit you will learn about the Biochemistry of Respiration and Photosynthesis, DNA as the Genetic Code,
Gene Technology and Plant and Animal Kingdoms.

A2 3 Practical Skills
The development of practical skills continues at A2. The focus is on the analysis of data and the evaluation of
methods.

These topics are written to stretch and challenge you as your knowledge increases and there will be opportunities
to discuss ethical issues related to science.

How is the subject assessed?

CCEA exam board is used.

AS
There are 3 written exam papers at the end of the year. Modules AS 1 and AS 2 are primarily used to
assess knowledge, understanding and scientific skills. Practical skills are assessed both in class by
carrying out a series of experiments and by a written exam (Module AS 3).

A2 is similar to AS with further assessment of skills and knowledge by 3 written papers. Modules A2 1
and A2 2 cover the course content. Module A2 3 is an external exam assessing practical skills added to
the result of internal assessment of practical skills carried out in class.

Where can I get more information?

Your GCSE teacher can answer any questions you may have, or visit the Biology section of the school library,
browse the books and see if you want to learn more.

Strathearn School AS/A-level 2024 Page 12

 BUSINESS STUDIES

Specification Overview

The Business Studies course at AS and A2 Level encourages students to:

• develop a lifelong interest in business;
• gain a holistic understanding of business and the international marketplace;
• develop a critical understanding of organisations and their relationship with key stakeholders;
• evaluate the role of technology in business communication, business operation and decision
making;
• generate enterprising and creative solutions to business problems and issues;
• understand the ethical dilemmas and responsibilities faced by organisations and business
decision makers;
• develop advanced study skills that help them prepare for third level education; and
• acquire a range of relevant business and generic skills including decision making, problem
solving and interpretation of management information.

AS Course
AS 1: Introduction to Business

This unit introduces students to the business world. It begins, as many businesses do, with the
entrepreneur and what motivates individuals to develop business enterprises. Students become
familiar with different business ownership structures and the key stakeholder groups that may have an
interest in how a business is managed.

Students acquire a critical understanding of the importance of quality and its significance in the
competitive marketplace, including recruiting and training a quality labour force and the production
process. Students should appreciate the impact of management and leadership styles on employee
motivation and business operations.

Students may use a calculator in the examination for this unit.

AS 2: Growing the Business

Students explore the role of technology in growing a business and how it helps with decision making.
They also understand the impact of competition on a business.
Students develop a critical understanding of the marketing process, marketing strategy and the use of
e-business.

Students also develop an appreciation of the role of accounting and financial information in business
decision making and financial control.

Students may use a calculator in the examination for this unit.

Strathearn School AS/A-level 2024 Page 13

 A2 Course
A2 1: Strategic Decision Making
Students identify business objectives and the potential for these to conflict with those of various
stakeholder groups. Students analyse and evaluate stakeholder management strategies.

Students gain an insight into business planning and the need to manage risk and uncertainty when
developing business strategies. They also analyse the importance of accounting and financial
information in making strategic business decisions.

Students demonstrate quantitative skills without the use of given formulae. They may use a calculator
in the examination for this unit.

A2 2: The Competitive Business Environment

In this unit, students examine the macroeconomic framework that businesses operate in. They
evaluate the impact of globalisation on business activities. Students develop an appreciation of the
importance of ethics and sustainability on business decision making and culture. They also evaluate
the influence of stakeholders on business operations.

Students examine how businesses are affected by and react to change in the dynamic and
technology-driven business environment.

Students demonstrate quantitative skills without the use of given formulae. They may use a calculator
in the examination for this unit.

How is the subject assessed?

The examination board is CCEA
• AS 1: (Introduction to Business)
2 compulsory structured data responses (80 marks)
1 examination (1 hour 30 minutes)
50% of AS and 20% of A Level

• AS 2: (Growing the Business)

2 compulsory structured data responses (80 marks)
1 examination (1 hour 30 minutes)
50% of AS and 20% of A Level

• A2 1: (Strategic Decision Making)

5 compulsory structured data response (90 marks)
1 examination (2 hours)
30% of A level

• A2 2: (The Competitive Business Environment)

6 compulsory structured data responses (90 marks)
1 examination (2 hours)
30% of A Level
Where can I get more information?
Mrs White or Mrs McDonald (U10 beside the library) or http://ccea.org.uk/business_studies/ or check
the Business Studies page on the school website.

Strathearn School AS/A-level 2024 Page 14

 CHEMISTRY

This course is most suited to those interested in understanding how Chemistry impacts and underlies
virtually everything from the global community to the basis of life itself. It is open to those who have
successfully completed either GCSE Chemistry or GCSE Double Award Science.

Specification Overview
GCE Chemistry is the study of elements and the compounds they form. It involves the study of Physical, Organic,
Inorganic Chemistry as well as periodic trends, analytical, transition metals and electrochemistry.
This course is suitable if you wish to further your education in chemistry. You can take this course as a one year AS
level course which would be beneficial for use with many subjects you may wish to study in the future and it
would also be beneficial for a variety of careers. If you go on to study the full GCE (i.e. both the AS and A2 course)
then it provides a good foundation for further study at university e.g. medicine, dentistry, chemical engineering
etc or for students going into the world of work.
If you have:-
 an interest in and enthusiasm for Chemistry, the further study of Chemistry and careers in the subject
area.
If you want to develop:-
 an appreciation of how scientific decisions are made and how the sciences contribute to the success of
the economy and society;
 A deeper understanding of how science works and the knowledge and understanding of different areas of
the subject and how they relate to each other.
Then you should consider this course.
AS Course

There are three units in the AS course

AS 1: Basic Concepts in Physical and Inorganic Chemistry

In this module you will learn about atomic structure and bonding as well as the shapes adopted by molecules and
ions and the intermolecular forces existing between them. There is a general introduction to the Periodic Table with
an in-depth study of Group VII. Redox reactions are introduced while analytical chemistry consists of acid-base
titrations.
Basic calculations and equations are an integral part of this module.

AS 2: Further Physical and Inorganic Chemistry and Introduction to Organic

Chemistry
Organic chemistry forms a major part of this unit with work on the chemistry of alkanes, alkenes, haloalkanes and
alcohols. There is an introduction to equilibrium and kinetics while thermochemistry is covered in some depth. The
analytical chemistry aspects are covered by IR spectroscopy and qualitative analysis. There is also further work on
basic calculations.

AS 3: Practical Assessment
In this module you will complete practical booklet A lasting 1 hour, consisting of a variety of practical tasks which
are worth 25 marks and practical booklet B lasting 1 hour 15 minutes consisting of questions relating to practical
techniques which is worth 55 marks. Practical booklet A is completed in a laboratory, practical booklet B is
completed in the examination hall.

Strathearn School AS/A-level 2024 Page 15

 A2 Course
There are three units in the A2 course.

A2 1: Periodic Trends and Further Organic, Physical and Inorganic Chemistry

In this module there is further development of equilibrium and kinetics you will also learn about Lattice Enthalpy
and Entropy. The study of organic chemistry is continued with units on isomerism, aldehydes and ketones,
carboxylic acids and esters, fats and oils. Periodic Trends and environmental chemistry complete this module.

A2 2: Analytical, Transition Metals, Electrochemistry and Further Organic Chemistry

In this module you will learn about analytical chemistry through units on mass spectrometry, spectroscopy,
volumetric analysis, colorimetry and chromatography. The inorganic chemistry studied is based mainly on
Transition metals with specific reference to Cr and V. Organic nitrogen compounds form the backbone of the work
on organic chemistry and there is a final unit on polymer chemistry.

A2 3: Practical Assessment
In this module you will complete practical booklet A, consisting of practical tasks and practical booklet B consisting
of questions relating to practical techniques. Practical booklet A is completed in a laboratory, practical booklet B
is completed in the examination hall.

How is the subject assessed?

The examinations board is CCEA and the course is assessed by written examination and practical coursework.
Each of units AS 1 and AS 2 are worth 40% of the AS course and 16% of A Level. The exam consists of a 1 hour 30
minute written paper containing multiple choice and structured questions.
The AS 3 Practical Assessment unit is worth 20% of the AS course and 8% of A Level. It consists of a 1 hour 15
minute practical examination (laboratory based) and a 1 hour 15 minute written paper on practical techniques
(completed in the examination hall).
Each of units A2 1 and A2 2 is worth 40% of the A2 course and 24% of A Level. It consists of a 2 hour written paper
containing multiple choice and structured questions.
The A2 3 Practical Assessment unit is worth 20% of the A2 course and 12% of A Level. It consists of a 1 ¼ hour
practical examination (laboratory based) and a 1 ¼ hour written paper on practical techniques.

Where can I get more information?

If you would like any more information about the Chemistry A’ Level course, please speak to Miss Stewart, Mrs
Armstrong or Miss Griffith.

Strathearn School AS/A-level 2024 Page 16

 DIGITAL TECHNOLOGY

If you wish to learn more about the latest technological developments in the world of ICT, this is the
subject for you. With the increasing dependence on ICT in every walk of life it is valuable to obtain a
qualification which prepares you for the world of work and demonstrates your ability in this area. Equally,
undertaking the full A level qualification gives you the opportunity to progress to higher education leading
to professional IT management careers.

Specification Overview
This specification encourages pupils to: -
• develop a genuine interest in digital technology
• understand the system development process through the development of an application
• appreciate the impact and consequences of the use of technology on individuals, organisations
and society as a whole
• understand the social, legal and ethical implications of using digital technology
• apply their skills to work-related scenarios
• develop advanced study skills to prepare them for 3rd level education
AS Course
AS1: Approaches to System Development (1 hour 30 minutes examination)
50% of AS
20% of A level
In this unit, pupils develop knowledge and understanding of the various approaches to the development
of complex systems, the key stages in the development process and the outputs produced at each stage.

AS2: Fundamentals of Digital Technology (1 hour 30 minutes examination)

50% of AS
20% of A level
In this unit, pupils develop knowledge and understanding of the fundamentals of any system such as
data representation, computer architecture, software and the user interface.
A2 Course
A2 1: Information Systems (2 hours 30 minutes examination)
40% of A level
In this unit, pupils build on the material learned in AS2 to extend their knowledge and understanding of
information systems.

A2 2: Internal Assessment
20% of A level
In this unit pupils have the opportunity to become involved in a real-world situation where they can
apply their skills, knowledge and understanding of digital technology to solve a problem for a specified
client. Pupils have approximately 60 hours to compile a portfolio showing evidence of the analysis,
design, development, testing and evaluation of their application.
More information is available from:
Mrs R Armstrong ([email protected])

Strathearn School AS/A-level 2024 Page 17

 DRAMA & THEATRE STUDIES

EDEXCEL DRAMA & THEATRE STUDIES A-LEVEL

Specification Overview

Drama and Theatre Studies is a practical, intellectual and artistic subject and is designed to provide a
balance across a range of learning activities. This subject combines the activities of exploring plays,
creating theatre, the performing of plays, the analysis of live theatre and the critical evaluation of these
elements. Students completing the course successfully will have a thorough understanding of drama and
theatre, highly toned analytical and creative skills and an ability to communicate effectively with others.
It is open to any student with an interest in Drama, Theatre and the Creative Arts.

We offer regular theatre trips locally and a trip to London to expose our students to carefully selected
productions (subject to availability).

The course is 60% practical work carried out over two years and 40% final examination in the summer of
Upper Sixth.

A LEVEL COURSE – Please note that this subject is a two year, linear course with no AS level or
subsequent AS grade or examination.
• Component 1 – Devising – Pupils prepare their own piece based on a practitioner and a key
extract from a published play. They complete a 3000-word portfolio based on the process.

• Component 2 – Text in Performance – Pupils perform a scripted group piece and a monologue/
duologue to an external examiner.

• Component 3 – Theatre makers in Practice – Pupils complete an examination based on: A) A live
theatre review, B) ‘Machinal’ By S. Treadwell and C) ‘Lysistrata’ by Aristophanes.

How is the subject assessed?

Component 1: Coursework – internally assessed. 40% of qualification. Lower Sixth.

Component 2: Coursework – externally assessed. 20% of qualification. Upper Sixth.

Component 3: Examination – externally assessed. 40% of qualification. Throughout course.

Where can I get more information?

Mrs Ingram

Strathearn School AS/A-level 2024 Page 18

 ENGLISH LITERATURE

Specification Overview
English Literature in all its forms asks us to consider what it means to be human: to think about life, death,
happiness, sadness, how we live and how we create meaning. It invites us to consider characters like
ourselves but also people whose views and behaviour might be very different.
As an A Level, English Literature is regarded as a ‘facilitating’ subject: it provides you with the opportunity
to display your ability to cope with complex, demanding material; it allows you to develop powers of
analysis; and it tests whether you can think independently. It is certainly a demanding A Level but it is one
which we consider very rewarding.
In this subject you will study poetry, plays and novels. We’ll be interested in how stories are constructed
and how writers present their themes and ideas. We’ll be looking at how literary texts have been shaped
by contexts in which they were written. You will use all the skills that you have developed in GCSE English
Literature. You’ll be expected to have ideas and opinions: this subject is delivered mainly through class
discussion.
AS Course
AS Course
AS 1: The Study of Poetry 1900–Present and Drama 1900–Present
You will study Ted Hughes and Sylvia Plath, and A Streetcar Named Desire by Tennessee Williams.

AS 2: The Study of Prose Pre 1900

You will study Frankenstein by Mary Shelley.

A2 Course
A21: The Study of Shakespeare
You will study Othello.

A2 2: The Study of Poetry Pre 1900 and Unseen Poetry

You will study Emily Dickinson and you will study a range of poems in preparation for the unseen poetry
essay.

A2 3: Internal Assessment
Internal assessment. Students complete a 2500-word essay. In this essay you will compare and contrast
two novels, one of which must have been written in the twenty-first century. You will have the freedom
to choose your own novels, focus and question.
How is the subject assessed?
AS1: 2 hour exam 60% of AS (24% of A Level)
AS2: 1 hour exam 40% of AS (16% of A Level)
A21: 1 hour exam 20% of A Level
A22: 1 hour 30 min exam 20% of A Level
A23: Internal assessment 20% of A Level
Where can I get more information?
Any members of the English Department

Strathearn School AS/A-level 2024 Page 19

 GEOGRAPHY

The Geography Department of Strathearn School is dedicated to every student and our motto is........
“Inspiring the next generation to understand and engage with the world around them.”
At A-Level, it is our goal to strive for academic excellence and prepare the world’s decision makers of
tomorrow with the knowledge and skills that will enable them to contribute positively and sustainably
in our changing world.

Specification Overview
A-Level Geography (CCEA) encourages students to explore the world around them and how people
interact with it. Geography is the study of the earth: its landscapes, people, places and environments. It
encompasses both its physical features and its political and cultural characteristics.

This specification aims to encourage students to:

 develop a lifelong interest in Geography;
 draw together different areas of knowledge, skills and understanding;
 develop higher order thinking skills, for example independent learning, creative thinking and
problem-solving, where appropriate;
 apply their knowledge and skills to real world situations;
 work with others in groups;
 carry out research and present their findings in different formats;
 develop advanced study skills that help them prepare for third level education;
 provide extended responses and evidence of quality of written communication; and
 demonstrate through challenging external assessments, that they understand and can apply key
concepts.

AS Course (40% of the A Level)

In the AS units, students have the opportunity to study fundamental aspects of both physical and human
geography through three core modules. Pupils can normally expect to be taught by two specialist
teachers.

AS 1: Physical Geography
In AS 1, students investigate human interaction in fluvial environments, human impact on ecosystems
and weather and climate, including global weather issues such as El Niño and hurricanes. This will
involve studying a range of local and global case studies.

AS 2: Human Geography
In AS 2, they study aspects of natural population change including the need for fertility policies, planning
in rural areas and the challenges posed in urban areas both in MEDCs and LEDCs. Again, local and global
case studies will be integrated into all topics.

AS 3: Fieldwork Skills and Techniques in Geography

In this unit students become actively involved in first-hand collecting of geographical data through
fieldwork which normally involves a residential based activity at Magilligan Field Centre. Students
identify geographical questions and issues, select appropriate sources and methods and establish
effective approaches to inquiry in their geographical studies.

There are opportunities for students to use a range of technologies, including GIS.

Strathearn School AS/A-level 2024 Page 20

 A2 Course
Students who continue to A2 will study three more modules and will normally be taught by two
specialist Geography teachers.

A2 1: Physical Processes, Landforms and Management

Students will explore key themes, including the processes responsible for and challenges posed by
earthquakes and volcanoes, the processes shaping our coastline, global climate change and the need for
sustainable planning policies to manage global climate change. They will study two options from four
available. We will choose from:
Option A: Plate Tectonics: Theory and Outcomes
Option B: Tropical Ecosystems: Nature and Sustainability
Option C: Dynamic Coastal Environments
Option D: Climate Change: Past and Present

A2 2: Processes and Issues in Human Geography

In A2 2, students have the opportunity to study contemporary themes such as cultural geography and
the need for sustainability in both settlements and tourism. They will study two options from four
available. We will choose from:
Option A: Cultural Geography
Option B: Planning for Sustainable Settlements
Option C: Ethnic Diversity
Option D: Tourism

A2 3: Decision Making in Geography

In A2 3, students investigate real-life issues in a decision-making exercise. This takes the form of a case
study whereby students analyse a range of resources, use particular skills and techniques and evaluate
the results of analysis. Students are asked to take on a particular role and examine conflicting views.

How is the subject assessed?

All CCEA AS modules are examined at the end of the academic year in which they are taught. External
written examinations as follows:
AS 1 – 1 hour 15 minutes (40% of AS, 16% of A-Level)
AS 2 – 1 hour 15 minutes (40% of AS, 16% of A-Level)
AS 3 – 1 hour (20% of AS, 8% of A-Level)

The CCEA A2 modules are examined at the end of the academic year in which they are taught. Details of
the external written examinations are as follows:
A2 1 – 1 hour 30 minutes (24% of A-Level)
A2 2 – 1 hour 30 minutes (24% of A-Level)
A2 3 – 1 hour 30 minutes (12% of A-Level)

Note – there is no coursework / controlled assessment element at A-Level. Module AS 3 assesses

fieldwork skills but through the final examination process.

Where can I get more information?

For further information, contact Mr Stevenson (Head of Geography).

Strathearn School AS/A-level 2024 Page 21

 GOVERNMENT AND POLITICS

Specification Overview
The study of Government & Politics helps students to develop knowledge and understanding of the role
politics plays in relation to current local, national, and global issues, as well as studying key thinkers and
political ideas. This subject will teach you not only about issues that will affect every part of your everyday
life, empowering you to understand the world around you, but will also allow you to learn a number of
valuable skills such as communication, analysis and essay writing. This subject will interest you if you enjoy
listening to and challenging the views of others in an analytical and informed manner, and you enjoy
keeping up to date with current affairs. There are various co-curricular opportunities on offer such as trips,
participation in ‘Politics in Action’, speakers and Youth Parliament, and the subject lends itself naturally to
careers in journalism, law, education, the public sector and business.

AS Course
AS 1: The Government and Politics of Northern Ireland
Students will explore the foundations of the Northern Ireland Assembly, including the provisions of the
Good Friday Agreement. They will examine the roles and effectiveness of the Assembly and Executive, as
well as the main political parties in Northern Ireland.
AS 2: The British Political Process
Students will evaluate the effectiveness of the Westminster Parliament in performing its main roles of
legislation, scrutiny and representation. They will also examine the increasing power of the Prime
Minister and the role of pressure groups in influencing the government.
A2 Course
A2 1: Option A – A Comparative Study of the USA and UK
This unit focuses on how the USA is governed and how this compares to the British political system, with
specific reference to the legislative and executive branches. In studying this option, students should
draw on the knowledge and understanding that they have acquired in Unit AS 2: The British Political
Process.
A2 2: Option B – Political Ideas
This includes the ideologies of Liberalism, Conservatism and Socialism. This will include analysis of the
core texts; Mill’s ‘On Liberty’, Burke’s ‘Reflections on the Revolution in France’ and Marx and Engels’
‘Communist Manifesto’.

How is the subject assessed?

The examining board for this course of study is CCEA. At the end of each year of study (AS and A2)
students will sit two written examinations (one on each of the units).

Where can I get more information?

For further information, please speak to Miss Carson (HOD) in L9.

HEALTH & SOCIAL CARE

Strathearn School AS/A-level 2024 Page 22
 Specification Overview

Advanced GCE (Single Award) in Health and Social Care

This specification aims to encourage students to:
develop their interest in health, social care and early years;
draw together different areas of knowledge, skills and understanding;
develop higher order thinking skills, creative thinking and problem-solving, where
appropriate;
apply their skills to work-related scenarios;
work with others in groups;
carry out research and present their findings in different formats;
develop advanced study skills that help them prepare for third level education;
develop knowledge and understanding relevant to degrees in nursing, allied
health professions, social sciences, social policy, social work and early years;
develop skills, aptitudes and values for employment in the health, social care and
early years sectors;
provide extended responses and evidence of quality of written communication;
and
demonstrate through internal and external assessments that they understand and
can apply key concepts.

Please note that students will be required to set up a placement in a health, social care or early years
setting. This is the responsibility of the student herself and must sit separately from any other
volunteering opportunity undertaken through Strathearn School.
AS Course
Unit AS 1: Promoting Quality Care
In this unit, students explore values of care. By investigating practices in a selected
health, social care or early years setting, students learn how care workers apply the
values on a daily basis. Students learn how legislation impacts on health, social care
and early years settings. They evaluate the effectiveness of policies in promoting
quality care. Students research one example of poor practice and its effects on the
well-being of service users, potential service users, the staff responsible, families and
care workers or the organisation. Students must take care to maintain
confidentiality. This unit is internally assessed.

Unit AS 2: Communication in Health, Social Care and

Early Years Settings
In this unit, students explore communication skills and techniques used in a health,
social care or early years setting and develop their communication skills.
Students gain an understanding of how important effective communication skills are
in developing good relationships and promoting quality care.
Students complete a report on the communication skills they observe in a health,
social care or early years setting. They also evaluate their own communication skills
by carrying out an interaction. This interaction must take place in the setting.
This unit is internally assessed.

Unit AS 3: Health and Well-Being

In this unit, students learn about key concepts of health and well-being, the range of

Strathearn School AS/A-level 2024 Page 23

 service users’ needs and the impact of health and ill health on individuals. They
investigate a range of factors that affect health and well-being. Students examine
health promotion approaches and investigate a campaign. They consider the roles of
a range of organisations responsible for health and well-being. Students recognise
the impact of discrimination on health and well-being and the importance of
anti-discriminatory practice in health, social care and early years settings.
Assessment for this unit consists of a two hour written examination that requires
both short and extended responses.

A2 Course
Details of the units to be completed at A2 will be confirmed by the provider. Students must complete
A2 3, in addition to two of the remaining units listed below:
Unit A2 1: Applied Research Optional
Unit A2 2: Body Systems and Physiological Disorders Optional
Unit A2 3: Providing Services Compulsory
Unit A2 4: Health Promotion Optional
Unit A2 5: Supporting the Family Optional

How is the subject assessed?

AS Unit 1 – Internal Assessment – 25% of AS – 10% of A Level
AS Unit 2 – Internal Assessment – 25% of AS - 10% of A Level
AS Unit 3 – External written examination – 50% of AS – 20 % of A Level

A2 Unit 3 – External written examination – 30% of A Level

Two from Units A2 2, 3 4 or 5 – Internal Assessment - 15% each (30% of A Level)

Where can I get more information?

Visit www.ccea.org.uk or speak to Mrs Blayney/Mrs Michael.

Strathearn School AS/A-level 2024 Page 24

 HISTORY

At A Level, students will, through the study of British, Irish, European and World history:
• develop their interest in and enthusiasm for history;
• understand its value and significance for today’s society;
• build on their understanding of the past;
• improve as effective and independent learners.
A range of skills targeted include:
• the ability to ask relevant and significant questions about the past;
• to carry out research and evaluate conclusions;
• argue a case and reach substantiated judgements;
• to organise and communicate historical understanding in an efficient and convincing way.

Specification Overview
The subject content is delivered in four units - two for AS qualification and two for A2. Students should
complete the four units for the full A Level.
The AS course provides an opportunity to broaden students’ learning and encourages them to become
reflective thinkers who have the ability to understand historical events from different perspectives. A2
students will extend their learning by evaluating evidence in greater depth and range. They will also have the
opportunity to broaden their understanding of the A22 specification by partaking in a co-curricular trip to
Dublin.
AS Course
AS 1: Historical Investigations and Interpretations
OPTION 5: GERMANY 1919-1945
1. The Weimar Republic 1919-1929;
2. The decline of the Weimar Republic 1929-1933 and the rise of the Nazis;
3. Developments in Nazi Germany 1933-1939;
4. The impact of the war on Nazi Germany and the occupied territories in Eastern Europe 1939-1945.
The initial focus of this module is on the Weimar Republic from 1919 to 1933, including an analysis of the
factors involved in the decline of the Weimar Republic and the rise of Hitler and the Nazi Party from 1929 to
1933. Students examine the political, economic and social developments during the Third Reich until 1939.
The consequences of the Second World War are explored in relation to both Nazi Germany and the occupied
territories in Eastern Europe by 1945.

AS 2: Conflict and Change in Europe

OPTION 6: Italy’s Quest for Great Power Status, 1871-1943:
1. Italy’s Quest for Great Power Status, 1871-1914;
2. The First World War and Peace Settlement, 1914-19;
3. The Rise and Consolidation of Fascism, 1919-26.
4. Mussolini’s Foreign Policy, 1922-43
In this option, students focus on Italy’s relations with the wider world during a turbulent period in its history.
They analyse how, between 1871 and 1922, a succession of Liberal governments used foreign policy to bolster
Italy’s claim to Great Power status and create a sense of shared identity for Italians. Students explore how
the failure of this strategy helps to explain the rise of Mussolini after 1922. They also investigate how
Mussolini’s bolder, more radical approach helped to create a sense of shared identity but ended in
catastrophe and his removal from power in 1943.

Strathearn School AS/A-level 2024 Page 25

 A2 Course
A2 1: Change Over Time
OPTION 4: The American Presidency 1901-2000
1. An emerging international presence: Roosevelt and Wilson, 1901–20;
2. The passive presidents: Harding, Coolidge and Hoover, 1921–32;
3. The New Deal: FDR, the Great Depression and World War II, 1933–45;
4. The ‘Imperial Presidency’: Truman, Eisenhower and Kennedy, 1945–63;
5. The limits of presidential power: Johnson and Nixon, 1963–73;
6. Watergate: the presidency weakened – Nixon, Ford and Carter, 1972–80;
7. ‘Morning in America’: recovery under Reagan, Bush and Clinton, 1981–2000.
Through the study of this unit students explore the changing nature of the American presidency between
1901 and 2000, including how external events played a significant impact on various presidencies.

A2 2: Historical Investigations and Interpretations

OPTION 4: Partition of Ireland 1900-1925
1. The crisis over the Third Home Rule Bill: 1900-1914;
2. Political developments: 1914-1918;
3. Political developments: 1919-23;
4. Northern Ireland: 1921-25.
In this option, students focus on how Ireland was partitioned in the early years of the twentieth century.
Students analyse the key developments in unionism and nationalism in Ireland and the role of British
governments and political parties in this period.
How is the subject assessed?
CCEA
AS1: 1 hour 30 minutes external examination paper. Use of source material and contextual knowledge. 50%
of AS [20% of A Level].
AS2: 1 hour 30 minutes external examination paper. Choice of questions for brief and extended writing tasks.
50% of AS [20% of A Level].
A2 1: 1 hour external examination paper. 1 essay question [ 20% of A Level].
A2 2: 2 hour 30 minutes external examination paper. 3 questions which include the analysis of sources and
one essay question. [40% of A Level].

Where can I get more information?

Further information can be found at:
https://successatschool.org/advicedetails/210/Why-Study-History%3F
http://www.ccea.org.uk/history/
http://www.thecompleteuniversityguide.co.uk/courses/history/7-reasons-to-study-history/
http://strathearn.org.uk/studying/history.php

Or speak to Miss Carson (HOD) in L9.

Strathearn School AS/A-level 2024 Page 26

 MATHEMATICS

The programme of study for GCE Mathematics builds on work completed in Form 5 Further Maths GCSE.
Only pupils who have studied GCSE Further Mathematics are suited to this course. Occasionally pupils who
have achieved an A grade in GCSE Mathematics via M4/M8 with very strong Algebra skills may also wish to
consider this as an option. You must make an appointment to speak to your Maths teacher if you are
considering A level Maths without having completed GCSE Further Maths. Also note neither M3/M7 nor
M4/M7 are suitable foundations for A level study.
This programme provides an excellent foundation for further study of many degrees with mathematical
content. It is a varied and interesting course for those pupils who love Maths and who enjoy challenge!

AS Course ( Revised Specification)

Pure 1: has a strong emphasis on Algebra skills. Topics include indices, surds, quadratic functions and
their graphs, solution of quadratic equations and inequations, polynomials, the Factor and Remainder
theorems, curve sketching, graph transformations, co-ordinate geometry and the straight line, and the
calculus topic of differentiation and its application to gradients, tangents, normals, maxima and minima,
co-ordinate geometry and the circle, sequences including arithmetic and geometric series, trigonometry
including sine and cosine rules, radian measure, simple trig identities and trig equations, the laws of
logarithms and log equations, the calculus topic of integration and its application to area under a curve
and vectors
Mechanics A: topics are kinematics – displacement, velocity and acceleration, s-t and v-t graphs, equations
of uniform motion, forces, friction, Newton’s Laws
Statistics B: Sampling, Critiquing sampling methods, Locations and dispersion of data, Probability and
Relative Frequency, Probability Functions, Discrete and continuous probability distributions, Uniform,
Normal and Poisson Distributions
A2 Course (Revised Specification)
Pure 1: Algebra fractions and algebraic division, partial fractions, the modulus function, combinations of
graph transformations, parametric equations of curves, binomial series, further trig functions, their graphs
and identities, the functions ex and lnx, exponential growth and decay, further differentiation of trig
functions and ex and lnx, product and quotient rules, the chain rule, further integration, approximate
solution of equations, further trig graphs, double angle formulae, parametric and implicit differentiation,
differential equations, integration - using substitution, parts or partial fractions - , volume of revolution,
vector theory.
Mechanics A: Variable acceleration in a straight line, projectiles, moments, impulse and momentum
Statistics B: Probability including conditional probability and Venn diagrams, Statistical distribution and
Statistical Hypothesis testing
What exams will I take?
Strathearn follow CCEA: AS Pure (1 hour 45mins); AS Mech and Stats (1 hour 15 mins);
A2 Pure (2hours 30 mins); A2 Mech and Stats (1 hour 30 mins)
Where can I get more information?
 Maths teacher
 CCEA website

FURTHER MATHEMATICS
Strathearn School AS/A-level 2024 Page 27
The GCE Further Maths course again provides challenge and extension for pupils with a greater level of
mathematical ability and those likely to pursue a career involving high level Mathematics. Through the
completion of this programme we aim to develop in our pupils a love and fascination for Mathematics. It is
strongly recommended that pupils who wish to study GCE Further Mathematics have achieved the highest
grades at both GCSE Maths and Further Maths.

What will I study?

In Lower 6th pupils will complete AS and A2 courses as described above.

In Upper 6th the revised specification for Further Mathematics will be covered:
AS Pure : Further Algebra and functions, Matrices, Complex numbers and Vectors.
AS Mechanics A: Hooke’s LAW, Work and Energy, Power and Circular Motion
AS Statistics C: Sampling, Probability, Statistical Distributions, Bivariate Distributions
A2 Pure: Proof, Complex numbers, Further Calculus, Polar co-ordinates, Hyperbolic Functions, Differential
Equations
A2 Mechanics A: Simple Harmonic Motion, damped oscillations, Centre of Mass, Frameworks, Further
Circular Motion
A2 Mechanics B: Further Kinematics, Further Centre of Mass, Force Systems in 2 dimensions, Restitution
Coursework / Practical

There is no coursework or controlled assessment in GCE Further Mathematics.

What exams will I take?

Strathearn follow CCEA and each of the 6 modules contributes equally to the final grade. Modules are
examined by a 1hr 30min paper where calculators are permitted

Where can I get more information?

 Maths teacher
 CCEA Website

Strathearn School AS/A-level 2024 Page 28

 MEDIA STUDIES

Specification Overview
Media Studies is an academic subject in which you will develop an understanding of the influential role
played by the media in today’s society. The subject will provide you with an enjoyable experience of a
wide variety of media texts. You will also be shown how to think critically and work independently. In
the coursework component, you will learn skills which will allow you to produce your own media texts.

A2 Course - Please note that this subject is a two year, linear course with no AS level or subsequent AS
grade or examination.
Exams
In preparation for this exam you will learn how to analyse a wide range of media texts. You will be
encouraged to widen your understanding of the media by referring to wider contexts (social, political,
historical and economic) which affect media production, distribution and exhibition. You will have the
opportunity to write about major contemporary media debates and issues.

Non-exam assessment (coursework)

This module will take you through the production process of a media text. You will research the codes
and conventions of professionally produced media products and you will have the opportunity to create
a media product of your own. This section requires you to produce two connected media texts.
How is the subject assessed?
The exam board AQA is responsible for the external assessment of this subject.

2 written exams: 2 hours each, 35% each.

Non-exam assessment: internally assessed coursework, 30% of the A Level.
Where can I get more information?
Dr McBride

Strathearn School AS/A-level 2024 Page 29

 MODERN LANGUAGES: French, Spanish & German

The A level specification aims to make language learning an enjoyable and intellectually stimulating
experience, offering insights into the contemporary culture and the heritage of the relevant countries, and
providing the confidence to communicate confidently in a foreign language, an essential skill in today’s
multilingual and global society. Please note that AS/A2 German will be delivered in collaboration with
Campbell College.
Specification Overview
The Modern Language Department will be preparing students for CCEA examinations in French, Spanish
and German. The study of an A level language will enable students to achieve oral and written
proficiency in French, Spanish or German and will give them a cultural understanding of the countries
where the language is spoken. The course is a basis for further study of languages at university but is
also an excellent complement to other subjects and a respected academic discipline.
AS Course
You will have two teachers, one who will teach grammar, translation and literature text/film and
another who will teach the topics outlined below for listening, reading and speaking. Students practise
their oral skills in small groups with the Language Assistant for an additional two periods per week.
Contexts for Learning:
Relationships
Students have the opportunity to understand and explore these issues in the target language:
• different family structures;
• roles, responsibilities and relationships within families;
• challenges for families;
• intergenerational issues; and
• influences on young people, for example peers, family and friends.
Culture and Lifestyle
• physical well-being, for example diet or exercise;
• risk-taking behaviour, for example smoking, alcohol and drugs or extreme sports;
• dealing with stress and challenges, for example school or examinations;
• hobbies and interests, for example sport or music;
• the arts, film, fashion and design;
• social media and new technology;
• holidays, festivals and tourism.
A2 Course
Young People in Society
Students have the opportunity to understand and explore these issues in the target language:
• part-time jobs;
• education and employment;
• career planning – aspirations or intentions;
• young people and democracy;
• European citizenship – advantages, disadvantages and opportunities; and
• 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; and sustainable living and environmental issues.

Strathearn School AS/A-level 2024 Page 30

 Students will also study a set literary text at A2 level and either a cultural aspect, a historical period or a
region for the oral exam.
How is the subject assessed?
AS 1: Speaking
Question 1: Students give a presentation based on an AS level theme related to an aspect of a country or
a community where the target language is spoken. (3 minutes)
Question 2: Conversation (8 minutes) about yourself, home, family, hobbies, future hopes, plans and
ambitions with a visiting examiner. Total time: 11 minutes
AS 2: Section A – Listening
Students answer two sets of questions based on two discrete passages recorded on disk.
Recording 1: Students answer in the target language.
Recording 2: Students answer in English. (40 minutes)
AS 2: Section B – Reading
Question 1: Students answer one set of questions in the target language based on one passage.
Question 2: Students translate a passage from the target language into English.(50 minutes)
AS 2: Section C – Use of Language
Questions 1, 2, 3 and 4: Students complete a series of short grammatical and lexical exercises.
Question 5: Students translate short sentences from English into the target language.(30 minutes)
Total time: 2 hours
AS 3: Extended Writing
Students write one essay of at least 250 words in the target language in response to a set film or literary
text. Total time: 1 hour

A2 1: Speaking
Question 1: Students summarise and discuss one individual research project based on either: a cultural
aspect, a historical period or a region. (6 minutes)
Question 2: Conversation focussing on AS and A2 themes (9 minutes) with a visiting examiner. Total
time: 15 minutes
A2 2: Section A – Listening
Students answer two sets of questions based on two passages recorded on disk.
Recording 1: Students answer in the target language.
Recording 2: Students answer in English. (45 minutes)
A2 2: Section B – Reading
Students answer two sets of questions based on two passages, a summary exercise and a translation.
Total time: 2 hours 45 minutes
A2 3: Section C – Extended Writing
Students write one essay of at least 300 words in the target language in response to a set literary text.
Total time: 1 hour
Where can I get more information?
If you are interested in Languages and communication and you enjoy learning about other cultures and
ways of life, then this course could be suitable for you. Improving your language skills at AS or A2 can
increase opportunities in a number of careers such as Law, Accountancy, Banking, Marketing, Sales,
Journalism, the Media, Tourism, PR, the Service Industry etc. A modern foreign language is a facilitating
subject for many Russell Group universities. Many linguists combine a MFL with a STEM subject at
university. Other linguists choose a beginners’ language at university such as Mandarin, Arabic, Italian or
Russian in combination with French, Spanish or German. A modern foreign language opens many doors
and career pathways. Please speak to the HOD or your language teachers if you have any questions.

___________________________________________________________________________________

Strathearn School AS/A-level 2024 Page 31

 MOVING IMAGE ARTS
(Please note this subject will be offered through collaboration with Ashfield Boys’ High School.)

The CCEA GCE Moving Image Arts specification is unique in the UK, giving students the opportunity to
develop creative, technical and expressive skills as filmmakers and explore and analyse film styles and
movements from around the world. Moving Image Arts offers the opportunity to attend film school in
school! Areas of study encompass a variety of film styles, genres and movements helping to broaden your
experience of audio-visual culture and to inform and inspire your own creative ideas. Moving Image Arts is
an ideal choice for students interested in a career in the creative industries. This exciting subject fosters and
encourages independence, originality and experimentation and develops critical and creative abilities in all
of the key creative areas of film production, including writing, directing, editing, producing and production
design. MIA provides an excellent foundation for career pathways into Film & Television, Animation, Game
Design and other creative industries, all rapidly expanding areas within the Northern Ireland economy.

The course incorporates two key moving image art forms: Film (Live action narrative film); and Animation
(Rostrum, stop motion and CGI animated narrative films).

Specification Overview
By studying Moving Image Arts you will :
- develop the creative skills of a director, cinematographer, screenwriter, production designer, editor
and sound designer with full creative ownership of your own filmmaking process;
- develop knowledge and understanding of the role that moving image has in contemporary society
and an awareness of what is involved in moving image production and consumption;
- explore a wide range of filmic styles, genres and movements, broadening your critical understanding
and enjoyment of a rich history of film culture;
- learn how to experiment and innovate confidently with digital technologies, applying film language
techniques skilfully and purposefully; and
- develop an impressive range of transferable skills for employment, including creativity, enterprise
and initiative, teamwork and problem-solving, planning and managing schedules, equipment and
human resources, providing leadership and creative direction and demonstrating strategic thinking.

GCE Moving Image Arts is made up of two levels: AS and A2.

The AS course is 40% of overall A level and A2 60% of the overall A level.
AS Course
AS1: Realist and Formalist Techniques and Classical Hollywood Style: Foundation Portfolio (60% of AS)
You will produce a Foundation Portfolio exploring the Classical Hollywood Style, Realism and/or
Formalism, including:
• a statement of intention (including a synopsis and an evaluation);
• pre-production materials; and
• one 3–4 minute narrative film sequence (or 1½ – 2 minute sequence if animated) produced in
response to stimulus provided by CCEA.
The portfolio will be marked by teachers and moderated by CCEA.
AS 2: Critical Response (EXAM) 40% of AS
You will sit an Online Examination (1 hour 30 minutes) requiring shorter recall and longer analytical
answers in response to unseen film clips taken from the set study areas.
A2 Course
A2 1: Creative Production and Research: Advanced Portfolio (60% of A2)

Strathearn School AS/A-level 2024 Page 32

 You will produce an Advanced Portfolio exploring your own original creative idea and researching the
techniques of a chosen film practitioner, including:
• an illustrated essay (including a synopsis and evaluation);
• pre-production materials; and
• one complete 4–7 minute narrative film (or 2–3½ minute film if animated).
A2 2: A2 2 Advanced Critical Response (EXAM) (40% of A2)
You will sit an Online Examination (2 hours 15 minutes) requiring analytical answers in response to
unseen film clips taken from the set study areas. You will also draft director’s notes in response to an
unseen script stimulus.
Where can I get more information?
Miss Whitla (Art Department)

MUSIC

Strathearn School AS/A-level 2024 Page 33

Music at Advanced Level involves the development of a wide and interesting range of skills such as
communication, self-management, problem-solving, performing under pressure, critical thinking, creativity
and IT skills, which are essential for further musical study and highly transferable to other areas of
learning. The course builds on the practical and analytical techniques used at GCSE level and also
introduces more extended writing and score reading skills.

Specification Overview
At both AS and A2, students compose, perform, develop their aural perception skills and study music
history topics.

AS Course
• Composing: specific skills are developed at the start of the year before students create a final
coursework project.
• Performing: it is essential that students are continuing instrumental or vocal lessons and
practising regularly for this element. It is not possible to undertake this component without
specialised tuition for the candidate. Grade 6 is the standard required in order for full marks to
be possible in the assessment, although Grades 4 and 5 are also acceptable.
• Aural perception: general listening skills are developed and a number of set pieces are studied in
greater detail.
• Areas of study: three topics (orchestral music from 1700 to 1900, musicals and sacred vocal
music) are studied in depth. Analysis of written scores is an important new skill.

A2 Course
• Composing: skills continue to develop, with a particular emphasis on harmonic techniques.
Again, a final coursework project is undertaken.
• Performing: lessons and practice must continue in the A2 year. Grade 7 is the required standard
for full marks, although Grades 5 and 6 are also acceptable.
• Aural perception: again, general skills are developed and a number of new pieces are studied.
• Areas of study: the topics for in-depth study are orchestral music in the twentieth century, the
mass and secular vocal music. Analysis of written scores continues at a higher level.

How is the subject assessed?

The Music Department currently uses the CCEA specification.
The course is assessed as follows at both AS and A2 levels:
• Composing: a coursework project is submitted in March.
• Performing: a solo performance is assessed by a visiting external examiner; an assessed
discussion is included in this element.
• Aural perception: this is assessed in a listening examination.
• Areas of study: this is assessed in a written examination which includes score-reading questions
and extended writing.

Where can I get more information?

Please contact Ms Kimber for further information.

NUTRITION & FOOD SCIENCE

Specification Overview

Strathearn School AS/A-level 2024 Page 34

 Nutrition and Food Science are high in the public’s perception and there could not be a better time to
develop knowledge and understanding of this subject, given the current global and national food issues.
Each day, food choices affect health − how people feel today, tomorrow and in the future. Good
nutrition is an important part of leading a healthy lifestyle and can help to reduce the risk of chronic
illness and promote overall health.
Nutrition is a fast-moving discipline that focuses on understanding the role of diet in maintaining a
healthy human body and preventing disease.
There are many career opportunities within this field of work as scientific knowledge and research
develops. The subject can open up a range of possibilities in the world of work, both at home and
worldwide, with opportunities for further and higher education.

AS Course
In the AS units, students will explore:

Unit AS 1: Principles of Nutrition

This unit requires the study of macronutrients and micronutrients and other dietary constituents.
Nutritional requirements and current dietary recommendations across the life span are also studied.

Unit AS 2: Diet, Lifestyle and Health

This unit requires the study of current research in relation to diet, lifestyle and health. Students will
have the opportunity to explore dietary-related disorders and how they impact on health.

Strathearn School AS/A-level 2024 Page 35

 A2 Course
Students who continue to A2 will study:

Unit A2 1 Option 1: Food Security and Sustainability

This unit requires the study of consumer behaviour in relation to food purchasing decisions. Students
will develop a critical appreciation of the issues affecting our food supply, how they impact upon the
environment, and the ethical implications of their choices.

Unit A2 2: Research Project

For this unit all students will select an area of personal interest to study for a research project. The
report should not exceed 4000 words. The student should choose their research area from AS 1, AS 2 or
A2 1. This will provide the opportunity to develop a wide range of transferable skills and capabilities
relevant to higher education and the world of work such as critical and creative thinking, decision-
making, problem-solving, designing a research tool, analytical skills and target-setting.
The project will require the student to:
• identify and discuss issues associated with their chosen research area;
• select and interpret appropriate and relevant information;
• analyse information and judge its relevance to their chosen research area;
• plan and conduct primary research;
• present and interpret findings from research they have undertaken;
• draw conclusions using reasoned arguments; and
• make recommendations for future study.

How is the subject assessed?

The examination board used is CCEA.
• There are four assessment units: three externally assessed and one internally assessed.
• Students will take a written exam in the following units:
AS 1: Principles of Nutrition – One written examination that includes both short answer and extended
writing questions (1 hour 30mins)

AS 2: Diet, Lifestyle and Health - One written examination that includes both short answer and
extended writing questions (1 hour 30mins)

A2 1: Option 1: Food Security and Sustainability or Option 2: Food Safety and Quality.
For either option – one written examination that includes both structured and extended writing
questions (2 hours and 30mins).
Where can I get more information?

Additional information on Nutrition and Food Science provision at Strathearn can be obtained from Mrs
Blayney, Head of Department.
Further details on specification content are available from any teacher in the Home Economics
Department and also on the CCEA website.

_______________________________________________________________________________________
Strathearn School AS/A-level 2024 Page 36
 PHYSICS

By studying physics you will gain a better understanding of how the world works. The aim of A
Level physics is to develop the student’s interest in and enthusiasm for physics, including developing an
interest in further study and careers in the subject. A good mathematical ability is necessary to succeed in
this subject.
Specification Overview
AS Physics is comprised of 3 modules. AS 1: Forces, Energy and Electricity, AS 2: Waves, Photons and
Astronomy, AS 3: Practical Techniques and Data Analysis.
A2 Physics comprises 3 modules. A2 1: Deformation of Solids, Thermal Physics, Circular Motion,
Oscillations and Atomic and Nuclear Physics, A2 2: Fields, Capacitors and Particle Physics A2 3: Practical
Techniques and Data Analysis.

AS Course
Module 1: This unit teaches students to deal with physical quantities and scalars and vectors, which are
required in all branches of this subject. Students will build on their knowledge and understanding of
Newtonian mechanics and electricity to explain many economic and social applications of physics.

Module 2: The ideas about waves in this topic provide vital links to the study of light and how defective
vision is corrected. The section on photons introduces the quantum theory and the concept of wave-
particle duality. A section on Astronomy is now included.

Module 3: In this unit students will acquire essential practical techniques, including planning,
implementing, analysis, evaluation design and communication. Formal preparation for the practical
examination begins here but there are many opportunities for practical work in modules 1 and 2. Our
resources allow students to carry out many experiments individually.
A2 Course
Module 1: The work on circular motion and oscillations extends the mechanics foundation included in AS. Thermal
physics connects the properties of gases to the basic principles of kinetic theory. The section on atomic and
nuclear physics has important social and economic applications and leads to an introduction to particle physics.

Module 2: This is a fundamental area of physics which has numerous applications in everyday life. Students will
study action-at-a-distance forces that arise between bodies that are separated from each other. An idea of the
work carried out at CERN is studied.

Module 3: In this unit, students will build on the essential practical techniques that they acquired in AS module 3
Independent study is required to support the work carried out in the classroom. The pupils are provided with an
A2 CCEA textbook to assist them with this.
How is the subject assessed?
Students are assessed by regular homework and tests. There is a mock examination for each module.
CCEA assess each of the AS and A2 modules 1 and 2 in a written examination. Module 3 at AS and A2 is
assessed in a practical examination and a Data Analysis examination.
There is no coursework in A level physics. The A2 module examinations require knowledge of the AS
specification.
Where can I get more information?
Dr. K. Ross (Head of Physics Department)

RELIGIOUS STUDIES
Strathearn School AS/A-level 2024 Page 37
AS/A2 Religious Studies aims to encourage students to:
• develop higher order thinking skills, for example analysis, evaluation, independent learning, critical
thinking and problem-solving;
• reflect on and develop their own values, opinions and attitudes in the light of their learning;
• develop the ability to make responsible judgements on significant textual, theological, philosophical
and moral issues;
• develop advanced study skills that help them prepare for third level education and the world of work.
Why Study Religious Studies?
Religious Studies encourages pupils to develop a wide range of skills and personal qualities including
critical thinking, extended writing, empathy, enquiry and scholarly debate. Pupils who have studied
Religious Studies at A-level have gone on to undertake a wide range of undergraduate courses including
law, primary/secondary education, nursing, psychology and business management.
Specification Overview
Students will study 2 units at AS level and a further 2 units at A2 as follows:
AS Course
AS 4 – The Origins and Development of the Early Christian Church to AD 325
This unit explores the beginning, growth and development of the Christian Church in the first three
centuries. Students will consider the reasons for the expansion of the Church within the Roman Empire,
the causes and course of Roman persecution of the Church, the development of early Christian doctrine
and practice and the influence of the Emperor Constantine. Students will engage with primary and
secondary historical sources alongside contemporary scholarship.
AS 7: Foundations of Ethics with Special Reference to Issues in Medical Ethics
This unit explores the relationship between science, technology, and Christian ethics. Students will
consider possible implications for society, marriage, and the family. In their study of life and death
issues, students focus on the moral debates surrounding abortion and the ethics of assisted suicide and
euthanasia. Students also explore the relationship between ethics and other aspects of human
experience.
A2 Course
A2 4 – Themes in the Early Church and the Church Today
In this unit students will consider the challenge of heresy in the early Church period alongside the
development of early Christian literature and Church government. Students will explore the relationship
between religious faith and state authority, making consideration of historical and contemporary
examples, including the role of religion in issues of reconciliation.
A2 7: Global Ethics
In this unit students learn about global rights, including the historical development of Christian and
secular perspectives on human rights. These focus on sexual identity and gender-related issues. Students
examine the nature and purpose of justice and punishment and the problems presented by
contemporary warfare as global ethical issues. In the final theme on conscience, freedom and tolerance,
students consider the notion of moral duty and the link between religion and morality.
How is the subject assessed?
The progress of students will be assessed by their teachers through regular essays.
At the end of each year of study (AS and A2) students will sit two written examinations (one on each of
the units). These examinations will take the form of extended essay responses.
The examining board for this course of study is CCEA.
Where can I get more information?
Mr C Jellie (Head of Religious Studies)

Technology and Design

Strathearn School AS/A-level 2024 Page 38
 Specification Overview

This course appeals to students interested in engineering, design in general or product design and
development in particular. In the course, students will study technology and design in a range of
different contexts and scenarios, ranging from the home to community and business through to the
world of industry. This course appeals to those who have an enquiring mind, a desire to solve problems
and a sense of how the modern world deals with changing trends and demands.

AS Course

AS unit 1- Product Design and Systems and Control: In this unit you will learn about product design including
materials and their processing. Within the area of systems and control you will also learn about electronic
systems and their uses.

AS unit 2-Coursework: Product Development: In this unit you will investigate and analyse an existing product, re-
design, manufacture, test and evaluate the product. You will produce a 3 dimensional model or prototype which
represents the practical outcome of the product analysis and development. You will also produce a folio
containing both written and graphical design thinking.

A2 Course

A2 1: Systems and Control: This unit is an in depth study of Systems and Control. You will have the opportunity to
further the knowledge and understanding which you have gained in the electronic and microelectronic systems
sections in AS unit1.

A2 2:Coursework: Product – System, Design and Manufacture: In this unit you will manufacture a technological
product or system which provides a solution to an identified problem or need. You will also produce a folio
containing both written and graphical information.

How is the subject assessed?

AS 1: Product Design and Systems and Control- Worth 50% of AS

Paper 1: Common Core (1 hour) Paper 2: Electronic Systems (1 hour)

AS 2: Coursework: Product Development- Worth 50% of AS

Internally Assessed and externally moderated design portfolio and manufactured product.

A2 1: Systems and Control: Worth 50% of A2

Paper: Electronic and Microelectronic Systems (2 hours)

A2 2: Coursework: Product – System, Design and Manufacture: Worth 50% of A2

Internally Assessed and externally moderated design portfolio and manufactured product.

Where can I get more information?

Mr Atkinson or Miss Newburn

Strathearn School AS/A-level 2024 Page 39