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Thurso High SchoolS4/5/S6 Courses 2016-2017

IndexLiteracy and English

Mathematics

Modern Languages

Health and Wellbeing

Religious and Moral Education

Sciences

Social Subjects

Technologies

Art & Design

Music

2016-17

COURSE DESCRIPTION

Introduction -The National 4 English Course offers you the opportunity to develop and extend a wide range of skills. In particular the Course aims to enable you to develop the ability to:

•listen, talk, read and write, as appropriate to purpose, audience and context.

•understand, analyse and evaluate straightforward texts, as appropriate to purpose andaudience in the contexts of literature, language and media

•create and produce straightforward texts, as appropriate to purpose audience and context

•use your knowledge of language

Course Structure & Units

ANALYIS AND EVALUATION -The receptive skills of reading and listening to understand, analyse and evaluate texts

CREATION AND PRODUCTION-The productive skills of writing and talking to create oral and written texts

LITERACY -the four skills of reading, listening, writing and talking in forms relevant to learning, life and work

ADDED VALUE UNIT: ENGLISH ASSIGNMENT

Assessment

The award of National 4 English will be based on a combination of important internal assessments. To gain an overall award, you must achieve a pass in all of the component units of the course.

Careers

Progression routes from National 4

National 5 English in S5

Other appropriate subject qualifications at SCQF level 4

Exit to employment

Further Education

National 4 ENGLISH

LITERACY AND ENGLISH

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2016-17

COURSE DESCRIPTIONPurpose and aims of the CourseThe main purpose of this Course is to analyse and create media content. The Course enables learners to understand and develop their media literacy skills and appreciate the opportunities and challenges that occur within the media industry. This Course provides learners with opportunities to develop both knowledge and understanding of the media and the ability to create media content.


Analysing Media Content (National 4) The purpose of this Unit is to develop the skills to analyse media content. This Unit provides learners with the opportunity to develop knowledge of the key aspects of media literacy central to the straightforward analysis of media content.

Creating Media Content (National 4) the purpose of this Unit is to develop the skills to plan and create straightforward media content and to comment on production processes. This Unit provides learners with the opportunity to develop knowledge of the key aspects of media literacy central to creating straightforward media content.

Added Value Unit: Media Assignment (National 4) The purpose of this Added Value Unit is to provide learners with the opportunity to apply and integrate their skills in analysing and creating straightforward media content. Learners analyse, plan, create and evaluate media content on a chosen topic that develops their personal interests.

Assessment

Analysing Media Content (National 4) Learners will be required to provide evidence of the skills that are needed to analyse media content. Learners will demonstrate knowledge of the relevant key aspects of media literacy central to the straightforward analysis of media content.

Creating Media Content (National 4) Learners will be required to provide evidence of the skills and knowledge that are needed to plan and create media content and comment on production processes. Learners will apply knowledge of the relevant key aspects of media literacy central to creating straightforward media content.

Added Value Unit Courses from National 4 to Advanced Higher include assessment of added value2. At National 4, added value will be assessed in an Added Value Unit. The Added Value Unit will address the key purposes and aims of the Course as defined in the Course Rationale. It will do this by addressing one or more of breadth, challenge and application.

Careers

This Course or its Units may provide progression to:

♦ other qualifications in Media or related areas

National 4 MEDIA


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2016-17

COURSE DESCRIPTION

Introduction

The Course offers learners opportunities to develop and extend a wide range of skills. In particular, the Course aims to enable learners to develop the ability to: ♦ listen, talk, read and write, as appropriate to purpose, audience and context ♦ understand, analyse and evaluate texts, including Scottish texts, as appropriate to purpose and audience in the contexts of literature, language and media ♦ create and produce texts, as appropriate to purpose, audience and context ♦ apply knowledge and understanding of language


ANALYSIS AND EVALUATION-The receptive skills of reading and listening to understand, analyse and evaluate texts

CREATION AND PRODUCTION- The productive skills of writing and talking to create oral and written texts

COURSE ASSESSMENT: PORTFOLIO OF WORK + QUESTION PAPER

One broadly discursive piece of writing 1000 maximum word limit On broadly creative piece of writing 1000 maximum word limit

Assessment

To gain National 5, learners must pass all Units and the Course Assessment (the Portfolio and the Question Paper)

Unit Assessment (or ‘evidence of learning’) for the units could be digital or spoken presentations, posters, leaflets, extended writing, notes or podcasts

Pupils may also complete an Added Value Unit at the end of S3 to allow them the option of changing levels or achieving a positive recognition of a National 4 despite failing to complete or pass the National 5 external exam.

In National 5 pupils will also have to sit a formal exam that will assess different aspects of their reading skills. The exam will consist of two papers. Paper one (Reading for Understanding and Analysis) will consist of reading one passage and answering questions. Paper two (Critical Reading) will consist of a question paper on an extract of Scottish Text that has been previously studied in class. Pupils will also have to complete a Critical Essay on a novel, play or poem studied in class. National 5 pupils will also have to send away a portfolio of two pieces of their writing to be marked by the SQA. CareersStudents who achieve National 5 English might progress on to:

Higher English HNC and HND courses in Arts of Social Subjects Employment or careers related to arts or social subjects

National 5 ENGLISH

LITERACY AND ENGLISH Back to Index

2016-17

COURSE DESCRIPTION

The main purpose of the Course is to provide learners with the opportunity to develop the skills of listening, talking, reading and writing in order to understand and use language.

As learners develop their literacy skills, they will be able to process information more easily, apply knowledge of language in practical and relevant contexts, and gain confidence to undertake new and more challenging tasks in a variety of situations.

Units

English: Analysis and Evaluation (Higher)

The purpose of this Unit is to provide learners with the opportunity to develop listening and reading skills in the contexts of literature, language and media. Learners develop the skills needed to understand, analyse and evaluate detailed and complex texts.

English: Creation and Production (Higher)

The purpose of this Unit is to provide learners with the opportunity to develop talking and writing skills in a wide range of contexts. Learners develop the skills needed to create and produce detailed and complex texts in both written and oral forms.

Assessment

To gain Higher English, learners must pass the two Units and the Course Assessment (Portfolio and Question Paper for 100 marks)

• Units are assessed as pass or fail by the school/centre and are quality assured by the SQA. Achievement of Units is recorded on the learner's qualifications certificate

• The Course Assessment is a Portfolio (30 marks) and a Question Paper (exam for 70 marks overall) which has two components, these are marked externally by the SQA. Higher English is graded from A to D or as No Award.

Portfolio Two written texts of no more than 1300 words, demonstrating the learner's ability to write in different genres, for different purposes 30 marks

Progression

· HNC or HND courses in Arts and Social Sciences

· Employment in careers related to Arts and Social Sciences

· University degrees in Arts and Social Sciences

CfE Higher ENGLISH


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2016-17

COURSE DESCRIPTION

The main purpose of the Course is to provide learners with the opportunity to apply critical, analytical and evaluative skills to a wide range of complex and sophisticated texts from different genres. Learners will develop sophisticated writing skills, responding to the way structure, form and language shape the overall meaning of texts. The Course provides personalisation and choice for learners by allowing them to choose to develop skills in different types of writing, and by developing their awareness of the relationship between text and context in the analysis and evaluation of literary texts.

English: Analysis and Evaluation (Advanced Higher)

Learners extend and refine their skills of analysis and evaluation through the study of complex and sophisticated literary texts from the genres of drama, poetry and prose (fiction and non-fiction).

Learners will also develop independent learning skills by selecting materials for research into an aspect or aspects of literature, formulating relevant tasks and researching primary and secondary sources. Learners also develop organisational and presentational skills required in the production of a dissertation.

English: Creation and Production (Advanced Higher)

The purpose of this Unit is to provide learners with the opportunity to extend and refine their writing skills through the production of different types of writing. Learners will use language creatively for a variety of purposes and in a variety of forms. Learners will develop a range of skills necessary for the deployment of language to create effect.

Assessment

The Course assessment will take the form of:

♦ a question paper1 through which learners will write a critical response on drama or prose, and undertake a textual analysis of an unseen poem or extract from a poem, demonstrating an in-depth knowledge and understanding of complex and sophisticated literary text(s)

and:

♦ a portfolio, which will contain two pieces of writing, and the dissertation

This Course can lead to:

♦ degree programmes in business, drama, education, English, humanities, journalism, law, media, and social science

♦ careers in commerce and industry, education, journalism, law, marketing, media, and politics

CfE Advanced Higher ENGLISH


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2016-17

COURSE DESCRIPTION

Introduction

This Course provides learners with opportunities to continue to acquire and develop the attributes and capabilities of the four capacities as well as skills for learning, skills for life and skills for work. Mathematics is important in everyday life, allowing us to make sense of the world around us and to manage our lives.

Course Structure & UnitsThis Course enables learners to acquire mathematical and numerical skills and apply them in a variety of real-life situations. In addition, learners will develop thinking skills and will gain experience in making informed decisions.

The Course has three units.

Lifeskills Mathematics: Manage Money and Data (National 3)The aim of this Unit is to enable learners to apply their skills, knowledge and understanding of mathematics and numeracy to manage money and data in real-life contexts to determine factors affecting income and expenditure, budgeting and saving.

Lifeskills Mathematics: Shape, Space and Measures (National 3)The aim of this Unit is to enable learners to apply their skills, knowledge and understanding of shape, space and measures in real-life contexts by using measures and elementary geometry to tackle real-life situations.

Numeracy (National 3)The aim of this Unit is to develop learners’ numerical and information handling skills to solve simple real-life problems involving number, money, time and measurement.

Assessment

To achieve the National 3 Lifeskills Mathematics Course, learners must pass all of the required units.

The Units will be assessed internally throughout the year.

Careers.

Lifeskills Mathematics is a good basis for any course or career which requires good Numeracy skills and relies on Maths used in everyday life e.g. Business Studies, Nursing.

National 3 Lifeskills

MATHEMATICSBack to Index

2016-17

COURSE DESCRIPTION

Introduction

The aim of this course is to enable students to extend their mathematical learning from National 3Lifeskills Mathematics and National 4 Mathematics. The course is to motivate and challenge learners by enabling them to think through real-life situations involving mathematics and to form a plan of action based on logic.

Course Structure & UnitThrough real- life context, pupils will learn how to draw conclusions, make informed decisions.

The Course has four Units.

Lifeskills Mathematics: Managing Finance and Statistics (National 4) The aim of this Unit is to develop skills that focus on the use of mathematical ideas and valid strategies that can be applied to managing finance and statistics in straightforward real-life contexts.

Lifeskills Mathematics: Geometry and Measure (National 4)The aim of this Unit is to develop skills that focus on the use of mathematical ideas and valid strategies that can be applied to geometry and measure in straightforward real-life contexts.

Numeracy (National 4) or Numeracy (National 5)The aim of this Unit is to develop learners’ numerical and information handling skills to solve real-life problems involving number, money, time and measurement.

Added Value Unit: Lifeskills Mathematics Test (National 4)The aim of this Unit is to allow the learner to demonstrate breadth and application using mathematicalideas and strategies. This will include the application and integration of financial, measurement, geometric and statistical skills in real-life contexts involving reasoning. Numerical skills underpin all aspects of the Unit and the ability to use these without the aid of a calculator will also be assessed.

Assessment

To achieve the National 4 Lifeskills Mathematics Course, learners must pass all of the required units, including the Added Value Unit.


Careers

Lifeskills Mathematics is a good basis for any course or career which requires good Numeracy skills and relies on Maths used in everyday life e.g.

Business Studies, Nursing.



2016-17

COURSE DESCRIPTION

Introduction

The aim of this course is to enable students to extend their mathematical learning from National 4Lifeskills Mathematics. The course is to motivate and challenge learners by enabling them to think through real-life situations involving mathematics and to form a plan of action based on logic.


Through real-life context, pupils will learn how to draw conclusions, make and justify decisions.

In addition to the Course assessment, the Course has three mandatory Units.

Lifeskills Mathematics: Managing Finance and Statistics (National 5)The aim of this Unit is to develop skills that focus on the use of mathematical ideas and valid strategies that can be applied to managing finance and statistics in real-life contexts.

Lifeskills Mathematics: Geometry and Measure (National 5)

The aim of this Unit is to develop skills that focus on the use of mathematical ideas and valid strategies that can be applied to geometry and measure in real-life contexts.

Numeracy (National 5)

The aim of this Unit is to develop learners’ numerical and information handling skills to solve real- life problems involving number, money, time and measurement.

Assessment

To gain the award of the Course, the learner must pass all Units as well as gain the external course assessment.

The units will be sat internally throughout the year and there will be a prelim in January. The course assessment is part of the SQA exam diet.

Careers

Lifeskills Mathematics is a good basis for any course or career which requires good Numeracy skills and relies on Maths used in everyday life e.g.

Business Studies, Nursing.



2016-17

COURSE DESCRIPTION

Introduction

This Course will develop skills for further learning, as well as skills for life and work. The course is to motivate and challenge learners by enabling them to think through real-life situations involving mathematics and to form a plan of action based on logic.

Course Structure & UnitThrough real- life context, pupils will learn how to draw conclusions, make informed decisions.

The Course has four Units.

Mathematics: Expressions and Formulae (National 4)The aim of this Unit is to develop skills which include the manipulation of abstract terms, the simplification of expressions and the evaluation of formulae. The Outcomes cover aspects of algebra, geometry, statistics and reasoning.

Mathematics: Relationships (National 4)The aim of this Unit is to develop skills which include solving equations, understanding graphs and working with trigonometric ratios. The Outcomes cover aspects of algebra, geometry, trigonometry, statistics and reasoning

Numeracy (National 4)The aim of this Unit is to develop learners’ numerical and information handling skills to solve straightforward real-life problems involving number, money, time and measurement.

Added Value Unit: Lifeskills Mathematics Test (National 4)The aim of this Unit is to allow the learner to demonstrate breadth and application using mathematical ideas and strategies. This will include the application of algebraic, geometric, trigonometric, statistical and reasoning skills. Numerical skills underpin all aspects of the Course, and the ability to use these without the aid of a calculator will also be assessed.

Assessment

To achieve the National 4 Mathematics Course, learners must pass all of the required units, including the Added Value Unit.


Careers

National 4 Mathematics is a recommended qualification for services like police, armed forces and for many apprenticeships and technicians

although many employers offer their own assessments as a means of entry.

National 4 MATHEMATICS


2016-17

COURSE DESCRIPTION

Introduction

The course is to motivate and challenge learners by enabling them to select and apply mathematical techniques in a variety of mathematical and real-life situations


Learners will develop mathematical reasoning skills and will gain experience in making informed decisions.


Mathematics: Expressions and Formulae (National 5)

The aim of this Unit is to develop skills which include the manipulation of abstract terms, the simplification of expressions and the evaluation of formulae. The Outcomes cover aspects of number, algebra, geometry and reasoning.

Mathematics: Relationships (National 5)

The aim of this Unit is to develop skills which include solving and manipulating equations, working with graphs and carrying out calculations on the lengths and angles of shapes. The Outcomes cover aspects of algebra, geometry, trigonometry and reasoning.

Mathematics: Applications (National 5)The aim of this Unit is to develop skills which include using trigonometry, geometry, numberprocesses and statistics within real-life contexts. The Outcomes cover aspects of these skills andalso skills in reasoning.

Assessment



Careers

For those students choosing to progress to Higher Mathematics National 5 Mathematics is required.

National 5 Mathematics is usually a requirement for degrees e.g. nursing, teaching and further study at HNC level. It is a recommended

qualification for services like police, armed forces and for many apprenticeships and technicians.

National 5 MATHEMATICS

MATHEMATICS

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2016-17

COURSE DESCRIPTION

IntroductionThe aim of this course is motivate and challenge learners by enabling them to select and apply mathematicaltechniques in a variety of mathematical situations. This Course is suitable for learners who are secure in their attainment of the National 5 Mathematics Course, usually an A or B.

Course Structure & UnitsLearners will acquire and apply operational skills necessary for exploring mathematical ideas through symbolic representation and diagrams. In addition, learners will develop mathematical reasoning skills and will gain experience in making informed decisions.


Mathematics: Expressions and Functions (Higher)The aim of this Unit is to develop knowledge and skills that involve the manipulation of expressions, the use ofvectors and the study of mathematical functions. The Outcomes cover aspects of algebra, geometry and

trigonometry, and also skills in mathematical reasoning and modelling.

Mathematics: Relationships and Calculus (Higher)The aim of this Unit is to develop knowledge and skills that involve solving equations and to introduce both differential calculus and integral calculus. The Outcomes cover aspects of algebra, trigonometry, calculus, and also skills in mathematical reasoning and modelling.

Mathematics: Applications (Higher)The general aim of this Unit is to develop knowledge and skills that involve geometric applications, applicationsof sequences and applications of calculus. The Outcomes cover aspects of algebra, geometry, calculus, and also skills in mathematical reasoning and modelling.

Assessment



Careers

Most career paths, including apprenticeships, nursing and primary teaching, are dependent on a Mathematics qualification. Some other examples of possible

careers are actuarial science, chartered accountant, computer science, operations research, aeronautical engineer, systems developer, biomathematics, financial

risk analyst, investment banker, cryptography, finance, robotics, statistician, teacher, meteorologist, and engineering.

Higher MATHEMATICS

MATHEMATICS

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2016-17

COURSE DESCRIPTION

IntroductionThis Course is designed to enthuse, motivate, and challenge learners by enabling them to select and applycomplex mathematical techniques in a variety of mathematical situations, both practical and abstract. This Course is suitable for learners who are secure in their attainment of the Higher Mathematics Course, usually an A or B.


Learners will acquire and apply operational skills necessary for exploring more complex mathematical ideas. In addition, learners will develop mathematical reasoning skills and will gain experience in logical thinking and methods of proof.


Methods in Algebra and Calculus (Advanced Higher)The aim of the Unit is to develop advanced knowledge and skills in algebra and calculus that can be used inpractical and abstract situations to manage information in mathematical form. The Outcomes cover partialfractions, standard procedures for both differential calculus and integral calculus, as well as methods for solving both first order and second order differential equations. The importance of logical thinking and proof is emphasised throughout.

Applications of Algebra and Calculus (Advanced Higher)The aim of the Unit is to develop advanced knowledge and skills that involve the application of algebra and calculus to real life and mathematical situations, including applications to geometry. Learners will acquire skills in interpreting and analysing problem situations where these skills can be used. The Outcomes cover the binomial theorem, the algebra of complex numbers, properties of functions, and rates of change. Aspects of sequences and series are introduced, including summations, proved by induction.

Geometry, Proof and Systems of Equations (Advanced Higher)The aim of the Unit is to develop advanced knowledge and skills that involve geometry, number and algebra, and to examine the close relationship between them. Learners will develop skills in logical thinking. The Outcomes cover matrices, vectors, solving systems of equations, the geometry of complex numbers, as well as

processes of rigorous proof.

Assessment



Careers

Some examples of possible careers are accountancy, actuarial work, investment and retail banking, business analysis, computing, finance,

genetics, management, mathematical modelling, operational research, pharmaceuticals, software, statistics and teaching.

Advanced Higher MATHEMATICS


2016-17

COURSE DESCRIPTION

Introduction

By studying French pupils gain some understanding of an important European and world language. Due to historic links it is a language that has had a big influence on English, as well as Scots, and so it can help to widen pupils’ English vocabulary French is also closely related to Spanish and Italian and so can help speed up the learning of these languages, if needed at a later stage. In addition language learners start to appreciate and understand aspects of the society and culture of different countries. Encountering these differences can help them gain a deeper appreciation of their own way of life. Learning a language gives training in working with others and helps practise good communication skills. It also helps pupils develop the skills and qualities needed to live and work in a European and global environment, contributing to their employability.

Course Structure and Units

Pupils work on topics from the Contexts: Society, Learning, Employability and Culture and continue to develop their skills in Reading, Listening, Talking and Writing. There are two units which run at the same time: Understanding Language (Reading and Listening) and Using Language (Talking and Writing) and there is also the Added Value Unit.

Assessment

In the unit called Understanding Language there is one assessment for Reading and one for Listening. In the unit called Using Language there is one assessment for Talking and one for Writing. For the Added Value Unit pupils have to read 2 texts on a related topic, show understanding of these and extract useful language from them. Then they prepare a presentation on a similar topic (in French), give the presentation and answer a few questions on the same topic.

To achieve N4 pupils need to pass all these assessments. It is also possible to pass the individual units.

Careers

A qualification in a Modern Language means the pupil has a basic competence which could be used immediately in a worksituation such as in the tourism industry or as an au pair. It can also be the basis for further study alongside any other su bject they may be specialising in, such as catering.

National 4 FRENCH

MODERN LANGUAGESBack to Index

2016-17

COURSE DESCRIPTION

Introduction

By studying French pupils gain some understanding of an important European and world language. Due to historic links it is a language that has had a big influence on English, as well as Scots, and so can it can help to widen pupils’ E nglish vocab ulary. French is also closely related to Spanish and Italian and so can help speed up the learning of these languages, if needed at a later stage. In addition language learners start to appreciate and understand aspects of the society and culture of different countries. Encountering these differences can help them gain a deeper appreciation of their own way of life. Learning a language gives training in working with others and helps practise good communication skills. It also helps pupils develop the skills and qualities needed to live and work in a European and global environment, contributing to their employability.


Pupils work on topics from the Contexts: Society, Learning, Employability and Culture and continue to develop their skills in Reading, Listening, Talking and Writing. There are two units which run at the same time: Understanding Language (Reading and Listening) and Using Language (Talking and Writing). Pupils also do the N4 Added Value Unit as a safety net. It is also good practice for the N5 exam.

Assessment

In the unit called Understanding Language there is one assessment for Reading and one for Listening. In the unit called Using Language there is one assessment for Talking and one for Writing. For the N4 Added Value Unit pupils have to read 2 texts on a related topic, show understanding of these and extract useful language from them. Then they prepare a presentat ion on a similar topic (in French), give the presentation and answer a few questions on the same topic.

To achieve N5, pupils need to pass all the assessments in the Understanding and Using Language Units. The pupils then sit externally marked exams in May. Paper 1 is Reading (30 marks) and Writing (20 marks) and Paper 2 is Listening (20 marks). In addition there is the Performance exam in Talking in March. This consists of a presentation (worth 10 marks) and a follow -up conversation (worth 20 marks). They can achieve a pass graded A-D.

It is also possible to achieve a pass in individual units and /or gain a pass at N4 as long as they have passed the Added Val ue Unit.

Careers

A qualification in a Modern Language means the pupil has a basic competence which could be used immediately in a work situation such as in the tourism industry or as an au pair. It can also be the basis for further study on its own or alongsid e any other subject they may be specialising in such as law, engineering, primary teaching, business studies etc. At some point pupils who take their profession or hobby to a higher level are going to have to operate at an international level and studying a language wi ll help them to prepare for this challenge.

National 5 FRENCH


2016-17

COURSE DESCRIPTION

Introduction

By studying French pupils gain some understanding of an important European and world language. Due to historic links it is a language that has had a big influence on English, as well as Scots, and so can it can help to widen pupils’ English vocabulary French is also closely related to Spanish and Italian and so can help speed up the learning of these languages, if needed at a later stage. In addition, language learners start to appreciate and understand aspects of the society and culture of different countries. Encountering these differences can help them gain a deeper appreciation of their own way of life. Learning a language gives training in working with others and helps practise good communication skills. It also helps pupils develop the skills and qualities needed to live and work in a European and global environment, contributing to their employability.


Pupils work on topics from the Contexts: Society, Learning, Employability and Culture and continue to develop their skills in Reading, Listening, Talking and Writing. There are two units which run at the same time: Understanding Language (Reading and Listening) and Using Language (Talking and Writing).

Assessment

In the unit called Understanding Language there is one assessment for Reading and one for Listening. In the unit called UsingLanguage there is one assessment for Talking and one for Writing.

To achieve Higher, pupils need to pass all the assessments in the Understanding and Using Language Units. The pupils then sit externally marked exams in May. Paper 1 is Reading (30 marks) and Directed Writing (10 marks) and Paper 2 is Listening (20 marks) and Writing (10 marks). In addition, there is the Performance exam in Talking in March. This consists of a presentation (wort h 10 marks) and a follow-up conversation (worth 20 marks). They can achieve a pass graded A-D.

It is also possible to achieve a pass in individual units.

Careers

A qualification in a Modern Language means the pupil has a basic competence which could be used immediately in a work situation such as in the tourism industry or as an au pair. It can also be the basis for further study on its own or alongside any other subject they may be specialising in such as law, engineering, primary teaching, business studies etc. At some point pupils who o take their profession or hobby to a higher level are going to have to operate at an international level and studying a language will help them to prepare for this challenge.

Higher FRENCH


2016-17

National 4 GERMAN


Course DescriptionIntroductionBy studying German pupils gain some understanding of an important European language used widely in business and Science. German and English share the same roots which can make some vocabulary items easy to learn. German is also closely related to Dutch and Scandinavian languages and so can help speed up the learning of these languages, if needed at a later stage. In addition language learners start to appreciate and understand aspects of the society and culture of different countries. Encountering these differences can help them gain a deeper appreciation of their own way of life.

Learning a language gives training in working with others and helps practise good communication skills. It also helps pupils develop the skills and qualities needed t o live and work in a European and global environment, contributing to their employability.

Course Structure and UnitsPupils work on topics from the Contexts: Society, Learning, Employability and Culture and continue to develop their skills in Reading, Listening, Talking and Writing. There are two units which run at the same time: Understanding Language (Reading and Listening) and Using Language (Talking and Writing) and there is also the Added Value Unit.

In the unit called Understanding Language there is one assessment for Reading and one for Listening. In the unit called Using Language there is one assessment for Talking and one for Writing. For the Added Value Unit pupils have to read 2 texts on a related topic, show understanding of these and extract useful language from them. Then they prepare a presentation on a similar topic (in German), give the presentation and answer a few questions on the same topic.

To achieve N4 pupils need to pass all these assessments.

It is also possible to pass the individual units.

CareersGerman is the language that is most wanted by UK companies and the second most commonly used in Science. A qualification in a Modern Language means the pupil has a basic competence which could be used immediately in a worksituation such as in the tourism industry or as an au pair. It can also be the basis for further study alongside any other su bject they may be specialising in, such as catering.

2016-17

National 5 GERMAN


Course DescriptionIntroductionBy studying German pupils gain some understanding of an important European language used widely in business and Science. German and English share the same roots which can make some vocabulary items easy to learn. German is also closely related to Dutch and Scandinavian languages and so can help speed up the learning of these languages, if needed at a later stage. In addition language learners start to appreciate and understand aspects of the society and culture of different countries. Encountering these differences can help them gain a deeper appreciation of their own way of life. Learning a language gives training in working with others and helps practise good communication skills. It also helps pupils develop the skills and qualities needed to live and work in a European and global environment, contributing to their employability.

Course Structure and UnitsPupils work on topics from the Contexts: Society, Learning, Employability and Culture and continue to develop their skills in Reading, Listening, Talking and Writing. There are two units which run at the same time: Understanding Language (Reading and Listening) and Using Language (Talking and Writing). Pupils also do the N4 Added Value Unit as a safety net. It is also good practice for the N5 exam.In the unit called Understanding Language there is one assessment for Reading and one for Listening. In the unit called Using Language there is one assessment for Talking and one for Writing. For the N4 Added Value Unit pupils have to read 2 texts on a related topic, show understanding of these and extract useful language from them. Then they prepare a presentation on a similar topic (in German), give the presentation and answer a few questions on the same topic.

To achieve N5, pupils need to pass all the assessments in the Understanding and Using Language Units. The pupils then sit externally marked exams in May. Paper 1 is Reading (30 marks) and Writing

(20 marks) and Paper 2 is Listening (20 marks). In addition there is the Performance exam in Talking in March. This consists of a presentation (worth 10 marks) and a follow -up conversation (worth 20 marks). They can achieve a pass graded A-D.It is also possible to achieve a pass in individual units and/or gain a pass at N4 as long as they have passed the Added Value Unit.

CareersGerman is the language that is most wanted by UK companies and the second most commonly used in Science. A qualification in a Modern Language means the pupil has a basic competence which could be used immediately in a work situation such as in the tourism industry or as an au pair. It can also be the basis for further study on its own or alongsid e any other subject they may be specialising in such as law, engineering, primary teaching, business studies etc. At some point pupils who take their profession or hobby to a higher level are going to have to operate at an international level and studying a language wi ll help them to prepare for this challenge.

2016-17

Introduction

This course offers you the opportunity to study H ospitality at an appropriately challenging level that matches with y o u r skills and ability. This course will allow you to improve your practical performance alongside basic understanding of a number of related topics such as ingredients, safety, hygiene, cooking processes and dietary advice.


National 3 Hospitality is a great opportunity for pupils to improve their practical ability whilst gaining essential knowledge and understanding through a predominantly practical setting.

Cookery Skills, Techniques and Processes - enhance learners’ cookery skills, food preparation techniques and their ability to follow cookery processes in the context of producing dishes.

Organisational Skills for Cooking - enhance learners’ knowledge and understanding of ingredients from a variety of different sources and of their characteristics. It also addresses the importance of sustainability, the responsible sourcing of ingredients and of current dietary advice.

Understanding and Using Ingredients - extend learners’ planning, organisational and time management skills.

Assessment

Candidates will have to pass all three units detailed above in order to achieve an overall N3 pass.

If a candidate fails to achieve a pass in any of the Units detailed above then they can achieve a N3 Units only pass for any Unit(s) which they pass. They would also be awarded an overall N2 pass if they meet the course requirements.

Careers

This course can be used as a progression into N4 Hospitality depending on your progression and achievement.

National 3 HOSPITALITY

Health & WellbeingBack to Index

2016-17


Health & Wellbeing

Introduction

This course offers you the opportunity to study Hospitality at an appropriately challenging level that matches with your skills and ability. This course will allow you to improve your practical performance alongside developing a deeper understanding of a number of related topics such as ingredients, safety, hygiene, cooking processes and dietary advice.






To gain the N4 Course award, the candidate must pass all of the above Units which are internally assessed on a pass or fail basis, as well as the Course assessment below.

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Assessment

The Added Value Unit involves the pupils using the Knowledge and Understanding that they have gained through the course to plan, prepare and cook a two course meal for four in 1 hour and 30 minutes. This is completed in class time and is internally assessed on a pass or fail basis. Candidates will have to pass all three units detailed above and this assessment in order to achieve an overall N4 pass. If a candidate fails to achieve a pass in any of the Units detailed above then they can achieve a N4 Units only pass for any Unit(s) which they pass. They would also be awarded an overall N3 pass if they meet the course requirements.

Careers

This course can be used as a progression into N5 Hospitality depending on your progression and achievement. N4 Hospitality along with other Qualifications could be used by a candidate to gain entry to an NQ Level college course in the Hospitality sector.

plan,

2016-17

Introducion

This course offers you the opportunity to study Hospitality at an appropriately challenging level that matches with your skills and ability. This course will allow you to improve your practical performance alongside developing a deeper understanding of a number of related topics such as ingredients, safety, hygiene, cooking processes and dietary advice.






To gain the N5 Course award, the candidate must pass all of the above Units which are internally assessed on a pass or fail basis, as well as the Course assessment below.

Assessment

The Assessment involves the pupils using the Knowledge and Understanding that they have gained through the course to plan, prepare and cook a three course meal for four in 2 hours and 30 minutes. This is completed in class time and is internally assessed. The assessment is as follows; 15% on the candidates ability to plan, and 85% on their ability to implement. Candidates will have to pass all three units detailed above and this assessment in order to achieve an overall N5 pass.

If a candidate fails to achieve a pass in any of the Units detailed above then they can achieve a N5 Units only pass for any Unit(s) which they pass. We also ensure that all N5 candidates complete the N4 Added Value Unit which should enable them to achieve a N4 pass overall if they meet the course requirements.

Careers

N5 Hospitality along with other Qualifications could be used by a candidate to gain entry to an NQ or NC Level college course in the Hospitality sector.



National 4 PHYSICAL EDUCATION2016-17Health & Wellbeing

Introduction

This course offers you the opportunity to study Physical Education at an appropriately challenging level that matches your skills and ability. This course will allow you to improve your practical performance in a range of different activities alongside developing a basic understanding of the factors that can affect your performance.


National 3 PE is an opportunity for pupils improve their performance in a wide range of activities whilst gaining some basic knowledge and understanding through a predominantly practical setting.

Performance Skills – Pupils will experience a wide range of different activities within the school curriculum in order to allow the pupils to improve and develop their practical performance to the appropriate level in two different activities.

Factors Impacting on Performance (FIP’s) – Pupils will raise their wareness of the FIP’s; with support learners will record, monitor and reflect on their own performance.

To gain the N3 Course award, the candidate must pass both of the Units above which are internally assessed on a pass or fail basis.

Assessment

Candidates will have to pass both of the units detailed above in order to achieve an overall N3 pass. The two units are compl eted in class time and are internally assessed on a pass or fail basis. There is no prelim or final exam for this course.

If a candidate fails to achieve a pass in any of the Units detailed above then they can achieve a N3 Units only pass for any Unit(s)which they did pass. They would also be awarded an overall N2 pass if they meet the course requirements.

Careers

This course might be used as a progression into a National 4 depending on your development and achievements.

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2016-17

Introduction

This course offers you the opportunity to study Physical Education at an appropriately challenging level that matches your skills and ability. This course will allow you to improve your practical performance in a range of different activities alongside developing a deeper understanding of the factors that can affect your performance.


National 4 PE is a great opportunity for pupils to improve their performance in a wide range of activities whilst gaining essential knowledge and understanding through a predominantly practical setting.


Factors Impacting on Performance (FIP’s) – Pupils have to demonstrate knowledge and understanding of the FIP’s; including development of personal performance, and evaluation of the development process.

To gain the N4 Course award, the candidate must pass both of the Units above which are internally assessed on a pass or fail basis, as well as the Course assessment below.

Course Assessment (Added Value Unit) - Using the knowledge and Understanding that they have gained through the course the pupil’s will plan, participate and evaluate a performance; this is internally assessed.

Assessment

Candidates will have to pass all three units detailed above in order to achieve an overall N4 pass. The three units are compl eted in class time and are internally assessed on a pass or fail basis. There is no prelim or final exam for this course.

If a candidate fails to achieve a pass in any of the Units detailed above then they can achieve a N4 Units only pass for any Unit(s)which they did pass. They would also be awarded an overall N3 pass if they meet the course requirements.

Careers

This course might be used as a progression into a National 5 depending on your development and achievements. N4 PE along with other Qualifications could be used by a candidate to gain entry to an NQ Level college course in the Sports Sector.

National 4 PHYSICAL EDUCATION


2016-17

Introduction

This course offers you the opportunity to study Physical Education at an appropriately challenging level that matches your skills and ability. This course will allow you to improve your practical performance in a range of different activities alongside developing a deeper understanding of the factors that can affect your performance.


National 5 PE is a great opportunity for pupils to improve their performance in a wide range of activities whilst gaining essential knowledge and understanding through a predominantly practical setting.


Factors Impacting on Performance (FIP’s) – Pupils have to demonstrate knowledge and understanding of the FIP’s; including development of personal performance, and evaluation of the development process.

For a N5 Course award, the candidate must pass both of the Units above which are internally assessed on a pass or fail basis, as well as the Course assessment below.

Course Assessment – The N5 assessment consists of two different elements; a one of Practical Performance out of 60 marks which is internally assessed, and a written Portfolio which is externally marked out of 40 marks.

Assessment

Candidates will have to pass the first two units detailed above in order to sit the Portfolio. The Portfolio is a written/typed assessment which is externally assessed; up to a maximum of 40 marks. The candidate’s portfolio mark will be combined with their one off practical performance grade which is internally assessed; up to a maximum of 60 marks. These 60 marks are broken down into another 20 for a written/typed section and 40 for the actual practical performance. The 20 marks are for the planning and preparation for performance and the pupil’s self-evaluation of their performance. For details of the course breakdown please visit the National 5 PE section of the SQA Website.

If a candidate fails to achieve a pass in either the Performance Skills or FIP’s Units then they can achieve a N5 Units only pass for any Unit(s) which they pass. We also ensure that all N5 candidates complete a N4 Added Value Unit which should enable them to achieve a N4 pass overall if they meet the course requirements.

Careers

This course might be used as a progression into Higher depending on your development and achievements. N5 PE along with other Qualifications could be used by a candidate to gain entry to an NQ or even NC Level college course in the Sporting sector.

National 5 PHYSICAL EDUCATION

Health & Wellbeing

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2016-17

COURSE DESCRIPTION

Introduction

This course offers you the opportunity to study Physical Education at a challenging level and to build on previous skills and performance. It makes an important contribution to a balanced education and may help you to progress to further education or employment. The course aims to develop individual abilities and to enhance your personal and social development.


Performance Skills - Through a wide range of different activities within the school curriculum the pupils will improve and develop their practical performance to the appropriate level in two different activities.

Factors Impacting on Performance (FIP’s) - Pupils have to demonstrate knowledge and understanding of the FIP’s; including development of personal performance, and evaluation of the development process.

To gain the Course award, the candidate must pass both of the above Units which are internally assessed on a pass or fail basis, as well as the Course assessment below.

Course Assessment - The Course assessment will consist of two Components; a One of Performance which is internally marked, and an Exam Question Paper which is externally marked.

Assessment

The One of Performance is up to a maximum of 60 marks; these 60 marks are broken down further into 20 for a written/typed section and 40 for the actual practical performance. The 20 marks are for the planning and preparation for performance and the pupil’s self-evaluation of their performance. For details of the course breakdown please visit the Higher PE section of the SQA Website. The exam question paper will assess the learner’s ability to integrate and apply knowledge and understanding from across the Units. It is designed to assess applied knowledge, understanding and evaluation skills; up to a maximum of 40 marks. For more details about the design of the exam paper please visit the Higher PE section of the SQA Website.

If a candidate fails to achieve a pass in either the Performance Skills or FIP’s Units then they can achieve a Higher Units only pass for any Unit(s) which they did pass. We also ensure that all Higher candidates have the opportunity to complete a N5 Portfolio if required; which should enable them to achieve a N5 award overall if they meet the course requirements.

Careers

Higher PE along with other Qualifications could be used by a candidate to gain entry into a course at NC,ND or Degree level at College or University.

Higher PHYSICAL EDUCATION


2016-17

COURSE DESCRIPTION

Introduction

Religious, Moral and Philosophical Studies encourages pupils to find out about the world’s religions. It supports pupils to develop their own beliefs and values. Scotland’s people have many different beliefs and our pupils will benefit from an understanding of these. They will also be able to look into the various views people hold on moral issues and their reasons for them.


Pupils will be developing their knowledge and understanding of religious, moral and philosophical issues. The Units will explore the questions they raise and the solutions or approaches they offer. Pupils will consider their own views as well as considering religious and non-religious responses.

World Religion Hinduism is the religion pupils will study in depth considering beliefs, festivals and attitudes.

Morality and Belief Religion and Relationships. Pupils will consider the nature of relationships and the issues of gender equality, marriage and divorce.

Religious and Philosophical Questions Evil and Suffering. Pupils will consider religious and philosophical arguments surrounding the question “ If there is a loving God how can evil and suffering exist?”

Assessment

To gain the National 3 qualification, pupils will be required to pass the three internal unit assessments.

Careers

Qualifications in RMPS will assist pupils who wish to pursue careers in medicine, law, social work, teaching, media, journalism, the armed forces, human resources etc.

National 3 RMPS

RELIGIOUS AND MORAL EDUCATIONBack to Index

2016-17

COURSE DESCRIPTION

Introduction






Religious and Philosophical Questions Evil and Suffering. Pupils will consider religious and philosophical arguments surrounding the question “ If there is a loving God how can evil and suffering exist?”

Assessment

To gain National 4 RMPS, pupils will be required to pass the three internal unit assessments and the Added Value unit. This involves pupils giving a report on a religious or moral issue of their choice.

Pupils will be credited with any units they pass.

National 4 RMPS


2016-17

COURSE DESCRIPTION

Introduction






Religious and Philosophical Questions Evil and Suffering. Pupils will consider religious and philosophical arguments surrounding the question “If there is a loving God how can evil and suffering exist?”

Assessment

In order to sit the final exam, pupils must pass all three of the Unit assessments. There will be a Prelim in February. Pupils will also be required to write an Assignment on a religious or moral issue under exam conditions. This is externally marked. National 5 pupils will sit National 4 assessments as a fall back.

Careers


National 5 RMPS


2016-17

COURSE DESCRIPTION

Introduction




World Religion Judaism is the religion pupils will study in depth considering beliefs, festivals and attitudes.

Morality and Belief Religion, Medicine and the Human Body. Pupils will look at embryo use, euthanasia and assisted dying and organ donation.

Religious and Philosophical Questions The Origins of Life. Pupils will consider religious and scientific views about our origins and how these support or argue against each other.

Assessment

In order to sit the final exam, pupils must pass all three of the Unit assessments. There will be a Prelim in February. Pupils will also be required to write an Assignment on a religious or moral issue under exam conditions. This is externally marked.

Careers


Higher RELIGIOUS, MORAL & PHILOSOPHICAL STUDIES


2016-17

COURSE DESCRIPTION

Introduction

Biology, the study of living organisms, plays a crucial role in our everyday existence, and is an increasingly important subject in the modern world. Advances in technologies have made this varied subject more exciting and relevant than ever.


The Course develops skills in scientific inquiry, investigation and analytical thinking, along with knowledge and understanding. Learners will gain an understanding of biology, and develop this through a variety of approaches, including practical activities.

The course consists of three mandatory units and an Added Value unit;

Cell Biology - investigates the major cellular processes and modern controversial procedures such as gene therapy.

Multicellular Organisms - is an exploration of the processes essential to living organisms such as reproduction and temperature control.

Life on Earth - covers the interdependence of all organisms on the plants.

Added Value – an investigative assignment on a biology topic studied within thecourse.Assessment

Units (including the Added Value) are internally assessed on a pass/fail basis.

Careers

Biology courses lead to many careers where biology is applied including ; medicine, dentistry, veterinary sciences, physiotherapy, nursing, speech and occupational therapy, psychology, sport science, forensic science, agriculture, plant and animal breeding, food science, dietetics, microbiology, ecology, conservation, pharmacology and biochemistry. The comparatively new field of biotechnology is developing rapidly and could provide many jobs in the future.

National 4 BIOLOGY

SCIENCEBack to Index

2016-17

COURSE DESCRIPTION

Introduction



The Course develops skills in scientific inquiry, investigation and analytical thinking, along with knowledge and understanding. Learners will gain an understanding of biology, and develop this through a variety of approaches, including practical activities.

The course consists of three mandatory units;

Cell Biology - covers cell types and structure together with cellular processes in depth e.g. genetic engineering, photosynthesis and respiration.

Multicellular Organisms - is an investigation of organisation in organisms including nervous and circulatory systems.

Life on Earth - investigates the consequences of human impact on the environment and biodiversity.

Assessment

Units are internally assessed on a pass/fail basis. An internally assessed prelim exam will be undertaken at the end of January. An assignment from a topic covered in the course will be completed by early March and an external exam sat in May. The externally marked assignment a n d external exam will be used to award a final grade.

Careers


National 5 BIOLOGY


2016-17

COURSE DESCRIPTION

Introduction



The skills of scientific inquiry and investigation are developed, throughout the Course, by investigating the applications of biology. The course is a broad and up-to-date selection of concepts and ideas relevant to the central position of life science within our society. The units are;

DNA and the Genome – this unit covers the key areas of structure and replication of DNA, gene expression and the genome, cellular differentiation, mutations and evolution.

Metabolism and Survival – this unit covers how cellular respiration is fundamental to metabolism, adaptations for the maintenance of metabolism for survival in whole organisms and micro- organisms.

Sustainability and Interdependence - this unit covers the key areas of the science of food production, interrelationships and dependence, biodiversity.

Assessment

Units are internally assessed on a pass/fail basis. An internally assessed prelim exam will be undertaken at the end of January. An assignment from a topic covered in the course will be completed by early March and an external exam sat in May. The externally marked assignment a n d external exam will be used to award a final grade for the course.

Careers


Higher BIOLOGY


2016-17

COURSE DESCRIPTION

Introduction



The purpose of the Course is to build on the knowledge, understanding and skills developed by the learner in Higher Biology. The units are;

Cells and Proteins – this unit covers the key areas of laboratory techniques for biologists; proteomics; protein structure, binding and conformational change; membrane proteins; detecting and amplifying an environmental stimulus; communication within multicellular organisms; protein control of cell division.

Organisms and Evolution – this unit covers the key areas of field techniques for biologists; evolution; variation and sexual reproduction; sex and behaviour; parasitism.

Investigative Biology - the general aim of this Unit is to develop the skills, knowledge and understanding to carry out research and practical investigations. This will emphasise the principles and practice of investigative biology and its communication.

Assessment

Units are internally assessed on a pass/fail basis. An internally assessed prelim exam will be undertaken at the end of January. An investigation project, from a chosen biology topic, will be completed by early April and an external exam sat in May. The externally marked investigation project and external exam will be used to award a final grade for the course.

Careers


Advanced Higher BIOLOGY


2016-17

COURSE DESCRIPTION

Introduction

Chemistry contributes to the quality of everyday life. Food, clothes and the environment are the results of Chemistry in action. Chemists search for better fuels, fight corrosion and develop and improve substances to help crops grow, produce plastics and other useful materials. Chemistry is about what things are made of and how we can change them.


The Course develops skills in scientific inquiry, investigation and analytical thinking, along with knowledge and understanding. Learners will gain an understanding of chemistry, and develop this through a variety of approaches, including practical activities.

Chemical Changes and Structure - This topic looks at how reaction rates are studied, along with the Periodic Table and how elements react together.

Nature’s Chemistry - This topic looks at the environmental impact of different energy sources , and the study of consumer products such as essential oilsand food supplies from plants

Chemistry in Society - In this unit students study the properties of materials andinvestigate their uses, along with techniques in chemical analysis.

Assessment

Units are internally assessed on a pass/fail basis.

Careers

Chemistry courses lead to many careers where chemistry is applied including; medicine, dentistry, veterinary sciences, pharmaceuticals, chemical engineering, forensic science, oceanography, petroleum industry, environmental chemistry, biotechnology, materials science, plastics industry and textiles. This list isn't complete, Chemistry is a very versatile science.

National 3 CHEMISTRY


2016-17

COURSE DESCRIPTION

Introduction

Chemistry contributes to the quality of everyday life. Food, clothes and the environment are the results of Chemistry in action. Chemistry is about what things are made of and how we can change them.


The Course develops skills in scientific inquiry, investigation and analytical thinking, along with knowledge and understanding. Learners will gain an understanding of chemistry, and develop this through a variety of approaches, including practical activities. The units are;

Chemical Changes and Structure - Properties and reactions of common elements,their position in the periodic table and also acids and alkalis are investigated.

Natures Chemistry - In this unit students study fuels , hydrocarbons and everyday consumer products such as foods and alcohol production.

Chemistry in Society - The importance of metals and alloys as well as new developments in materials such as plastics, food and alcohol production are also investigated along with nuclear energy.

Added Value – an investigative assignment on a biology topic studied within thecourse.

Assessment

Units (including the Added Value) are internally assessed on a pass/fail basis.

Careers




2016-17

COURSE DESCRIPTION

Introduction



The Course develops skills in scientific inquiry, investigation and analytical thinking, along with knowledge and understanding. Learners will gain an understanding of chemistry, and develop this through a variety of approaches, including practical activities. The units are;

Chemical Changes and Structure - average rates of reaction, neutralisation reactions, balanced chemical equations, the mole, formulae, reaction quantities and the connection between bonding and chemical properties of materials

Natures Chemistry – physical and chemical properties of cycloalkanes; branched chain alkanes and alkenes, straight chain alcohols and carboxylic acids; everyday consumer products, energy from different fuels.

Chemistry in Society - chemistry of metals and their bonding, reactions and uses; the connection between bonding in plastics, their physical properties and their uses; the chemical reactions and processes used to make fertilisers.

Assessment

Units are internally assessed on a pass/fail basis. An internally assessed prelim exam will be undertaken at the end of January. An assignment from a topic covered in the course will be completed by early March and an external exam sat in May. The externally marked assignment a n d external exam will be used to award a final grade.

Careers




2016-17

COURSE DESCRIPTION

Introduction



The skills of scientific inquiry and investigation are developed throughout this Course. The relevance of chemistry is highlighted by the study of the applications of chemistry in everyday contexts. The units are;

Chemical Changes and Structure – reaction rates and periodic trends, collisiontheory and catalysts, electronegativity and connections between bonding anda materials physical properties.

Researching Chemistry – this involves planning and carrying out a practical investigation into a topical issue.

Natures Chemistry – chemistry of food, chemistry of soaps, detergents, fragrances and skin care products.

Chemistry in Society - calculating quantities of reactants and products, percentage yield, dynamic equilibria, enthalpy changes and the use of oxidising and reducing agents in analytical chemistry.

Assessment


Careers


Higher CHEMISTRY


2016-17

COURSE DESCRIPTION

Introduction



The Advanced Higher Chemistry ourse develops learners’ knowledge and understanding of the physical and natural environments beyond Higher level. The Course builds on Higher Chemistry, continuing to develop the underlying theories of chemistry and the practical skills used in the chemistry laboratory.

Inorganic and Physical Chemistry – includes electromagnetic radiation, atomic structure and electronic configuration, transition metals and quantitative nature of chemical equilibria.

Organic Chemistry and Instrumental Analysis – includes the structure, physical and chemical properties of organic compounds, types and mechanisms of organic reactions and analysis and spectroscopic techniques used to verify chemical structure.

Researching Chemistry – develops an understanding of stoichiometriccalculations, develops practical skills and carrying out research in chemistry.

Assessment

Units are internally assessed on a pass/fail basis. An internally assessed prelim exam will be undertaken at the end of January. An investigation project, from a chosen chemistry topic, will be completed by early April and an external exam sat in May. The externally marked investigation project and external exam will be used to award a final grade for the course.

Careers


Advanced Higher CHEMISTRY

SCIENCE

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2016-17

COURSE DESCRIPTION

Introduction

Physicists play a key role in meeting society’s needs in areas such as renewable sustainable energy and its environmental impact, new technology developments in transport, engineering, computing and gaming, leisure and industry. As the importance and application of Physics continues to grow and develop, more awareness of the influence and impact of Physics will be required.


The Course develops skills in scientific inquiry, investigation and analytical thinking, along with knowledge and understanding. Learners will gain an understanding of physics, and develop this through a variety of approaches, including practical activities.

Electricity and Energy - covers energy sources including renewable energy, electricity including electrical circuits and safety in the home and heat transfer.

Waves and Radiation - covers light, optical instruments, electromagnetic radiation, sound and hearing.

Dynamics and Space - covers the motion of falling objects, friction and the impactof the Sun and the Moon on the Earth.

Assessment

Units are internally assessed on a pass/fail basis.

Careers

Physics courses lead to many careers where physics is applied including; aerospace, armed forces and defence solutions, astronomy, education, engineering, medicine, meteorology and climate change, nanotechnology, oil and gas, renewable energy, scientific research, space exploration industries, telecommunications and careers outside science.

National 3 PHYSICS


2016-17

COURSE DESCRIPTION

Introduction




Electricity and Energy - covers energy sources including renewable energy, electricity including electrical circuits and safety in the home and heat transfer.

Waves and Radiation - covers light, optical instruments, electromagnetic radiation, sound and hearing.

Dynamics and Space - covers the motion of falling objects, friction and the impact of the Sun and the Moon on the Earth.

Added Value – an investigative assignment on a biology topic studied within the course.

Assessment

Units (including the Added Value) are internally assessed on a pass/fail basis

Careers


National 4 PHYSICS


2016-17

COURSE DESCRIPTION

Introduction




Electricity and Energy - covers conservation of energy, electrical charge carriers and electric fields, potential difference ,practical electrical and electronic circuits,

h ’s Law, electrical power, specific heat capacity, gas laws and kinetic odel

Waves and Radiation - covers wave parameters and behaviours, electromagnetic spectrum, light and nuclear radiation.

Dynamics and Space - covers velocity and displacement - vectors and scalars, velocity-ti e graphs, acceleration, ewton’s Laws, pro ectile otion, space exploration and cosmology.

Assessment

Units are internally assessed on a pass/fail basis. An internally assessed prelim exam will be undertaken at the end of January. An assignment from a topic covered in the course will be completed by early March and an external exam sat in May. The externally marked assignment and external exam will be used to award a final grade.

Careers


National 5 PHYSICS


SCIENCE 2016-17

Higher PHYSICS

COURSE DESCRIPTION

Introduction



The skills of scientific inquiry and investigation are developed throughout the course, and the relevance of physics is highlighted by the study of the applications of physics in everyday contexts. The units are;

Our Dynamic Universe – includes kinematics, dynamics, forces and energy, collisions and explosions, gravitation, space-time and the expanding universe.

Particles and Waves – includes the standard model, forces on charged particles, nuclear reactions, interference and diffraction and spectra.

Electricity – includes current, potential difference, power, resistance, measuring a.c, internal resistance, capacitors, conductors, semi-conductors and insulators.

Researching Physics –the general aim of the unit is to develop skills relevant toundertaking research in physics.

Assessment


Careers


Back to Index

2016-17

COURSE DESCRIPTION

Introduction



The Course provides an opportunity for reinforcing and extending the knowledge and understanding of the concepts of physics and developing the skills in investigative practical work.

Rotational Motion and Astrophysics - includes kinematic relationships, angular motion, rotational dynamics, angular momentum, relativity and stellar physics.

Quanta and Waves - includes quantum theory, particles from space, simple harmonic motion, waves, interference and polarisation.

Electromagnetism - includes electric and magnetic fields, capacitors and inductors used in d.c. and a.c. circuits, electromagnetic radiation.

Investigating Physics –includes development of key investigative skills throughidentifying, researching, planning and carrying out a chosen physics investigation.

Assessment

Units are internally assessed on a pass/fail basis. An internally assessed prelim exam will be undertaken at the end of January. An investigation project, from a chosen physics topic, will be completed by early April and an external exam sat in May. The externally marked investigation project a n d external exam will be used to award a final grade for the course.

Careers


Advanced Higher PHYSICS


SOCIAL SUBJECTS 2015-16

National 4 HISTORY

COURSE DESCRIPTION

IntroductionHistory provides pupils with insights into their own lives and of the society and the wider world in which they live. By examining the past, pupils can better understand their own communities, their country and the wider world. Through an understanding of the concept of continuity, they can better appreciate change and its significance, both in their own times and in the past.


Unit 1: The Era of the Great War

Pupils will study the impact of the First World War on Scotland. Topics covered Include the experience of Scottish troops on the Western Front, the reasons forvolunteering, the political, economic and social impact of the war.

Unit 2: The Atlantic Slave Trade

Pupils will study the Triangular Trade of the 18th century. Topics covered includeThe impact of the slave trade on Britain, the impact on Africa, life on the MiddlePassage, conditions on the plantations and the reasons for abolition.

Unit 3: Free at Last

Pupils will study the Civil Rights campaign in the USA. Topics covered include the problems of life in the South, the actions of Martin Luther King and the Black Power movement.

Assessment

To gain a National 4 History award pupils must complete the following assessed pieces:

End of Unit Outcomes for each topic area Added Value Unit (at N4)

Pupils who pass History at National 4 would have the option to study at National 5 level.

Careers

History can lead pupils to an exciting career in a variety of occupations:

Teaching, Journalism, Politics, Law, Research, TV, Tour Guide, Publishing

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National 5 HISTORY

COURSE DESCRIPTION

Introduction

History provides pupils with insights into their own lives and of the society and the wider world in which they live. By examining the past, pupils can better understand their own communities, their country and the wider world. Through an understanding of the concept of continuity, they can better appreciate change and its significance, both in their own times and in the past.


Unit 1: The Era of the Great War

Pupils will study the impact of the First World War on Scotland. Topics covered Include the experience of Scottish troops on the Western Front, the reasons forvolunteering, the political, economic and social impact of the war.

Unit 2: The Atlantic Slave Trade

Pupils will study the Triangular Trade of the 18th century. Topics covered includeThe impact of the slave trade on Britain, the impact on Africa, life on the MiddlePassage, conditions on the plantations and the reasons for abolition.

Unit 3: Free at Last

Pupils will study the Civil Rights campaign in the USA. Topics covered include the problems of life in the South, the actions of Martin Luther King and the Black Power movement.

Assessment

To gain a National 5 History award pupils must complete the following assessed pieces:

End of Unit Outcomes for each topic area A researched extended essay (The Assignment) An external exam which covers all three units.

Pupils who pass History at National 5 with a grade A or B would have the option to study at Higher level.

Careers



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Higher HISTORY

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Assessment

To gain a Higher History award, pupils must complete the following assessed pieces:

End of Unit Assessment for each topic area

A researched extended essay.

An external exam which covers all three units.

Careers



COURSE DESCRIPTION

Introduction

The Higher qualification in History increases pupils' understanding of their society by helping them to appreciate how important aspects of that society have developed in the past. Pupils take more independent responsibility for their learning. They develop skills in analysing complex events, structuring reasoned arguments, and presenting clear and balanced conclusions. They evaluate sources across a breadth of Scottish, British and European history, and participate in debate, developing democratic attitudes of open-mindedness and tolerance.


Unit 1: Democracy and ReformPupils study the development of the United Kingdom into a modern democracy and the development of the role of the state in the welfare of its citizens, illustrating the themes of authority, ideology and rights.

Unit 2: Migration and EmpireStudy the movement of people travelling both to and from Scotland in search of new fortunes. Learn why many families abandoned their homes for unknown futures in distant colonies such as Canada and Australia, while others journeyed from parts of Europe to settle in Scotland.

Unit 3: Russian RevolutionPupils study the development of opposition to autocracy in Russia, the collapse ofthe Tsarist regime and the rise of the Bolsheviks during the years 1881–1921, illustrating the themes of ideology, identity and authority.

COURSE DESCRIPTION

What is Geography – Geography is a study of people and place. It is a far reaching subject that deals with the landscape and environment around us and how humans interact with it. There is a variety of topical and relevant issues within the subject which offers variety of for learners to engage with.

Why study Geography – Within Geography there is a wide skills set that will aid pupils throughout their school career, higher education and fulltime employment. Pupils will gain a variety of skills including O.S. mapping skills, extracting information from graphs, charts and maps, using ICT and multimedia along with presenting their findings and ideas.


Physical Geography

Weather systems that affect the UK and how these weather systems

impact on different groups of people.

Glaciated Uplands and Coastal landscapes, including the associated land uses and the conflict within a National Park.

Pupils will have the opportunity to participate in Outdoor Leaning and fieldwork.Edinburgh and Mumbai.

Global Issues

Climatic zones of the Equatorial Rainforest and the Tundra and the environmental problems of deforestation and oil spills

Environmental Hazards - studying the causes and impact on people and the landscape of volcanoes, earthquakes and tropical storms.

Assessment

For National 3 pupils are required to pass in-school assessments in all three units – physical, human and global issues.

Careers

Geography can lead to jobs within education, environmental management, sustainable energy, urban planning, GISanalysis, cartography, surveying and many more.

National 3 GEOGRAPHY


2016-17

COURSE DESCRIPTION




Physical Geography




Pupils will have the opportunity to participate in Outdoor Leaning and fieldwork.Edinburgh and Mumbai.

Global Issues



Assessment

For National 4 pupils are required to pass in-school assessments in all three units – physical, human and global issues. Pupils will also have to complete an Added Value Unit on a topic of their choice.

Careers



SOCIAL SUBJECTSBack to Index

2016-17

COURSE DESCRIPTION




Physical Geography




Pupils will have the opportunity to participate in Outdoor Leaning and fieldwork.

Human Edinburgh and Mumbai.

Global Issues



Assessment

National 5 pupils are required to pass in-school assessments in all three units – physical, human and global issues. Pupils will also have to complete an Added Value Unit on a topic of their choice. They will have to complete a written report about their investigation under examination conditions. A prelim examination will be undertaken in the Spring term. Pupils will also have to sit an external SQA exam.

Careers




2016-17

COURSE DESCRIPTION




Physical Environments

This unit covers 4 topics – Atmosphere (Global heat budget, atmospheric and oceanic circulation), Hydrosphere (hydrological cycle and hydrographs), Lithosphere (Glaciated and coastal landscapes) and Biosphere (soil properties and formation).

Human Geography

The three topics covered are Population (population structures and migration), Rural (conflicts and management in rural areas) and Urban Geography (urban changes in the developed and developing world and their impact)primary health care strategies) and Global Climate Change (causes, effects and strategies to reduce climate change)Assessment

Higher pupils are required to pass in-school assessments in all three units – physical, human and global issues. They also have to complete a written assignment that contributes to 33% of their final overall mark. A prelim examination will also be undertaken in the Spring term. Pupils will also have to sit the external SQA exam.

Careers


Higher GEOGRAPHY


2016-17

COURSE DESCRIPTION

Introduction

Modern Studies is all about studying the society around us. It is about looking at people and the way they interact with each other, how the world is run and how things can change and influence what happens to us. We look at social, political and economic issues on three different levels: local, national and international.


Unit 1: Democracy in Scotlandto develop skills by using sources of information to detect and explain bias and exaggeration and develop a straightforward knowledge and understanding of democracy and the political system in Scotland

Unit 2: Crime and Lawto develop skills by using sources of information to make and justify decisions and develop a straightforward knowledge and understanding of social issues in the United Kingdom drawn from a study either of crime and the law.

Unit 3: Global Conflict and Terrorismto develop skills of using sources of information to draw and support conclusionsand develop a straightforward knowledge and understanding of international issues, focusing on a significant world issue.

To gain N4 Modern Studies pupils must complete the following assessed pieces:

End of Unit Outcomes for each topic area Added Value Unit (at N4)

Pupils who pass Modern Studies at National 4 in S5 would have the option to study at National 5 level in S6.

Careers

Modern Studies can lead pupils to an exciting career in a variety of occupations:

Teaching, Journalism, Politics, Sociology, Media Studies, Criminology, International Relations, Social Work

National 4 MODERN STUDIES


2016-17

COURSE DESCRIPTION

Introduction

Modern Studies is all about studying the society around us. It is about looking at people and the way they interact with each other, how the world is run and how things can change and influence what happens to us. We look at social, political and economic issues on three different levels: local, national and international.


Unit 1: Democracy in Scotlandto develop skills by using sources of information to detect and explain exaggeration and selective use of facts and develop a detailed knowledge and understanding of democracy and the political system in Scotland

Unit 2: Crime and Lawto develop skills of using sources of information to make and justify decisions and develop a detailed knowledge and understanding of social issues in the United Kingdom drawn from a study of crime and the law.

Unit 3: Global Conflict and Terrorismto develop skills of using sources of information to draw and support conclusionsand develop a detailed knowledge and understanding of international issues, focusing on a study of a significant world issue.

To gain N5 Modern Studies pupils must complete the following assessed pieces:

End of Unit Outcomes for each topic area Prelim Exam Added Value Unit (at N4) Assignment (external write up of Added Value Unit under exam conditions) (20 marks) External Exam (60 marks)

Pupils who achieve a grade A or B in National 5 Modern Studies in S5 would have the option to study Higher ModernStudies in S6.

Careers



National 5 MODERN STUDIES


2016-17

COURSE DESCRIPTION

Introduction

The Higher Modern Studies Course develops learners’ knowledge and understanding of contemporary political and social issues in local, Scottish, United Kingdom and international contexts. In these contexts, learners develop an awareness of the social and political issues they will meet in their lives.


Democracy in Scotland and the United KingdomLearners will use a range of written, numerical and graphical sources ofinformation in order to detect and explain the degree of objectivity in contemporary Scottish and UK political contexts. Learners will draw on knowledge and understanding of democracy in Scotland and the United Kingdom

Social Issues in the United Kingdom (Wealth and Health)Learners will use a range of written, numerical and graphical sources of information in order to make and justify decisions about social issues. Learners will draw on knowledge and understanding of social issues within the United Kingdom and Scotland.

International IssuesLearners will use a range of written, numerical and graphical sources of information in order to draw and support conclusions in international contexts. Learners will draw on knowledge and understanding of international issues.

Assessment

To gain Higher Modern Studies pupils must complete the following assessed pieces:

End of Unit Outcomes for each topic area Prelim Exam Assignment (30 marks) External Exam (60 marks)

Careers



Higher MODERN STUDIES

SOCIAL SUBJECTS

Back to Index

2016-17

COURSE DESCRIPTION

Introduction

Engineering is vital to very day life, it shapes the world in which we live and its future. Scottish engineers and inventors have produced some of the most important advances of the last two centuries. This exciting course will develop technological skills that are relevant to several different areas of engineering. Our society needs more engineers, and more young people with an informed view of engineering. The course gives you many transferable skills, so is very useful for many different careers outside engineering, but particularly beneficial to you if you are considering a career in engineering, or one of its many branches.


The Course consists of four mandatory Units including the Added Value Unit. Each of the Units of the Course is designed to provide progression to the corresponding Unit at National 5.

Engineering Contexts and Challenges (National 4) - This unit develops an understanding of engineering concepts by exploring a range of engineered objects, engineering problems and solutions. This Unit allows the learner to explore some existing and emerging technologies and challenges, and to consider implications relating to the environment, sustainable development, and economic and social issues.

Electronics and Control (National 4) - This Unit explores an appropriate range of key concepts and devices used in electronic control systems, including analogue, digital and programmable systems. Skills in problem solving and evaluating are developed through simulation, practical projects and investigative tasks in a range of contexts.

Mechanisms and Structures (National 4) - This Unit develops an understanding of mechanisms and structures. Skills in problem solving and evaluating are developed through simulation, practical projects and investigative tasks in a range of contexts.

Assessment - AVU

Pupils are required to complete coursework for each of the three units which are assessed on a pass/fail basis. Within each of the units there are a number of outcomes which make up the unit of work. Pupils need to pass all of the outcomes to be able to pass the unit. These are completed at regular points during the course. The fourth element of the course is the Added Value Unit which is project based using all of the learned skills. This is required to pass the course and is assessed on a Pass/Fail basis. The AVU is generally started after the Christmas break. All of the 4 units are internally assessed but are subject to external verification by the SQA.

All three units and the AVU need to be passed to achieve a National 4 award. If a pupil is finding it difficult to complete the outcomes required for the units or they do not pass the AVU they can be entered for a National 3 Design & Technology award with National 4 units providing they pass the units.

There is no examination for the national 4 course, although all pupils will sit a progress assessment in November to ensure pupils are entered at the correct level. Also those pupils who are border line between a National 5 and a National 4 may be asked to sit a prelim exam to allow us to make a decision on the entry level.

Careers

Engineering Science is essential for many careers and very useful for a great many more. These include:

Mechanical Engineer, Structural Engineer, Electrical/Electronic Engineer, Civil Engineer, Aeronautical Engineer, Chemical Engineer, RenewableEnergy Engineer, Sound and Acoustics Engineer, Textile Engineer, Safety Engineer, Medical Engineer and Environmental Engineer.

National 4 ENGINEERING SCIENCE

TECHNOLOGIES Back to Index

2016-17

COURSE DESCRIPTION

Introduction

Engineering is vital to very day life, it shapes the world in which we live and its future. Scottish engineers and inventors have produced some of the most important advances of the last two centuries. This exciting course will develop technological skills that are relevant to several different areas of engineering. ur society needs ore engineers, and ore young people with an infor ed view of engineering he course gives you any transfera le skills, so is very useful for any different careers outside engineering, ut particularly eneficial to you if you are considering a career in engineering, or one of its any ranches


The Course consists of four mandatory Units including the Course Assessment. Each of the Units of the Course is designed to provide progression to the corresponding Unit at Higher.

Engineering Contexts and Challenges (National 5) - This unit develops an understanding of engineering concepts by exploring a range of engineered objects, engineering problems and solutions. This Unit allows the learner to explore some existing and emerging technologies and challenges, and to consider implications relating to the environment, sustainable development, and economic and social issues.

Electronics and Control (National 5) - This Unit explores an appropriate range of key concepts and devices used in electronic control systems, including analogue, digital and programmable systems. Skills in problem solving and evaluating are developed through simulation, practical projects and investigative tasks in a range of contexts.

Mechanisms and Structures (National 5) - This Unit develops an understanding of mechanisms and structures. Skills in problem solving and evaluating are developed through simulation, practical projects and investigative tasks in a range of contexts.

Assessment

Pupils are required to complete coursework for each of the three units which are assessed on a pass/fail basis. Within each o f the units there are a number of outcomes which make up the unit of work. Pupils need to pass all of the outcomes to be able to pass the unit. The fourth element of the course is the Course Assessment involving an Assignment worth 40% which is project based using all of the learned skills. This is required to pass the course and is assessed on a Graded basis A- D. The Course assignment is started at some point after the Christmas break. All of the four units are internally assessed but are subject to external verification by the SQA.

The final 60% of the course is assessed through an external examination set and marked by the SQA. Pupils will be awarded an A-D grade if they successfully pass the course. Pupils will sit a progress assessment in November and a prelim in January/February to assess progress and to ensure that learners are entered at the correct level.

All three units and the Assessment need to be passed to achieve a National 5 award. If a pupil is finding it difficult to complete the outcomes required for the units they may be entered for Units only at National 5. If a pupil has completed all of the outcomes required for the units but has not passed the Course Assessment they can be entered for a National 4 Engineering Science award with National 5 units.

Careers



National 5 ENGINEERING SCIENCE

TECHNOLOGIESBack to Index

2016-17

COURSE DESCRIPTION

Introduction

Engineering is vital to very day life, it shapes the world in which we live and its future. Scottish engineers and inventors have produced some of the most important advances of the last two centuries. This exciting course will develop technological skills that are relevant to several different areas of engineering. Our society needs more engineers, and more young people with an informed view of engineering. The course gives you many transferable skills, so is very useful for many different careers outside engineering, but particularly beneficial to you if you are considering a career in engineering, or one of its many branches.


The Course consists of four mandatory Units including the Course Assessment. Each of the Units of the Course is designed to provide progression to the corresponding Unit at Advanced Higher.

Engineering Contexts and Challenges (Higher) - This unit develops an understanding of engineering concepts by exploring a range of engineered objects, engineering problems and solutions. This Unit allows the learner to explore some existing and emerging technologies and challenges, and to consider implications relating to the environment, sustainable development, and economic and social issues.

Electronics and Control (Higher) - This Unit explores an appropriate range of key concepts and devices used in electronic control systems, including analogue, digital and programmable systems. Skills in problem solving and evaluating are developed through simulation, practical projects and investigative tasks in a range of contexts.

Mechanisms and Structures (Higher) - This Unit develops an understanding of mechanisms and structures. Skills in problem solving and evaluating are developed through simulation, practical projects and investigative tasks in a range of contexts.

Assessment

Pupils are required to complete coursework for each of the three units which are assessed on a pass/fail basis. Within each o f the units there are a number of outcomes which make up the unit of work. Pupils need to pass all of the outcomes to be able to pass the unit. The fourth element of the course is the Course Assessment involving an Assignment worth 40% which is project based using all of the learned skills. This is required to pass the course and is assessed on a Graded basis A- D. The Course assignment is started at some point after the Christmas break. All of the four units are internally assessed but are subject to external verification by the SQA.


All three units and the Assessment need to be passed to achieve a Higher award. If a pupil is finding it difficult to complete the outcomes required for the units they may be entered for Units only at Higher or if the pupil has not previously been awarded a National 5 award, they could be entered at N5 level providing it is done before the start of the Course Assessment begins.

Careers



Higher ENGINEERING SCIENCE


2016-17

COURSE DESCRIPTION

Introduction

Graphic Communication is all about getting the message to a viewer using creative and visual imagery. The ability to communicate effectively is essential. It is not always enough to use just the written or spoken word but to also use drawings, sketches and colour illustrations can create a clearer and more effective message. In an ever-changing world of communication this course will make you aware of a variety of different graphic methods that can be used to convey information and ideas. The Course provides skills that are complementary to other curricular areas such as expressive arts, sciences and mathematics. It provides skills that are valuable for learners in the other areas of study in the technologies.


The Course consists of three mandatory Units including the Added Value Unit. Each of the Units of the Course is designed to provide progression to the corresponding Unit at National 5.

2D Graphic Communication (National 4)

This Unit helps learners develop their creativity and skills within a 2D graphic communication context. It will allow learners to initiate, develop and communicate ideas using graphic techniques in straightforward and familiar contexts. Learners develop 2D graphic spatial awareness.

3D and Pictorial Graphic Communication (National 4)

This Unit helps learners develop their creativity and skills within a 3D and pictorial graphic communication context. Again, it will allow learners to initiate, develop and communicate ideas using graphic techniques in straightforward and familiar contexts. They will develop 3D graphic spatial awareness.

Assessment

Pupils are required to complete coursework for each of the two units which are assessed on a pass/fail basis. Within each of the units there are a number of outcomes which make up the unit of work. Pupils need to pass all of the outcomes to be able to pass the unit. These are completed at regular points during the course. The third element of the course is the Added Value Unit which is project based using all of the learned skills. This is required to pass the course and is assessed on a Pass/Fail basis. The AVU is generally started after the Christmas break. All of the 3 units are internally assessed but are subject to external verification by the SQA.

Both units and the AVU need to be passed to achieve a National 4 award. If a pupil is finding it difficult to complete the outcomes required for the2D and 3D units or they do not pass the AVU they can be entered for a National 3 Design & Technology award with National 4 units providing they pass the 2D and 3D units.

There is no examination for the national 4 course, although all pupils will sit a progress assessment in November to ensure p upils are entered at the correct level. Also those pupils who are border line between a National 5 and a National 4 may be asked to sit a prelim exam to allow us to make a decision on the entry level.

Careers

The graphics industry has employment opportunities in a very wide range of manual and computer skills jobs, from the more traditional engineering and building based industries to printing, media, web and e-commerce sectors.Here are a few careers which you might consider but there are lots more out there and some that might not even be invented yet!

Advertising, animation, architecture, engineering, graphic design, journalism, interior design, publishing, product design, w eb design, visual arts, typography, magazine design, landscape architect, illustrator, set designer, teacher, engineer.

National 4 GRAPHIC COMMUNICATION


2016-17

COURSE DESCRIPTION

Introduction



The Course consists of three mandatory Units including the Course Assessment. Each of the Units of the Course is designed to provide progression to the corresponding Unit at Higher.

2D Graphic Communication (National 5)


3D and Pictorial Graphic Communication (National 5)


Assessment

Pupils are required to complete coursework for each of the two units which are assessed on a pass/fail basis. Within each of the units there are a number of outcomes which make up the unit of work. Pupils need to pass all of the outcomes to be able to pass the unit. The third element of the course is the Course Assessment involving an Assignment worth 50% which is project based using all of the learned skills. This is required to pass the course and is assessed on a Graded basis A- D. The Course assignment is started at some point after the Christmas break. All of the 3 units are internally assessed but are subject to external verification by the SQA.

The final 50% of the course is assessed through an external examination set and marked by the SQA. Pupils w ill be awarded an A-D grade if they successfully pass the course. Pupils will sit a progress assessment in November and a prelim in January/February to assess progress and to ensure that learners are entered at the correct level.

Both units and the Assessment need to be passed to achieve a National 5 award. If a pupil is finding it difficult to complete the outcomes required for the2D and 3D units they may be entered for Units only at National 5. If a pupil has completed all of the outcomes required for t he 2D and 3D units but has not passed the Course Assessment they can be entered for a National 4 Graphic Communication award with National 5 units.

Careers

The graphics industry has employment opportunities in a very wide range of manual and computer skills jobs, from the more traditional engineering and building based industries to printing, media, web and e-commerce sectors. Here are a few careers which you might consider but there are lots more out there and some that might not even be invented yet!

Advertising, animation, architecture, engineering, graphic design, journalism, interior design, publishing, product design, w eb design, visual arts, typography, magazine design, landscape architect, illustrator, set designer, teacher, engineer.

National 5 GRAPHIC COMMUNICATION


2016-17

COURSE DESCRIPTION

Introduction



The Course consists of three mandatory Units including the Course Assessment. Each of the Units of the Course is designed to provide progression to the Units at Advanced Higher

2D Graphic Communication (Higher)


3D and Pictorial Graphic Communication (Higher)


Assessment


The final 50% of the course is assessed through an external examination set and marked by the SQA. Pupils w ill be awarded an A-D grade if they successfully pass the course. Pupils will sit a progress assessment in November and a prelim in January/February to assess pr ogress and to ensure that learners are entered at the correct level.

Both units and the Assessment need to be passed to achieve a Higher award. If a pupil is finding it difficult to complete the outcomes required for the 2D and 3D units they may be entered for Units only at Higher, or, if the pupil has not previously been awarded a National 5 award, they could be entered at N5 level providing it is done before the start of the Course Assessment begins.

Careers

The graphics industry has employment opportunities in a very wide range of manual and computer skills jobs, from the more tra ditional engineering and building based industries to printing, media, web and e-commerce sectors. Here are a few careers which you might consider but there are lots more out there and some that might not even be invented yet!

Advertising, animation, architecture, engineering, graphic design, journalism, interior design, publishing, product design, web design, visual arts, typography, magazine design, landscape architect, illustrator, set designer, teacher, engineer.

Higher GRAPHIC COMMUNICATION


2016-17

COURSE DESCRIPTION

Introduction

This course develops learners’ skills in communicating using graphic media, and in interpreting, understanding and critically evaluating graphic media created by others. The way in which visual information is communicated has a direct influence and effect on our decisions, actions and emotions as we go about our everyday business. We rely heavily on the accuracy of information conveyed by graphic communications, from complex engineering and technical information, simple display and informational graphics, to animations and moving graphic media. We are bombarded by imagery in a visual, technological and virtual world with different, often dynamic graphic information that captures and competes for our attention.


Technical Graphics (Advanced Higher) This Unit will provide opportunities for learners to develop and creatively apply the graphic communication knowledge, skills and understanding which directly support graphic designing and communication activities in the various contexts of technical activities. It will enable learners to experience graphic communication in technical detail through exploring the purposes, applications and audience requirements. Within this Unit it is expected that learners will be using a range of knowledge and skills through manual and/or electronic-based communication activities. Learners will have significant opportunities to explore the use of detailed 2D and 3D graphics in modelling, graphic visualisation and technical/mechanical animation in relation to technical activities.

Commercial and Visual Media Graphics (Advanced Higher) This Unit will provide opportunities for learners to develop skills and explore techniques in creating a range of effective commercial and visual media graphic communication activities and their application in the fields of publishing and promotion. This Unit will attract learners with an interest in the broad commercial and visual media use of graphics which might include presentation work, magazines, newspapers, informational manuals, static promotional work, website page layout, graphic design, advertising and point of sale, digital media, games, animation, expressive arts, electronic based learning and advertising. Graphic design work will be iterative, with an expectation of review, evaluation, amendment and presentation, and with a deep understanding of the needs of the intended audience.

Assessment



Both units and the Assessment need to be passed to achieve an Advanced Higher award. If a pupil is finding it difficult to complete the outcomes required for the units they may be entered for Units only at Advanced Higher.

Careers

The graphics industry has employment opportunities in a very wide range of manual and computer skills jobs, from the more traditional engineering and building based industries to printing, media, web and e-commerce sectors. Here are a few careers which you might consider but there are lots more out there and some that might not even be invented yet!

Advertising, animation, architecture, engineering, graphic design, journalism, interior design, publishing, product design, web design, visual arts, typography, magazine design, landscape architect, illustrator, set designer, teacher, engineer.

Advanced Higher GRAPHIC COMMUNICATION


TECHNOLOGIES 2016-17

National 3 PRACTICAL CRAFT SKILLS

COURSE DESCRIPTION

Introduction

The Course provides opportunities for learners to gain a range of practical craft skills and to use a variety of tools, equipment and materials. It allows them to plan activities through to the completion of a finished product in wood or metal.

Learners will develop skills in workshop techniques, measuring and marking out materials, safe working practices in workshop environments, practical creativity and problem solving skills, ‐and an understanding of sustainability issues in a practical craft skills context.

This Course is a broad-based qualification for learners with an interest in crafts. It is suitable for learners with an interest in practical woodworking and those wanting to progress to higher levels of study or a related career. High levels of safe working practices are a basic requirement for this course.


The Course consists of 3 mandatory Units. Each of the Units of the Course is designed to provide progression to the National 4 Practical Woodworking or metalworking Course.

• Working with Tools (National 3) - This Unit helps learners develop knowledge and skills in using a range of common tools and equipment used in woodworking and/or metalworking. The learner will develop skills for measuring and marking out and for preliminary cutting and shaping of materials.

• Working with materials (National 3) - This Unit helps learners develop skills in working with different woodworking and/or metalworking materials. Learners will develop skills in cutting, shaping, fixing and joining materials, using a variety of appropriate craft techniques.

• Making an Item (National 3) - This Unit helps learners develop skills in using a range of basic tools and machines for woodworking and/or metalworking, along with surface preparation and finishing techniques. Learners will develop skills to manufacture an item from wood, metal, or a combination of these materials, following simple drawings. This Unit will also give learners the opportunity to develop their numeracy and thinking skills.

Conditions of award

In each of the Units above, learners will develop an appreciation of safe working practices in a workshop environment. They will also gain an understanding of sustainability issues and good practice in recycling in a practical woodworking context.

Careers

Practical skills are essential for many careers and useful for many more.

Some of the possible careers are:- Carpenter, cabinet maker, furniture maker, builder, joiner, toy maker, model construction, machining, finishing, wood lathe turner, bench fitter, machine tool fitter, furniture restoration, lumberjack/logger, builders, instrument builders, gunsmiths, boat builders, forestry/conservation worker.

Back to Index

COURSE DESCRIPTION

Introduction

The Course provides opportunities for learners to gain a range of practical woodworking skills and to use a variety of tools, equipment and materials. It allows them to plan activities through to the completion of a finished product in wood.

Learners will develop skills in woodworking techniques, measuring and marking out timber sections and sheet materials, safe working practices in workshop environments, practical creativity and problem‐solving skills, and an understanding of sustainability issues in a practical woodworking context.

This Course is a broad-based qualification for learners with an interest in crafts. It is suitable for learners with an interest in practical woodworking and those wanting to progress to higher levels of study or a related career. High levels of safe working practices are a requirement for this course.


The Course consists of four mandatory Units including the Added Value Unit. Each of the Units ofthe Course is designed to provide progression to the corresponding Unit at Higher.

Flat-frame Construction (National 4) - This Unit helps learners develop skills in the use of woodworking tools and in making woodworking joints and assemblies commonly used in flat-frame joinery. Tasks will involve some complex features.

Carcase Construction (National 4) - This Unit helps learners develop skills in making woodworking joints and assemblies commonly used in carcass construction Tasks willinvolve some complex features and may include working with manufactured board or with frames and panels.

Machining and Finishing (National 4) - This Unit helps learners develop skills in making parts using workshop machinery and commonly used finishes for projects

Conditions of awardIn each of the Units above, learners will develop an appreciation of safe working practices in a workshop environment. They will also gain an understanding of sustainability issues and good practice in recycling in a practical woodworking context.

Assessment - AVU

Pupils are required to complete both practical projects and coursework for each of the three units which are assessed on a pa ss/fail basis. Within each of the units there are a number of outcomes which make up the unit of work which also includes written work. Pupils need to pass all of the outcomes to be able to pass the unit.

The fourth element of the course is the Added Value Unit involving an Assignment worth 100% which is project based using all of the learnedskills. This is required to pass the course and is assessed on a Pass/Fail basis. The AVU is started at some point after the Christmas break. All of the4 units are internally assessed but are subject to external verification by the SQA.

There is no examination for this course.

All three units and the AVU need to be passed to achieve a National 4 award. If a pupil is finding it difficult to complete the outcomes required for the units they may be entered for Units only at National 4. If a pupil has completed all of the outcomes required for the u nits, but they have not passed the AVU, they can be entered for a National 3 Design and Technology Award with National 4 units.

Careers



2016-17

National 4 PRACTICAL WOODWORK

TECHNOLOGIES

Back to Index

2016-17

COURSE DESCRIPTION

Introduction

The Course provides opportunities for learners to gain a range of practical woodworking skills and to use a variety of tools, equipment and materials. It allows them to plan activities through to the completion of a finished product in wood.

Learners will develop skills in woodworking techniques, measuring and marking out timber sections and sheet materials, safe working practices in workshop environments, practical creativity and problem‐solving skills, and an understanding of sustainability issues in a practical woodworking context.

This Course is a broad-based qualification for learners with an interest in crafts. It is suitable for learners with an interest in practical woodworking and those wanting to progress to higher levels of study or a related career. High levels of safe working practices are a requirement for this course.


The Course consists of four mandatory Units including the Course Assessment. Each of the Units ofthe Course is designed to provide progression to the corresponding Unit at Higher.

Flat-frame Construction (National 5) - This Unit helps learners develop skills in the use of woodworking tools and in making woodworking joints and assemblies commonly used in flat-frame joinery. Tasks will involve some complex features.

Carcase Construction (National 5) - This Unit helps learners develop skills in making woodworking joints and assemblies commonly used in carcass construction Tasks willinvolve some complex features and may include working with manufactured board or with frames and panels.

Machining and Finishing (National 5) - This Unit helps learners develop skills in making parts using workshop machinery and commonly used finishes for projects

Conditions of awardIn each of the Units above, learners will develop an appreciation of safe working practices in a workshop environment. They will also gain an understanding of sustainability issues and good practice in recycling in a practical woodworking context.

Assessment

Pupils are required to complete both practical projects and coursework for each of the three units which are assessed on a pa ss/fail basis. Within each of the units there are a number of outcomes which make up the unit of work which also includes written work. Pupils need to pass all of the outcomes to be able to pass the unit.

The fourth element of the course is the Course Assessment involving an Assignment worth 100% which is project based using all of the learned skills. This is required to pass the course and is assessed on a Pass/Fail basis. The Course Assessment is started at some point after the Christmas break. All of the 4 units are internally assessed but are subject to external verification by the SQA.

There is no examination for this course.

All three units and the Course Assessment need to be passed to achieve a National 5 award. If a pupil is finding it difficult to complete the outcomes required for the units they may be entered for Units only at National 5. If a pupil has completed all of the outcomes required for the units, but they have not passed the Course Assignment, they can be entered for a National 4 Practical Woodwork with National 5 units.

Careers



National 5 PRACTICAL WOODWORK


2016-17

COURSE DESCRIPTION

The National 4 and 5 Art and Design courses are practical and experiential. The Course provides opportunities for learners to be inspired and creatively challenged as they explore how to visually represent and communicate their personal thoughts, ideas and feelings through their work.

Course Structure

The course will consist of a PRACTICAL folio – Design and Expressive Units along with Critical Activity work (Evaluating and appreciating artists and designers’ work). Using a wide range of materials, techniques and skills, learners will express their ideas in 2D and 3D format. Under teacher guidance, learners may select a theme and context for each unit.

Assessment

Course work will be internally assessed for a unit pass and the final folio will be submitted to the SQA for external assessment for a graded award.

In addition, National 5 students will sit a written examination of 1 hour and 10 minutes. It will be externally assessed by the SQA.

CareersA qualification in this subject could lead to further study or employment in the following areas: Animator

Ceramics designer

Community arts worker

Exhibition designer

Fashion designer

Fine artist – Painter, Sculptor…

Furniture conservator/restorer

Furniture designer

Glass blower/designer

Graphic designer

Illustrator

Industrial/product designer

Interior and spatial designer

Jewellery designer

Make-up artist

Medical illustrator

Museum/gallery conservator

Photographer

Press photographer

Printmaker

Production designer, theatre/television/film

Textile designer

Web designer

National 4/5 ART & DESIGN

Art & DesignBack to Index

2016-17

COURSE DESCRIPTION

The Higher Course has an integrated approach to learning, and includes a mix of practical learning and analysis of art and design practice.The Higher Art and Design Course enables learners to communicate personal thoughts, feelings and ideas through the creative use of art and design materials, techniques and/or technology.Learners analyse a range of art and design practice and critically reflect on the impact of external factors on artists, designers and their work. They plan, develop, produce and present creative art and design work, develop personal creativity, and use problem solving, critical thinking and reflective practice skills.

Course Structure

The course will be delivered through two key units;Expressive with Critical activity – this Unit will give students an opportunity to expresstheir thoughts and feelings in a variety of activities such as Portraiture, Still life, BuiltEnvironment, Figure Composition using a range of media including - Drawing, Painting,Sculpture, Printmaking, clay, Photography etc. Work carried out in the expressive unit will be showing learners’ skills in observation drawing, developing ideas for a possible outcome and experimenting with media.

Design with Critical activity – this Unit is about problem solving for a Design Brief andworking through the Design Process to finish with a well presented Final Outcome. This willinvolve creative thinking and problem solving skills. A typical Unit may be linked to Graphic,Illustration, Fashion/Textile, Jewellery, Product, Architecture design e.g. Hats, Lamps,Clocks, Shoes, Posters, Menus etc.

Critical Activity – Will involve pupils analysing the work of Artists and Designers and being able to express their opinion about their work. As learners develop their own practical skills, they willinvestigate how artists and designers create and develop ideas. By carrying out this work learners’appreciation of art & design practice will help them to develop their critical thinking and problemsolving skills

AssessmentIn addition there is a Theory Exam at Higher level. The Practical Portfolio is sent to the SQA for external assessment.

CareersA qualification in this subject could lead to further study or employment in the following areas:

Higher ART & DESIGN

Art & DesignBack to Index

Animator

Ceramics designer

Community arts worker

Exhibition designer

Fashion designer

Fine artist – Painter, Sculptor…

Furniture conservator/restorer

Furniture designer

Glass blower/designer

Graphic designer

Illustrator

Industrial/product designer

Interior and spatial designer

Jewellery designer

Make-up artist

Medical illustrator

Museum/gallery conservator

Photographer

Press photographer

Printmaker

Production designer, theatre/television/film

Textile designer

Web designer

MUSIC 2016-17

National 3 & National 4 MUSIC

COURSE DESCRIPTION

Introduction

The music course encourages students to show initiative, dependability, leadership and enterprise, fostering a work ethic and dedication to excellence. Music helps to produce confident individuals through developing self-awareness as they draw on their own ideas, experiences and feelings. Through music, pupils have rich opportunities to be creative and to experience inspiration and enjoyment.Course Structure & Units

The course comprises three elements:

H240 - Music: Performing SkillsPupils will refine their performing skills on two selected instruments through regular practice and reflection. They will develop performing, technical and musical skills from level-specific music across a range of styles.

H23V - Music: Composing SkillsPupils will experiment and create original music using a range of compositional methods and music concepts in creative ways. They will develop and apply their understanding of ideas when reflecting on their creative choices.

H23X - Understanding MusicPupils will develop their knowledge and understanding of music, music concepts and music literacy. A variety of level-specific music concepts and music styles will be studied and pupils will analyse the impact of social and cultural factors which have influenced the distinctive sounds of specific music styles.

Assessment

All assessments are internal:

Perform and reflect upon level specific music on two selected instruments (or voice) Identify a range of level-specific concepts in Listening activities and assessments. Compose a small portfolio of music.

National 4 candidates have an additional Added Value Unit which consists of a formal Performance and Reflection upon an agreed programme of music on their two selected instruments/voice.

Careers

Music study develops skills that are necessary in the workplace and teaches pupils how to perform, literally, anywhere in the world.

Employers are looking for multi-dimensional workers with the sort of flexible and supple intellects that music education helps to create. In the music classroom, pupils can also learn to better communicate and cooperate with one another through teamwork and discipline.

Music performance teaches young people to conquer fear and to take measured risks. A little apprehension is a good thing and something that will occur often in life. Dealing with it early and often makes it less of a problem later.

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MUSIC 2016-17

National 5, Higher & Advanced Higher MUSIC

COURSE DESCRIPTION

Introduction

The music course encourages students to show initiative, dependability, leadership and enterprise, fostering a work ethic and dedication to excellence. Music helps to produce confident individuals through developing self-awareness as they draw on their own ideas, experiences and feelings. Through music, pupils have rich opportunities to be creative and to experience inspiration and enjoyment.Course Structure & Units

The course comprises three elements:

H240 - Music: Performing SkillsPupils will refine their performing skills on two selected instruments through regular practice and reflection. They will develop performing, technical and musical skills from level-specific music across a range of styles.

H23V - Music: Composing SkillsPupils will experiment and create original music using a range of compositional methods and music concepts in creative ways. They will develop and apply their understanding of ideas when reflecting on their creative choices.

H23X - Understanding MusicPupils will develop their knowledge and understanding of music, music concepts and music literacy. A variety of level-specific music concepts and music styles will be studied and pupils will analyse the impact of social and cultural factors which have influenced the distinctive sounds of specific music styles.

Assessment

All pupils will:

Perform and reflect upon level specific music on two selected instruments (or voice) Identify a range of level-specific concepts in listening activities and assessments. Compose a small portfolio of music.

Pupils will be will be externally assessed during Term 3 in a formal, Practical exam on their two instruments. There will also be an external Listening exam in Term 4.

Careers

Music study develops skills that are necessary in the workplace and teaches pupils how to perform, literally, anywhere in the world.

Employers are looking for multi-dimensional workers with the sort of flexible and supple intellects that music education helps to create. In the music classroom, pupils can also learn to better communicate and cooperate with one another through teamwork and discipline.

Music performance teaches young people to conquer fear and to take measured risks. A little apprehension is a good thing and something that will occur often in life. Dealing with it early and often makes it less of a problem later.

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