for pupils entering s5 in august 2014 a guide for · pdf filefor pupils entering s5 in august...

FOR PUPILS ENTERING S5

IN AUGUST 2014

A Guide for Pupils and Parents

INDEX Page No

Curriculum for Pupils starting S5 in August 2014 ..................................................... .2

Courses in alphabetical order (all Higher unless otherwise indicated)

Accounting: ................................................................................................................ .3

Art and Design: ......................................................................................................... .4

Biology: ..................................................................................................................... .5

Business Management: ............................................................................................. .6

Chemistry: ................................................................................................................. .7

Computing: ................................................................................................................ 8

Design and Manufacture: .......................................................................................... 9

Drama: ....................................................................................................................... 10

Economics: ………………………………………………………………… ............ 11

English: ..................................................................................................................... 12

Geography: ................................................................................................................ 13

Graphic Communication: .......................................................................................... 14

History: ...................................................................................................................... 15

Hospitality (Practical Cookery): National 5 ............................................................. . 16

Human Biology: ........................................................................................................ .17

Information Systems: ................................................................................................ .18

Latin: ......................................................................................................................... 19

Mathematics: Intermediate 2 ..................................................................................... 20

Mathematics: ............................................................................................................. 21

Modern Languages (French, German, Spanish, Italian, Mandarin): ........................ 22

Modern Studies: ........................................................................................................ 23

Music: ........................................................................................................................ 24

Philosophy: ................................................................................................................ 25

Physical Education: ................................................................................................... 26

Physics: ..................................................................................................................... 27

Practical Woodworking: National 5 ........................................................................... 28

Religious, Moral and Philosophical Studies: ............................................................ 29

Citizenship ................................................................................................................ 30

Support for Learning ................................................................................................. 31

Careers ...................................................................................................................... 32-33

The Senior School Library ........................................................................................ 34

The Sixth Year .......................................................................................................... 35

S5 Booklet for August 2014 2

CURRICULUM FOR PUPILS STARTING S5 – AUGUST 2014

The majority of pupils will study a subject from each of the 5 columns. The remaining periods will

be allocated to Citizenship, Private Study, Physical Education and Games.

Column

1

2

3

4

5

Subject

ENGLISH

PHYSICS

ART & DESIGN*

GEOGRAPHY*

HISTORY*

HOSPITALITY:

PRACTICAL

COOKERY (N5)*

MATHEMATICS

ACCOUNTING

BIOLOGY*

DESIGN AND

MANUFACTURE*

FRENCH

GERMAN

HISTORY*

HUMAN BIOLOGY*

PHILOSOPHY*

PHYSICS

PRACTICAL

WOODWORKING

(N5)*

SPANISH

BIOLOGY*

BUSINESS

MANAGEMENT*

CHEMISTRY*

ECONOMICS*

FRENCH

HUMAN BIOLOGY*

INFORMATION

SYSTEMS*

LATIN

MANDARIN

MUSIC*

PHYSICAL

EDUCATION *

ART & DESIGN*

BUSINESS

MANAGEMENT*

CHEMISTRY*

COMPUTING*

DRAMA

GEOGRAPHY*

GRAPHIC

COMMUNICATION*

ITALIAN

MODERN STUDIES*

PHYSICS

RELIGIOUS, MORAL

& PHILOSOPHICAL

STUDIES*

No of

Periods

7

7

7

7

7

Subjects marked * can in certain limited circumstances be chosen as a fresh-start Higher, as can

National 5 Hospitality: Practical Cookery and National 5 Practical Woodworking. Some notes are

appended to subject entries in this booklet to help with your decision, and the possibility of a fresh-

start Higher can be discussed at your forthcoming Futurewise interview.

Please note that classes will run subject to sufficient numbers.


ACCOUNTING: HIGHER

Head of Department: Mrs J Arnott

General

The purpose of this course is to give an opportunity to pupils who wish to develop their accounting

skills further. This course will enable pupils to analyse financial statements and prepare cost data

for planning and control purposes. Emphasis is placed on the development of decision making and

problem solving skills. Spreadsheet software is used throughout the course.

Course Details

Unit 1: Preparing Financial Accounting Information

The role of the Financial Accountant

Partnership accounting

Accounting for a PLC

Manufacturing accounts

Unit 2: Preparing Management Accounting Information

Role of the Management Accountant

Costing

Budgeting

Overhead Analysis

Unit 3: Analysing Accounting Information

Business analysis – calculation and interpretation of ratios

Decision making eg make or buy; accept or reject a special order

Assessment

Internal Each of the 3 internal unit assessments must be passed in order to gain the overall

course award.

External The course assessment will consist of two components:

Component 1: Question paper - worth 80 marks

Component 2: Assignment – worth 40 marks

Progression

A Higher qualification in Accounting can lead on to these nationally available courses:

Advanced Higher Accounting

HNC/HND/Degree in areas such as accountancy

A Higher qualification will also be of benefit to anyone contemplating a career in a business related

area such as insurance, commerce or industry.


ART AND DESIGN: HIGHER

Head of Department: Mrs A J E Thomson

General

The purpose of the course is to provide a broad practical experience of art and design and related

critical activity. 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. Learners will analyse the factors influencing artists‟ and

designers‟ work and practice. They will use this understanding when developing and producing

their own creative and personal expressive art and design work.

Course Details

The course consists of two mandatory units and the course assessment.

Expressive Activity

This unit helps learners to develop their personal thoughts and ideas in visual form. In the unit,

learners will develop critical understanding of artists‟ working practices and the social and cultural

influences affecting their work. They will select stimuli and produce investigative drawings and

studies. They will develop and refine their expressive ideas and artwork, experimenting with and

using a range of materials, techniques and/or technology in 2D and/or 3D formats in response to the

stimuli.

Design Activity

In this unit learners will plan, research and develop creative design work in response to a design

brief. They will develop their creativity, problem solving and critical thinking skills as they

consider complex design opportunities, and work to resolve design issues and constraints. In the

unit, learners will develop critical understanding of designers‟ working practices and the social and

cultural influences affecting their work. They will develop and refine their design ideas by

experimenting with and using a range of materials techniques and/or technology in 2D and/or 3D

formats.

Assessment

The learner will draw on, extend and apply the skills they have learned during the course. This will

be assessed through a portfolio and a question paper. In the portfolio, learners will produce one

piece of expressive art work and one design solution. The portfolio will be sufficiently open and

flexible to allow for personalisation and choice and will focus on both the process and products of

learning. The question paper adds value by requiring integration and application of skills,

knowledge and understanding of art and design practice from across the units.

Progression

A Higher qualification in Art and Design can lead on to these nationally available courses: „A‟

Level Art & Design; AH Art & Design; appropriate HNC or HND courses in Further Education;

Foundation Course leading to a degree course or employment. Degree courses (BA Hons) at a

College of Art & Design; Fine Art (Joint Hons) History of Art; Architecture; Film & Media course.


BIOLOGY: HIGHER

Head of Department: Ms A McKenzie

General

To contribute to the pupil‟s general and vocational education through the acquisition of relevant

biological knowledge and skills, and to provide a general basis for further study or employment in

areas related to Biology. Pupils who have achieved a pass at National 5 Biology may progress to

Higher. Pupils would be considered for a fresh-start Higher in Biology if they have attained an A/B

in Intermediate 2 Chemistry or National 5 Physics. These pupils should be prepared to do

preparatory reading over the summer.

Course Details

The course has three 40 hour units and, as with all courses, includes a further 40 hours for

induction, extending the range of learning and teaching approaches, remediation, consolidation,

integration of learning and preparation for external assessment.

DNA and the Genome

The structure and replication of DNA. How genes are expressed. The molecular basis of evolution.

The genome and genomics, including personal genomics.

Metabolism and Survival

Metabolism and the control of metabolic pathways. How humans manipulate the metabolism of

microorganisms including ethical considerations. ATP generation by respiration.

Sustainability and Interdependence

Food production with an emphasis upon photosynthesis. Biodiversity and interdependence.

Manipulation of genetic diversity to maintain food security. Symbiosis and social behaviour.

Human impact and mass extinction.

Assessment

Internal

Each unit will be tested through an end of unit question paper.

Course

The external exam counts for 77% of the final grade. A research project counts for 23% of the final

grade. Candidates investigate a Biological topic then have to demonstrate:

The process they have undertaken

Biology knowledge and understanding related to the topic investigated/researched

The application of the topic

A balanced evaluation of the impact on society/the environment

A reasoned conclusion

Progression

To Advanced Higher Biology

To another science at Higher

To a degree or HND course in Biology or a Biology-related subject.

To work in science related industries

To any field where a Higher based upon knowledge and logical analysis would be valuable


BUSINESS MANAGEMENT: HIGHER


General

Higher Business Management enables students to assess the activities of businesses, particularly

with respect to the main functional areas which characterise the operation of all businesses. The

course promotes the development of problem solving and decision making skills within a business

framework. It would be suitable for students who wish to extend and develop previous study. It

would also be appropriate as a starting point for those who wish to pursue a business related career.

Course Details

Unit 1: Understanding Business

Role of business in contemporary society

Types of business organisations and their objectives

Internal and external factors affecting business

Internal organisation of business enterprises

Unit 2: Management of Marketing and Operations

Customer service, market research and the marketing mix

Stock management, methods of production, quality management, ethical and environmental

impacts of business

Unit 3: Management of People and Finance

Recruitment, selection, training, motivation and leadership

Sources of finance, budgeting, final accounts and ratios

Assessment

Internal Each of the 3 internal unit assessments must be passed in order to gain the overall

course award.



Component 2: Assignment – worth 30 marks

Progression

A Higher qualification in Business Management can lead on to these nationally available courses:

Advanced Higher Business Management

HNC/HND/Degree in areas such as business and management

A Higher qualification will also be of benefit to anyone contemplating a career in management;

computing and ICT; human resource management and marketing.


CHEMISTRY: HIGHER

Head of Department: Mr F I McGonigal

General

The course is designed for pupils who wish to continue their study of Chemistry beyond Intermediate 2 and

who may wish to progress to Advanced Higher. Revised Higher is a contemporary Chemistry course, in line

with the principles of Curriculum for Excellence. The course will provide grounding for the further study of

Chemistry or related subjects such as environmental science, food science, forensic science, materials

science and chemical engineering. Higher Chemistry is essential for entry into medical and veterinary

science courses. In addition, the numeracy and problem-solving aspects of the course can provide

background knowledge and develop skills useful in seemingly unrelated areas such as finance, law and

business. The course also serves to equip all candidates with an understanding of the impact of Chemistry on

everyday life, with the knowledge and skills to be able to reflect critically on scientific and media reports and

to make their own reasoned decisions on topical issues within a modern society increasingly dependent on

technology.

Course Details

The course has four mandatory Units as follows:

Periodicity, Polarity and Properties (0.5 credit 20 hours)

This unit develops knowledge and understanding of periodic trends and strengthens the candidate‟s ability to

make reasoned evaluations by recognising underlying patterns and principles.

Consumer Chemistry (1 credit 40 hours)

A study of the relationship between the structure of organic compounds and their physical and chemical

properties will equip candidates with the scientific background necessary to evaluate scientific and

technological claims in order to make informed choices and decisions in areas such as food and cosmetics.

Principles to Production (1 credit 40 hours)

This is the Physical Chemistry unit, and the most mathematical of the four. It highlights the importance of

calculation in Chemistry, but also the need for chemists to think creatively to develop new processes and

products. The unit includes an evaluation of the environmental issues surrounding a chemical process in

order to make informed choices and decisions about the most ethical means of production.

Researching Chemistry (0.5 credit 20 hours)

In this unit candidates will develop the key skills necessary to undertake research in Chemistry and

demonstrate the relevance of chemical theory to everyday life by exploring the Chemistry behind a topical

issue.

Assessment

Unit Assessment

The theory units are assessed by written test paper of 20 or 30 marks (NABs). The pass mark is 60%.

In the Researching Chemistry unit, pupils plan and carry out a practical investigation in small groups. An

individual written report is produced which provides the unit assessment.

All units are assessed internally on a pass or fail basis. Pupils are allowed one reassessment per unit should

they fail to meet the standard required at the first attempt.

Course Assessment

A 100 mark SQA exam paper in May/June assesses the whole course.

Progression

To Advanced Higher Chemistry

To another science subject at Higher

To higher education

To employment in the science sector including work-based training


COMPUTING: HIGHER

Head of Department: Mr J T Scott

General

The purpose of this course is to introduce pupils to the principles and practice of computer systems

together with the stages in developing a software product. The course is aimed at anyone seeking a

firm grounding in Computing and is particularly suitable for those wishing to pursue a career or

further study in this field. Pupils should normally have an A or B grade in National 5 Computing

Science.

Pupils will be registered with the SCHOLAR programme provided by Heriot-Watt University. This

will provide access to comprehensive on-line learning materials as well as a set of course notes.

Course Details

The course consists of three units, comprising two core units and one additional unit as follows:

Core units:

Computer Systems (40 hours)

This unit looks in detail at the structure and organisation of computer systems. The topic is divided

into 4 main sections covering computer organisation, computer software, hardware devices and

system specifications. By the end of the unit, pupils will have an in-depth understanding of the

principles and operation of modern computer systems.

Software Development (40 hours)

This unit covers the entire software development process, concentrating on the techniques required

to design, test and evaluate software. The unit also covers common algorithms and aspects of good

programming practice. Pupils are given the opportunity to apply these skills by creating software

solutions to problems.

Additional unit:

Artificial Intelligence (40 hours)

In this unit pupils develop knowledge and understanding of the principles of artificial intelligence

together with some of the concepts associated with the representation and processing of knowledge.

Pupils also apply this knowledge to solve practical problems through the use of

contemporary hardware and AI software.

Assessment

Unit assessments cover both practical and theory work. Practical coursework makes up 30% of the

final grade. The written exam makes up the remaining 70% of the grade.

Progression

Advanced Higher Computing Science

Higher National Certificate and Diploma courses (including HND Computing)

Degree courses (including Computer Science)

Employment


DESIGN & MANUFACTURE: HIGHER

Head of Department: Mrs E L Watson-Massey

General

Design & Manufacture seeks to develop the interdisciplinary application of skills and knowledge.

Design thinking and the related skills are crucial to success in all professions. Students selecting

this course will gain a deeper insight into the process of evaluating, researching, designing for real

life contexts and manufacturing. The course explores commercial design processes and appraises

the role design plays in everyday life. Graphic and visualisation skills are an intrinsic part of the

course and the ability to visually represent ideas will be developed alongside practical modelling

techniques. It is preferable if candidates have National 5 Design and Manufacture, Graphic

Communication or Art and Design as an entry level requirement.

Course Details

Design and Manufacture: Design

Factors that influence design

Developing and communicating design concepts

Evaluating an existing commercial product

Design and Manufacture: Materials and Manufacturing

Materials for industrial/commercial context

Manufacturing techniques and processes for industrial/commercial context

Manufacturing a range of models or prototypes

Course assessment

Assignment

Question paper

Assessment

The course assessment assesses added value and provides the basis for grading. Both components

are set by the SQA and are worth 100 marks each. The question paper is externally marked and the

assignment is internally marked and externally moderated.

Progression

Pupils who achieve Higher Design & Manufacture might progress to:

Advanced Higher Design & Manufacture

Further Education in areas such as engineering, product design, architecture and business at all

levels

Employment in a wide range of occupations in fields such as engineering, construction,

architecture and industrial or product design


DRAMA: HIGHER

Head of Department: Mrs J H Arya

General

Higher Drama provides opportunities for learners to develop skills creating and presenting drama. This

course focuses on the development and use of complex drama and production skills (as an actor, director or

designer) to explore text and present drama.

Course Details

Drama Skills

In the Drama Skills unit, learners will undertake the process of the dramatic interpretation and analysis of

texts in a practical way through drama. Then, using acting and directing skills, they will apply a range of

drama skills to work together in order to communicate their theatrical statement. This unit will focus on

learners developing their knowledge of texts and using that as a catalyst to progress their devising, directing

and performing skills.

Drama: Production Skills

In the Productions Skills unit, learners will research one dramatic text in its theatrical and historical context

by exploring the style, structure, genre and staging of the text. The emphasis of the exploration is from the

perspective of a chosen production area as either an actor (acting) or a director (directing) or a designer

(designing lighting/sound/set/costume/makeup/props). They will then, within their chosen production area,

create and develop a performance concept in preparation for performance. They will apply their knowledge

of their production skill as they explore, design and create and present their production concept.

Assessment

Unit Assessment - Each unit is assessed on a pass/fail basis. Learners will be required to provide evidence of

the achievement of each of the outcomes.

Course

Question paper (Component 1)

The question paper will have 40 marks (40% of the total mark) and has two sections.

Section A (20 marks) will be based on response to a play text and will pose questions that allow learners to

answer from the perspective of a director or actor or designer in preparation for an intended production.

Section B (20 marks) will take the form of a written analysis of a theatrical performance that the learner has

seen.

Performance (Component 2)

The performance will have 60 marks (60% of the total mark) and has two sections:

Section A: Support Log (10 marks)

Section B: Performance (50 marks)

Actors will perform 2 contrasting roles. Directors will conduct a rehearsal with actors. Designers will

design a set for their chosen text and choose one other production area to complement this. Learners will

select text(s) which allow them full scope to explore, create and design a creative performance concept

within their chosen area (acting, directing or design).

Progression

Learners who complete this course may continue to study at Advanced Higher level. Alternatively, learners

may progress to National Progression Awards in Drama. A Higher qualification can lead on to these

nationally available courses:

HNC/D Technical Theatre

HND Technical Theatre: Production Arts

HNC/D Acting: Performance


ECONOMICS: HIGHER


General

The Higher course in Economics is concerned with the ways in which decisions on the use of

resources are made by individuals, businesses and government and the implications which these

choices have. It will help pupils develop skills in interpreting, analysing and evaluating the

processes of economic change and encourage pupils to think logically to assess and evaluate various

types of data and to weigh up the benefits and costs of alternative courses of action.

Course Details

Unit 1: Economics of the Market

This unit examines the basic economic problem of unlimited wants and limited resources, and

considers how the market mechanism promotes the efficient allocation of resources in accordance

with the choices made by consumers and producers.

Unit 2: UK Economic Activity

This unit explores the macroeconomic environment within which market behaviour occurs. It pays

particular attention to key economic variables such as inflation and unemployment, and their effect

on individuals and society.

Unit 3: Global Economic Activity

This unit extends the coverage of the course to ensure that it takes account of the increasingly

global nature of economic events. It looks at the position of the UK in international economic terms

and pays particular attention to the way in which the European Union affects economic events in the

UK.

Assessment

Internal Each of the 3 internal units must be passed in order to gain the overall course award.



Component 2: Assignment - worth 30 marks

Progression

A Higher qualification can lead on to these nationally available courses:

Advanced Higher Economics

HNC/HND/Degree in areas such as economics, business, social studies and management, and

for professional qualifications in law and accountancy

A Higher qualification will also be of benefit to anyone contemplating a career in central or local

government, commerce or industry.


ENGLISH: HIGHER

Head of Department: Mr K D Simpson

General

English is widely recognised as a subject which is at the heart of personal, academic and vocational

development. Its components are wide-ranging and diverse: they include speaking and listening

skills, team work, drama, media, and preparation for the workplace, alongside the core studies of

language and literature. The aims of the English course are therefore:

To develop the linguistic skills necessary for higher education and employment

To foster an appreciation of literature in all its forms – prose, poetry and drama – and to

acknowledge its central role in a civilised society

To encourage the development of the general, transferable skills involved in presentations, group

discussion, the construction of argument, and independent study

Course Details

Language Study

The Language Study unit focuses on writing of different kinds, and on close reading. Pupils will

read and learn about a wide variety of complex texts whose purposes are informative, expressive

and creative/imaginative. A high level of reading skill will be required as texts are studied and

analysed for information, for meaning, and as models of writing. The unit builds upon skills and

experience gained in the S3/4 English course.

Literary Study

The Literary Study unit focuses on the reading of literature and on responding critically to that

reading. Pupils will read and learn about a variety of literary texts of recognised quality: during the

Higher course, most pupils will encounter two major texts – a play and a novel – as well as a range

of poems.

Assessment

Close Reading (40%)

Two Critical Essays (40%)

Coursework – Folio of Writing (20%)

The department aims to give every Heriot‟s pupil the opportunity to pass Higher English by the end

of S6.

Progression

Advanced Higher English

HNC or HND courses in Arts or Social Sciences

Degree courses in English Language and/or Literature, the Arts, Law, Management, Business,

Journalism and the Media


GEOGRAPHY: HIGHER

Head of Department: Mrs A Hughes

General

Geography is the study of the Earth‟s landscapes, people, places and environments; it is all about the world

in which we live and the people we share it with. The Higher Geography course looks at local, national and

global issues, developing pupils‟ awareness of events around them, appreciating that people have different

views and, therefore, there are different solutions to issues. The purpose of the course is to add breadth and

depth to the conceptual understanding of Physical and Human world environments and their

interrelationships.

This course will help develop important academic and life skills to equip pupils for the future: from effective

map reading to forecasting climate change, dealing with flooding at a local or global scale and coping with a

possible population explosion, Geography encompasses much of day-to-day events. It addresses key world

issues and is about learning in a relevant way so that the planet comes alive.

Class work is complemented by field trips for both Human and Physical Geography, including a trip to

Cairngorm National Park. The use of practical fieldwork enables pupils to learn in the real world and apply

classroom teaching to specific case studies throughout the world.

Course Details

The course comprises three mandatory units, each 40 hours duration, plus 40 hours of flexible time.

Unit 1: Physical Geography

This unit builds on key ideas relating to the Physical environment and international issues developed at

earlier stages. The unit includes Atmosphere, Lithosphere, Biosphere and Hydrosphere.

Unit 2: Human Geography

This unit comprises Rural, Urban, Population and Industrial Geography studies.

Unit 3: Geography: Environmental Interactions

In this unit, emphasis is placed on providing pupils with the opportunity to develop aspects of Physical and

Human Geography within specified applications and prescribed areas of the world. We study Rural Land

Resources and World Development and Health.

The time allocation for these units reflects the integration of the Geographical Methods and Techniques

within the sub sections, but it can also be used to enhance teaching and allows for some practical elements to

be built into the course.

Assessment

Each unit is assessed internally. In addition to this, there is an SQA examination which includes two papers:

Paper 1 examines Units 1 and 2 (100 marks) whilst Paper 2 examines unit 3 (100 marks).

Progression

Pupils who achieve Higher Geography might progress to:

Advanced Higher Geography

Geography or Geo Science at degree level

Employment in a wide and varied arena ranging from cartography to conservationism, the legal

profession to landscaping, surveying to social work or medicine

A career in sustainable development of alternative energies


GRAPHIC COMMUNICATION: HIGHER


General

The development of skills in the production, interpretation and analysis of graphics in a range of

contexts is of broad educational value. The purpose of the course is to make pupils aware of the use

of graphics and to give practice in the techniques employed in their creation. Learners are

encouraged to exercise imagination, creativity and logical thinking. The structure of the course

reflects the use of graphics in business and industry both in content and methodology while

embracing the changes brought about by the continuing advances in technology. It is preferable if

candidates have National 5 Graphic Communication, Design and Manufacture, or Art and Design as

an entry level requirement.

Course Details

2D Graphic Communication

2D drawing, sketching and design, using manual techniques and CAD

DTP and creative graphic design

3D and Pictorial Graphic Communication

Pictorial drawing and sketching using manual techniques, and 3D CAD modelling

DTP and 3D promotional design

Course Assessment

Question paper

Assignment

Assessment

The course assessment assesses added value and provides the basis for grading. Both components

are set by the SQA and are worth 70 marks each. The question paper is externally marked and the

assignment is internally marked and externally moderated.

Progression

Pupils who achieve Higher Graphic Communication might progress to:

Advanced Higher Graphic Communication

Further Education in areas such as engineering, architecture or graphic design at all levels

Employment in a wide range of occupations in fields such as engineering, construction,

architecture, product design, graphic design and publishing


HISTORY: HIGHER

Head of Department: Mr M A McCabe

General

Higher History emphasises knowledge and skills, and the interplay between these. Students will be

expected to develop and expand their knowledge and understanding of key developments in

nineteenth and twentieth century European and British history, and sixteenth and seventeenth

century Scottish history. Students will also be expected to develop their powers of recall and

analysis, their skills in interpretation of evidence and their abilities in discussion and debate. Class

time is given over to note taking, reading, essay writing, source evaluation, presentations,

discussions, debate, role play and the use of IT.

Course Details The course is divided into three areas of study and is issues based.

In Unit 1, Later Modern History: Britain 1851-1951, the six issues are: the reasons why Britain

became democratic between 1867 and 1928; the ways in which Britain became more democratic

between 1867 and 1928; the reasons why women in Britain gained greater political equality by

1928; the reasons why the Liberal Government of 1905-1914 became involved in passing social

reforms; the effectiveness of the Liberal reforms; the effectiveness of Labour‟s social reforms of

1945-51.

In Unit 2, Later Modern History: Growth of Nationalism: Germany, 1815-1939, the six issues

are: the reasons for the growth of nationalism in Germany between 1815 and 1850; the extent to

which nationalism had grown in Germany by 1850; the obstacles to German unification between

1815 and 1850; how unification was achieved in Germany by 1871; how the Nazis achieved power

in Germany in 1933; how the Nazis managed to stay in power after 1933.

In Unit 3, Scotland in the Age of Reformation, the four issues are: the Reformation of 1560; the

Reign of Mary, Queen of Scots; 1567-1567, James V1 and the relationship between monarchy and

Kirk; the wider impact of the Reformation on Scotland to 1603.

Assessment External assessment consists of three parts:

Extended Essay: Students select an issue from any of the units studied. Research is carried out

and a plan of 200 words is drawn up. Students are then allowed time in which to write up their final

responses under exam conditions. This will be worth 30 out of a total of 90 marks for the external

assessment.

Paper 1: Students are required to write two essays, one of which must be on a Unit 1 topic and one

on a Unit 2 topic. This will be worth 40 marks.

Paper 2: Questions on documents relating to the Unit 3 topic assess skill in evaluating historical

evidence. This will be worth 20 marks.

Progression

Students who achieve Higher History could progress to:

Advanced Higher History

An Arts degree


HOSPITALITY (PRACTICAL COOKERY) NATIONAL 5

Head of Department: Mrs J M Mitchell

General

This is a practical course which aims to develop a range of cookery skills and food preparation

techniques as well as the skills of planning, organisation and time management. Learners will

produce a variety of dishes in hospitality related contexts. There is an emphasis on the importance

of following safe and hygienic practices in all cookery contexts. The course also develops the

thinking skills of remembering, understanding and applying, as well as aspects of numeracy.

Course Details

The course comprises three mandatory units. All units form a coherent whole, with learners‟ skills

and related knowledge and understanding being systematically developed throughout the course.

The three units are:

Cookery Skills, Techniques and Processes

This unit aims to enhance learners‟ cookery skills in the context of producing recipes. Learners will

demonstrate safe and hygienic practices.

Understanding and Using Ingredients

This unit aims to enhance learners‟ knowledge of ingredients from different sources. It addresses

issues such as sustainability, current dietary advice and the ability to select and use a range of

appropriate ingredients in the preparation of dishes.

Organisational Skills for Cooking

This unit aims to extend learners planning, organisational and time management skills. Skills such

as the ability to plan, produce and cost dishes and evaluate the finished product will be developed.

Assessment

The course is assessed on a unit by unit basis. There is no written exam; learners will be assessed

by a practical activity which draws on the knowledge, understanding and skills developed across the

course. Learners will plan, prepare and cook a three course meal for a specified number of people

in a given timescale.

Progression

This course would be very suitable for any candidate interested in a career in the hospitality

industry or as a life skills course for those who are interested in learning about food and who gain

enjoyment from practical food based activities.


HUMAN BIOLOGY: HIGHER

Head of Department: Ms A McKenzie

General

This course has a narrower focus than Higher Biology looking at Biological principles relevant to

human physiology and society. Pupils who have achieved a pass at National 5 Biology may

progress into Higher Human Biology. Pupils would be considered for a fresh-start Higher if they

have attained an A/B in Intermediate 2 Chemistry or National 5 Physics. These pupils should be

prepared to do preparatory reading over the summer.

Course Details

The course has two 40 hour units and two 20 hour half-units. It includes a further 40 hours for

induction, extending the range of learning and teaching approaches, remediation, consolidation,

integration of learning and preparation for external assessment.

Human Cells

The study of stem cells, differentiation in somatic and germline cells and the uses of stem and

cancer cells. Structure and function of DNA, how genes are expressed and the Human Genome.

Metabolic pathways and their control with an emphasis on respiration.

Physiology and Health

Reproduction (hormonal control, contraception, infertility treatment) and the cardio-vascular

system.

Neurobiology and Communication (half-unit)

The nervous system, communication and social behaviour focussing upon function rather than

structure.

Immunology and public health (half-unit)

The immune system, infectious diseases and immunity. Allergic and defence responses. Control of

disease including vaccination and active immunisation.

Assessment

Internal: Each unit will be tested through an end of unit question paper.

Course: The external exam counts for 77% of the final grade. A research project counts for 23%

of the final grade. Candidates investigate a Biological topic then have to demonstrate:

The process they have undertaken

Biology knowledge and understanding related to the topic investigated/researched

The application of the topic

A balanced evaluation of the impact on society/the environment

A reasoned conclusion

Progression

To Advanced Higher Biology (there is no Advanced Higher Human Biology)

To another science at Higher

To a degree or HND course in Biology or a Biology-related subject.

To work in science related industries

To any field where a Higher based upon knowledge and logical analysis would be valuable


INFORMATION SYSTEMS: HIGHER

Head of Department: Mr J T Scott

General

Information technologies have an ever-increasing role in many aspects of modern life. Information

is used extensively by individuals and organisations when making decisions and is becoming

increasingly integrated into everyday practice and thinking across many disciplines. Information

Systems develops pupils‟ database and information skills and allows them to focus on specific

aspects of Information Systems such as the Internet. The course is particularly suitable for pupils

seeking a firm grounding in applied Computing, but who do not wish to pursue the more

Computing Science-oriented Higher in Computing. It is particularly useful for those planning to

pursue a career or further study in information systems or multimedia.

Recommended entry

Pupils should normally have an A or B grade in National 5 Computing Science. However, the

course can be taken as a fresh start Higher in S5 or S6. Pupils intending to do this must be aware of

the commitment that will be required, especially during the early part of the course. Pupils will be

registered with the SCHOLAR programme provided by Heriot-Watt University. This will provide

access to comprehensive on-line learning materials as well as a set of course notes.

Course Details

The course consists of three units, comprising two core units and one additional unit as follows:

Core units:

Using Information (40 hours)

This unit develops an understanding of information, what it is, how it is used and how it is stored

within a computing context. Economic, social, legal and ethical implications of an information-rich

society are also covered.

Relational Database Systems (40 hours)

This unit develops the candidate‟s knowledge and skills in using and creating databases. Advanced

relational database techniques as well as data representation and modelling are covered.

Additional unit:

Applied Multimedia (40 hours)

This unit develops pupils‟ knowledge and understanding of multimedia applications and practical

skills related to their development. The knowledge, understanding and practical skills which are

gained can then be applied by the pupil to solve practical problems related to multimedia.

Assessment

Unit assessments cover both practical and theory work. Coursework makes up 30% of the final

grade. The written exam makes up the remaining 70%.

Progression

Advanced Higher Computing Science

Higher National Certificate and Diploma courses (including HND Computing or Information

Systems)

Degree courses (including Computer Science or Information Systems)


LATIN: HIGHER

Head of Department: Mr D Carnegie

General

Higher Latin provides us with an insight into understanding the sophisticated society of Rome with

its strengths, its excesses, its triumphs and its vulnerabilities. Here, many of the central concepts of

human society across time were advanced by genius and shaken by power. The course gives a clear

idea of how Romans perceived themselves and how they have influenced us in language, thought,

architecture and art.

By interpreting Latin texts, we develop skills of accurate analysis and literal and lateral thinking.

This builds confidence with our language and how to express ourselves clearly and concisely. We

continue the study of the grammar and syntax of Latin, mastering the logic of its expression and

understanding the subtleties of meaning in Latin and its derivative languages.

For entry to the course, Latin at National 5 (or equivalent for pupils entering the School in S5)

would be expected but, for talented linguists, a „crash‟ Higher might be possible.

Course Details

Higher Latin has two components - Interpretation and Translation.

In Interpretation, the Higher Latin course develops the detailed study of two of the greatest of

Roman writers: Virgil and Cicero. The Interpretation element centres on the key issues of identity,

life and death and the concepts of good government. It is a prescription to challenge our

perceptions of the Roman world and our own.

In Translation, increasing the technical ability of pupils means that pupils will develop their

capacity to:

recognise vocabulary and recall or discover its meaning

recognise the category of words (eg nouns, verbs)

apply knowledge of accidence

apply knowledge of syntax

analyse relationships within a clause and between clauses

express overall meaning in context.

Translation is from the works of Cicero, with whose style pupils are familiar from the passages in

Interpretation.

Assessment

There are three internal assessments and one externally assessed examination (Interpretation worth

100 marks; Translation worth 50 marks).

Progression

The study of Latin, Classical Greek and Classical Civilisation is clear as a progression. It should be

noted that universities recognise Latin and Classical Greek as valid “language” qualifications for

course entrance. Many professions continue to value the joint strengths of accurate, methodical

expression and expansive thinking as a basis for their disciplines.


MATHEMATICS: INTERMEDIATE 2

Head of Department: Miss F Findlay

General

This course is intended for pupils who have sat the Intermediate 1 examination and have attained a

course award at grade A or B. Pupils would be expected to have achieved a high standard of work

throughout their Intermediate 1 course.

The course also caters for pupils who studied the Intermediate 2 course in S4 but wish to resit the

course examination.

It is also important that pupils embarking on this course have the attitude and commitment

necessary for success in the subject.

Course Details

Three mandatory 40 hour units plus 40 hours flexible time.

Mathematics 1 (Int 2) (40 hours)

Percentages (calculations in context); Formulae for Volumes of Solids; Linear Relationships;

Algebraic Operations (expanding and factorising); Properties of the Circle (arcs, sectors, tangents).

Mathematics 2 (Int 2) (40 hours)

Trigonometry (area of a triangle formula, sine and cosine rules); Simultaneous Linear Equations;

Statistics (box plots, stem-and-leaf diagrams, standard deviation, the equation of a regression line,

simple probability).

Applications of Mathematics (Int 2) (40 hours)

Social Arithmetic; Logic Diagrams and Spreadsheets; Formulae.

The final outcome is a statistical assignment requiring the collection and analysis of data and the

communication of conclusions.

Assessment

Pupils must pass the three unit assessments during the course of the session and prior to sitting the

course examination.

The course examination consists of two papers:

Paper 1 (non-calculator) 45 minutes 30 marks

Paper 2 (calculator allowed) 90 minutes 50 marks

The final grade is awarded solely on the result of the course examination.

Progression

The course serves as a general or specific entry requirement to HNC or HND courses or as a general

entry requirement for other Higher education courses which do not have a specific mathematical

content. It does not lead to the study of Higher Mathematics.


MATHEMATICS: HIGHER

Head of Department: Miss F Findlay

General

The aim of this course is to build upon and extend pupils‟ mathematical learning in the areas of

algebra, geometry and trigonometry and to introduce pupils to elementary calculus. Mathematics

1(H), Mathematics 2(H) and Mathematics 3(H) are progressive units.

Pupils will be expected to have attained an Intermediate 2 course award at grade A or B (preferably

grade A). This Intermediate 2 award must contain the Unit Mathematics 3.

Course Details

The one year course consists of three mandatory 40 hour units plus 40 hours flexible time.

Mathematics 1(H) (40 hours)

The Straight Line; Functions and Graphs; Differentiation; Recurrence Relations.


Polynomials (including Quadratic Theory); Integration; Addition Formulae; The Circle.


Vectors; Further Differentiation and Integration; The Exponential and Logarithmic Functions; The

Wave Function.

Assessment

Pupils must pass the three unit assessments during the course of the session and prior to sitting the

course examination.

The course examination consists of two papers:

Paper 1 (non-calculator) 90 minutes 70 marks

Paper 2 (calculator allowed) 70 minutes 60 marks

The final grade is awarded solely on the result of the course examination.

Progression

Pupils may progress to Advanced Higher Mathematics and/or Advanced Higher Applied

Mathematics.


MODERN LANGUAGES: HIGHER

(FRENCH, GERMAN, SPANISH, ITALIAN, MANDARIN)

Head of Department: Mr M G Grant

General

The course aims to enable pupils to use the language independently in confident and flexible ways.

Pupils will develop skills in Speaking, Reading, Listening and Writing to a level of some

sophistication. They will develop skills such as spoken presentation, discussion and translation.

Pupils will also develop their knowledge of the vocabulary and structures of the language and of the

culture of the countries where the language is spoken. Pupils will normally be expected to have

attained a pass at Intermediate 2. Regular written homework will take the form of writing practice

in the target language, comprehension work in English and grammar exercises. In addition, regular

revision and consolidation of vocabulary and grammar structures are essential to success on the

course.

Course Details

The course consists of 2 units as follows:

Unit 1: Language (80 hours)

In this unit pupils will develop and practise skills in Speaking, Reading, Listening and Writing. The

themes covered will be:

Lifestyles

Education and Work

The Wider World

Unit 2: Extended Reading/Viewing (40 hours)

In this unit pupils will practise skills in Reading, Writing and Speaking. They will read a book

and/or study a film then write about what they have read/watched.

Assessment

Unit Assessment

In the Language Unit the skills of Listening and Reading will be assessed in Term 1.

In Extended Reading/Viewing the skill of Writing will be assessed in Term 1 or early in Term 2.

Course Assessment

Speaking assessment (late in Term 2) 25 marks

Final written exam:

Reading Comprehension 30 marks

Directed Writing 15 marks

Listening Comprehension 20 marks

Writing (Short Essay) 10 marks

Progression

Attainment of the award will allow pupils to progress as follows:

Advanced Higher course or units in the same language

Higher Education courses at appropriate levels, including HNC, HND or degree courses

Employment, making use of foreign language competence

Study opportunities abroad at university or college through EU schemes such as Erasmus


MODERN STUDIES: HIGHER

Head of Department: Mr M A McCabe

General

Students will be expected to develop their knowledge and understanding of a range of contemporary

political, social and international issues and to sharpen their critical skills and powers of analysis,

synthesis, evaluating and decision making. All students will be expected to participate in seminars,

presentations, discussion, debate, role play and in using IT.

Course Details

The course is divided into three areas of study:

Unit 1: Political Issues in the United Kingdom

Study Theme 1D: Electoral Systems, Voting and Political Attitudes

Unit 2: Social Issues in the United Kingdom

Study Theme 2: Wealth and Health Inequalities in the United Kingdom

Unit 3: International Issues

Study Theme 3C: The United States of America

Study Theme 3E: The Politics of Development in Africa

Assessment

External assessment consists of two parts:

Paper 1: Candidates will be required to write short essays relating to each of the 3 units. This will

count for 60 out of the 90 marks.

Paper 2: Candidates will be required to complete a report writing exercise relating to Unit 2. This

will count for 30 out of the 90 marks.

Progression

Pupils who achieve Higher Modern Studies course could progress to:

Advanced Higher Modern Studies

An Arts degree


MUSIC: HIGHER

Director of Music: Mr G C W Brownlee

General

An A or B grade at N5 or a pass at Associated Board Grade V Theory.

A crash Higher can be made available for pupils with suitable musical experience who may not

have studied Music in S3, S4 or S5. The Director of Music can advise on this but, as a general rule,

only those pupils who have maintained regular instrumental tuition on their first instrument and

who have continued to be active in bands, orchestras, choirs, etc. would benefit from the course.

Course Details

Performing Unit (60 marks)

Performance on two instruments or on one instrument and voice. Minimum standard for both

instruments (or voice) is equivalent to AB Grade IV. The combined programme duration is 12

minutes, of which the second instrument must be at least 4 minutes.

Composing Unit (Pass/Fail)

Submit an audio recording of two contrasting examples of individual candidate work each lasting a

minimum of 1 minute, and each supported by a score or performance plan and by a programme

note.

Understanding Music (40 marks)

A one hour closed book test consisting of short questions designed to test concept knowledge and

understanding and musical literacy; questions will mostly relate to audio excerpts.

Assessment

The final deadline for the composition unit and the performing exam is by the end of the second

term.

Progression

Pupils who achieve Higher Music might progress to:

Advanced Higher in Music

Diplomas or Degree courses in Music. These could be in areas such as Performance, Music

Technology, Sound Engineering, Education, Music Therapy, Arts Administration.


PHILOSOPHY: HIGHER

Head of Department: Mr R H Simpson

General

The Higher Philosophy course is designed to help pupils develop their critical thinking skills

through the study of philosophical positions, issues and concepts which are relevant in many areas

of human life and discourse. Pupils are encouraged to share their own ideas and opinions in a

reasoned and structured manner.

Course Details

The course consists of the following four units:

Critical Thinking in Philosophy

In this unit, pupils will gain an understanding of the nature of arguments and some of the

characteristics of effective and ineffective arguments. Pupils will then use their own knowledge to

critically analyse and evaluate previously unseen examples of ordinary language arguments.

Metaphysics

In this unit, pupils will investigate specific positions which are chosen in relation to the following

philosophical question: „Is there a rational basis for belief in God?‟. Pupils will study classic

philosophical arguments which support a belief in God, as well as objections to these arguments.

Epistemology

Epistemology is concerned with the study of knowledge and how claims are made. Pupils will

explore the following questions:

Why are knowledge claims a problem in philosophy?

What is knowledge?

Can knowledge claims be justified?

Pupils will then specifically investigate the work of Rene Descartes and a Rationalist approach to

issues relating to knowledge.

Moral Philosophy

In this unit pupils will explore the processes of moral decision making by looking at two different

approaches to moral judgements. Pupils will examine the consequentialist theory of Utilitarianism

(Jeremy Bentham and John Stuart Mill) and the deontological theory of Immanuel Kant.

Assessment

Internal: an assessment for each of the above units.

External: a final examination of 2 hours and 40 minutes.

Progression

A qualification in Philosophy demonstrates an ability to critically evaluate arguments and concepts

at a high level and would be a suitable platform for further academic study at university level.


PHYSICAL EDUCATION: HIGHER

Head of Department: Mr M J Mallinson

General

The main purpose of the Course is to enable learners to develop, demonstrate and evaluate

movement and performance skills for effective performance in a range of challenging contexts.

Learners will use evaluation and analysis to develop and apply strategies, techniques and skills that

will enable them to build on and enhance their performance.

Course Details

Unit 1: Physical Education: Performance Skills

In this unit, learners will develop a broad and comprehensive range of complex movement and

performance skills through a range of physical activities. They will select, demonstrate, apply and

adapt these skills, and will use them to make informed decisions. They will also develop their

knowledge and understanding of how these skills combine to produce effective outcomes. Learners

will develop consistency, precision, control and fluency of movement. They will also learn how to

respond to and meet the demands of performance in a safe and effective way. The unit offers

opportunities for personalisation and choice through the selection of physical activities used for

learning and teaching.

Unit 2: Physical Education: Factors Impacting on Performance

In this unit, learners will develop their knowledge and understanding of the factors that impact on

personal performance in physical activities. Learners will consider how mental, emotional, social,

and physical factors can influence effectiveness in performance. They will develop knowledge and

understanding of a range of approaches for enhancing performance and will select and apply these

to factors that impact on their personal performance. They will create development plans, modify

these and justify decisions relating to future personal development needs.

Assessment

Component 1

Performance (60 Marks): This component will assess the learners‟ ability to plan, prepare for,

effectively perform and evaluate personal performance in one physical activity.

Component 2

Question Paper (40 Marks): This component will assess the learners‟ ability to integrate and apply

knowledge and understanding from across the units. It is designed to assess applied knowledge,

understanding and evaluation skills.

Progression

A Higher qualification in Physical Education can lead on to these nationally available courses:

Advanced Higher Physical Education

HNC/HND/Degree in areas such as Sports Science, Physical Education

Pupils can also seek to participate in the S6 Physiology, Health and Exercise and Coaching Awards

course. This will have no direct progression from the Higher Course, but will allow pupils to gain

awards in Strength and Conditioning, Life Saving and First Aid and enhance their knowledge in the

world of sport and exercise.


PHYSICS: HIGHER

Head of Department: Mr R M Bush

General

This course reinforces and extends the knowledge and skills acquired in S3 and S4 Physics by

providing a deeper insight into the subject. The course provides learning experiences leading to the

acquisition of worthwhile knowledge and skills. A strong pass at National 5 Physics is required as

is a pass in Mathematics at Intermediate 2.

Course Details

The course comprises four mandatory units and an assignment.

Unit 1: Our Dynamic Universe (40 hours)

Content outline: equations of motion, energy and power, collisions and explosions, gravitation,

special relativity, the expanding universe, big bang theory.

Unit 2: Particles and Waves (40 hours)

Content outline: the standard model, forces on charged particles, nuclear reactions, wave particle

duality, interference and diffraction, refraction of light, spectra.

Unit 3: Electricity (20 hours)

Content outline: electrons and energy (circuits and capacitance), electrons at work (semiconductors,

p-n junctions).

Unit 4: Researching Physics (20 hours)

Content outline: researching the underlying Physics of a topical issue, planning and carrying out

investigative work, preparing a scientific communication.

Assignment

An in-depth study of a Physics topic. The topic is researched and the underlying Physics and its

impact on society/the environment are reported on.

Assessment

Knowledge and understanding, experimental, investigative and analytical skills are assessed

throughout the course.

Internal: An end of unit assessment is completed at the end of units 1, 2 and 3. Material

produced during unit 4 is evidence of meeting the assessment requirements of unit 4.

External: The course exam is worth 100 marks. The assignment is worth 30 marks.

Progression

To Advanced Higher Physics

To degree, HND, or HNC in Physics, Science, Mathematics, Computing or engineering fields

To employment in Physics, Science, Mathematics, Engineering, Technology or related areas


PRACTICAL WOODWORKING: NATIONAL 5


General

This is a purely hands on course which will develop knowledge and skills of a practical nature.

After completing the course students should be able to:

Name correctly all the tools, materials and types of joints used during the course

Make a range of woodworking joints

Manufacture a product from a working drawing

Work in accordance with recognised procedures and safe working practices

The course is suitable for fresh-starts and those who wish to continue solely with the practical

aspect of National 5 Design & Manufacture.

Course Details

Practical Woodworking: Flat-frame Construction

Use of woodworking tools and manufacture of woodworking joints

Assemblies commonly used in flat-frame joinery

Practical Woodworking: Carcase Construction

Making woodworking joints and assemblies commonly used in carcase construction

Working with manufactured board or with frames and panels

Practical Woodworking: Machining and Finishing

Use of common machine and power tools

Skills in a variety of woodworking surface preparations and finishing techniques

Course assessment

Final Project

Assessment

To gain the course award candidates must pass all unit assessments. There is no external exam but

a final graded project is internally marked and externally moderated. The final project comprises

100% of the marks.

Progression

Pupils who achieve National 5 Practical Woodworking might progress to:

Further education course in practical based subjects

Employment in joinery or other practical areas


RELIGIOUS, MORAL AND PHILOSOPHICAL STUDIES (RMPS): HIGHER

Head of Department: Mr R H Simpson

General

The Higher RMPS course is designed to help pupils develop a philosophical approach to the study

of beliefs, values and issues which are of importance in the world today. The course enables pupils

to develop their skills of inquiry, debate, analysis and evaluation, particularly in relation to

weighing up evidence, developing arguments and drawing conclusions.

Course Details There are three units of study:

World Religion: Buddhism

In this unit, pupils will learn about the beliefs and practices of Buddhism. In particular, they will

focus on what Buddhism teaches about the human condition, the goals of life and what a follower of

the faith must do in order to achieve the goals.

Morality in the Modern World: Crime and Punishment

In this unit, pupils will develop the knowledge and skills necessary to understand theories about the

relationship between religion and moral values. They will then focus on two specific issues relating

to Crime and Punishment – namely, the purpose of punishment in general and specific moral issues

relating to the death penalty.

Christianity: Belief and Science

In this unit, pupils will explore the contemporary relationship between Christian belief and

scientific theory. They will do this by investigating the nature of Christian revelation and scientific

enquiry. Pupils will then study religious, scientific and philosophical responses to the following

two questions:

What is the origin of the universe?

What is the origin of human life?

Assessment Internal: An end-of-unit assessment for each unit.

External: A final exam covering all three units.

Progression A qualification in Higher RMPS demonstrates that you have an ability to critically analyse and

evaluate a diverse range of beliefs and values, both religious and secular. Further study is available

at Advanced Higher level and RMPS offers a good preparation for future academic study at

University level as well as being useful for many careers including:

Law

Journalism

Healthcare

Counselling

Civil Service and Local Government

Broadcasting and Media

Social Work

Teaching

Religious Leadership


CITIZENSHIP

Co-ordinator: Mrs G K Hay

In Heriot‟s, Citizenship is seen as an essential part of the educational experience of all our students.

Increasingly employers and other sections of society are recognising the contribution of education

for personal and social development to responsible and effective citizenship and, to achieve this, our

students attend Citizenship classes for one period per week.

The overall aims of Citizenship are to assist our students to develop qualities of self-esteem, self-

respect and care for others, positive attitudes, a commitment to learning for life, a sense of

belonging to society and confidence in coping with a changing world. Although no formal

examinations are set in Citizenship, self-evaluation is actively encouraged throughout the course.

The topics studied in S5 include: Study Skills; Stress Management including Yoga; Health; Road

Safety; Financial Education; Parenting and Politics. We are lucky to work with a number of outside

agencies who come in to speak to our pupils. These include Alcoholics Anonymous, Teenage

Cancer Trust and the University of Edinburgh. The focus in term three is on careers and

preparation for S6.

Classes come to Citizenship in registration classes. No textbook is required and active learning is

encouraged through activities and discussions. As usual, feedback on the course is of paramount

importance in our forward planning so evaluations through discussion and questionnaires are very

valuable.


SUPPORT FOR LEARNING

Head of Department: Ms V Higson

In S5 Support for Learning teachers continue to support pupils‟ learning through co-operative

teaching, consultancy, direct tuition through pupil extraction from Private Study periods and pupil

attendance at drop-in sessions, although to a lesser extent than in earlier years. These pupils may

have been receiving this help in earlier years, and it is considered advisable for this help to

continue; or they may be referred in the course of any session by a subject teacher, a Guidance

Teacher, a parent/guardian or they may self-refer. In response to a referral, the pupil is assessed and

provision made, where appropriate.

For a very small number of pupils it may be decided, after consultation between parents/guardians,

Guidance colleagues, the Head of Support for Learning and the Director of Studies, that it is

appropriate for a pupil to attend the Support for Learning Department instead of choosing a subject

within a column. In this case, the pupil is taught directly for part of his or her time in the Support

for Learning Department and undertakes supported study for the remainder of the time. There is no

specified column for this form of support: the timetable is tailored to suit the needs of the individual

pupil. Practical help with study skills in general forms an important part of the support which is

offered to pupils who come to the Department.

A wide range of support strategies is used by the Support for Learning Department to enable each

individual pupil to achieve his or her full potential. The pupil‟s emotional and pastoral needs are

taken into account as well as their academic needs. The aims of the Support for Learning

Department are achieved by working closely with Guidance colleagues.


CAREERS

Careers Co-ordinator: Mrs C W Binnie

S4

Career Education/ISCO

The School is a member of ISCO (Independent School Careers Organisation) and all S4 pupils are

enrolled in the Futurewise scheme. The aim is to provide comprehensive support to students and

parents in making informed choices about the complex Higher Education and career options that lie

ahead. An in-house programme of support is offered by the School, but we believe that ISCO

Futurewise adds value to this. This careers guidance and planning service provides access to a

range of additional resources and is a valuable personal development tool.

Futurewise provides a comprehensive and progressive service, with features including:

A full psychometric profile with follow-up guidance interview

An extensive range of career and higher education resources

Access to a dedicated information helpline

A future guidance interview if required

Preferential access to Expanding Horizons courses

Follow up work takes place in the Career Education lessons of the Citizenship programme.

Following the introduction to the Careers Library in S2, pupils are encouraged to use the

comprehensive range of careers material and information available in School and on the internet;

careers links can be accessed from the School‟s website.

Work Experience/Voluntary Service

In June during Activities Week, pupils in S4 have the option of a week‟s Work Experience or

Voluntary Service.

Pupils who are considering leaving school at the end of S4 should see Mrs McPherson as early as

possible in the session to discuss what they plan to do. Mrs McPherson deals with Further

Education college applications.

S5

All pupils in S5, with their parents present if they so wish, will be interviewed in the third term,

during exam leave, by a member of the Careers staff. This important interview will establish the

candidate's intentions for S6 and beyond, and will deal with S6 subject choice, and the possibilities

afforded by university, college, employment and the "year out" schemes. All S5 pupils who return

to S6 should do so with very clear intentions as to their post-school options, which will, by their

return, have been clarified by their S5 Higher results.

S5 pupils and their parents are urged to attend the Annual Higher Education Convention in the

School in February.


Work Experience

For many years the School has run a very successful Work Experience Scheme. In June, after the

SQA examinations, S5 pupils have the option of work experience. A seminar is held in

September/October, which includes an introduction to the concept and practicalities of Work

Experience; there is a further meeting before activities week covering Health & Safety issues of

Work Experience. A pack of information and other materials is given to all pupils at the seminar.

Pupils are expected to make their own arrangements to find a placement and it is hoped that the

process can be completed by the end of the second term so that pupils can concentrate on preparing

for exams in the summer term.

Note: Pupils who undertook Work Experience in S4 will be expected to do a week of Voluntary

Service instead of a week‟s Work Experience in S5.

S6

Pupils are expected to return at the beginning of S6 with clear ideas as to their future; whilst a high

level of individual attention is paid to pupil needs and queries at this time, and all pupils will again

be individually interviewed, this part of the process is essentially for checking the appropriateness

of chosen courses or careers, rather than initiating thoughts. The gap in time between pupils' return,

and the final admission of UCAS forms is relatively short, and pupils are expected to have spent the

summer holidays finalising their plans, seeking advice and help from agencies, universities, etc. and

visiting institutions and individuals where appropriate. Many of these issues will be discussed at

the S6 Information Evening at the very beginning of the new session.

Most pupils leave Heriot's to go directly into Higher Education at degree level; a significant

number, however, follow other options: either to complete a HND or HNC course at university or

college; to take a "year out" either for travel, work experience or community service; to enter the

workplace directly. The key to success beyond school lies in careful planning over a sensible time

scale. Mrs Binnie (Careers Co-ordinator) and Mrs McPherson (Careers Advisor) are always

available to help and advise. In particular, detailed help is given with the preparation of the UCAS

forms; and all Sixth Years participate in a highly successful series of Interview Skills Workshops.

The Careers area in the School Library contains university and college prospectuses; reference

books; information sheets; computer programs; magazines, etc. Senior pupils are strongly

encouraged to use this facility.


THE SENIOR SCHOOL LIBRARY

School Librarian: Ms F Fisher

Aims of the Library:

To support the School curriculum

To encourage pupils to become independent learners

To provide a wide body of knowledge and encourage pupils to use information retrieval skills to

locate relevant information

Library Stock

Useful information to supplement investigations/projects, class discussions and debates may be

found in book and electronic forms.

There is a bank of 10 computers, 2 printers and a scanner.

The Library has daily newspapers delivered and subscribes to a variety of periodicals.

Fiction

There is a wide range of fiction stock including the majority of titles on the English Department‟s

reading lists. However, there are many more titles which would suit a variety of reading abilities

and tastes.

Borrowing Books

Library cards are issued to all pupils the Senior School. Pupils may borrow up to 6 books. The

loan period is 14 days, although this may be extended if necessary. Overdue books will be fined

10p per day up to a maximum of £1.

Library Opening Times

The Library is open throughout the school day and beyond. Pupils are encouraged to utilise library

resources for their school subjects, to enhance their general knowledge and for personal reading.

Pupils may visit the Library for personal study at the following times:

Monday 8-8.30 am Morning Interval

11-11.15 am

Lunch Break

12.35-1.15 pm

3.15-4.00 pm

Tuesday 8-8.30 am Morning Interval

11-11.15 am

Lunch Break

12.35-1.15 pm

3.15-4.00 pm

Wednesday 8-8.30 am

Morning Interval

11-11.15 am

Lunch Break

12.35-1.15 pm

3.15-4.00 pm

Thursday 8-8.30 am

Morning Interval

11-11.15 am

Lunch Break

12.35-1.15 pm

3.15- 4.00 pm

Friday 8-8.30 am

Morning Interval

11-11.15 am

Lunch Break

12.35-1.15 pm

Closed

Teachers may book the Library during class time to allow pupils to carry out research, to select

appropriate personal reading material or to use the computers.


THE SIXTH YEAR

Here at Heriot's we believe that the final year of secondary education should be seen as a bridge

between school and Higher Education as the vast majority of our Sixth Year pupils are going on

to full-time courses in universities and colleges.

The Sixth Year has to be different to what has come before, encouraging a high level of

personal responsibility and independence, in a structured and supportive environment.

Our first means of achieving this is through our flexible timetable. We would anticipate that

almost every student will take at least one Advanced Higher course, with many taking two or

three. Sixth Year pupils may also begin some Higher or National 5 subjects from scratch, pick

up subjects they dropped in S4 or complete a Higher course begun at Intermediate 2/National 5

level in S5. They may also be able to complete free-standing units of work in some areas. We

insist that all students take at least 32 „points‟ worth of courses, where an Advanced Higher is

12 points and a Higher or Intermediate 2/National 5, 8 points. Other courses are given

appropriate points.

Additionally, many staff teach weekly “interest” courses; these are non-certificated, and are

intended to stimulate interest in areas not covered in the general curriculum. These can include

Ceramics, Film Making, Psychology, Young Enterprise and British Sign Language.

We also try to ensure that every pupil in S6 contributes to the School and to the wider

community through some kind of service - many help with younger pupils in the Junior School

or in the Nursery. In co-operation with Circle, a Family Service unit, Heriot's pupils give

support to disadvantaged Primary School children; we also work with Headway House, a

charity for head-injured people, the Grassmarket Mission, Teens Plus and many other charities

across the city. Indeed the Sixth Year at Heriot‟s has previously received an award for

Voluntary Service from the City of Edinburgh Council.

In the final post-examination fortnight of their school career, our Sixth Year pupils are given a

wide range of opportunities both in and out of school. Plans for June 2014 include a pre-

university conference; a Health Promotion Fair and a variety of local and long-distance

excursions for interest, education and entertainment.

for pupils entering s5 in august 2014 a guide for · pdf filefor pupils entering s5 in august...

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