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Stranraer Academy

S3 Option Booklet for

2018-2019

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Stranraer Academy Staff have very much enjoyed working with your child through the first two

years of their Broad General Education. We look forward to helping your child with the challenge

of selecting their subjects for their final year of Broad General Education, in S3, and with their

transition into the Senior Phase, S4 – when your child will specialise in the subjects they wish to

continue to follow to gain qualifications i.e. National Qualifications.

The contacts established with you have been much appreciated and valued and it is hoped that the

partnership between home and school continues to grow and strengthen.

This booklet aims to assist your child in making well-informed subject choices. In addition to this,

your child will be participating in an option choice programme during the formal Health and

Wellbeing (formerly Personal and Social Education) class. This programme includes:

i) Choosing the best subject options;

ii) Courses needed for jobs which they might like to do;

iii) Subjects and exam grades which they need for future choices;

iv) Interests and skills and the type of courses and jobs to which these might lead.

It is important that pupils and parents/carers give careful consideration to the process of

selecting subjects as it is not always possible to make a change once the option choice programme

is complete. Therefore, when courses are selected, pupils should be as definite as possible with

their choices.

Experience has taught us that entering S3 can be a challenging time for pupils: they exchange the

security of their familiar S1/S2 classes for new teaching sets; they have to operate an individual

timetable instead of a collective one; they experience a new urgency about their work, increase in

homework and the pace of work in class may quicken and teachers expect a more mature,

responsible, independent attitude.

Your support as a parent is of supreme importance and we would like to suggest some practical

things, which will help you to support your child in managing his/her progress in S3 and S4:

HOME STUDY, whether it is set homework, revision, reviewing the day’s work or organising

books and materials for next day, is vital. Encouraging your child to set aside a quiet place and

a quiet time each evening for home study will help him/her feel in control of his/her work.

ANXIETIES – please encourage your child to let his/her Pupil Support teacher, Register

teacher or his/her subject teachers know if he/she becomes worried about any aspect of

his/her course work, or any other feature of his/her life at the Academy or contact us

yourself if you feel he/she won’t.

Our aim is for S3 and S4 to provide challenging yet successful learning experiences for your child.

Continuing the partnership between home and school will help achieve that aim.

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INTRODUCTION

As pupils move into S3 they will continue to cover Curriculum for Excellence (CfE)

outcomes and experiences progressing through the CfE levels. They will continue with this

entitlement until the end of their broad general education at the end of S3.

In many subjects the outcomes and experiences at CfE level 4 fit well with the outcomes

in National 4 and National 5 courses and so the options booklet contains course

descriptions at National 4 and National 5. In addition to that subjects chosen by pupils in

S2 will run for 2 years until the end of S4 so it is important to highlight what will be

covered over that period.

The next step in the Journey

In Stranraer Academy the end of second year marks the stage when pupils begin to

specialise and tailor their subjects to their individual needs which will lead them

towards their future career.

This information booklet is designed to help you and your parents/carers through

the decision making process.

The number of subjects studied is reduced but there is a degree of choice in the

subjects studied for the next two years.

Many young people are not in the position at this stage of knowing exactly the

career path that they wish to follow, and indeed they may change their minds over

the course of the next few years. It is, therefore, desirable to select subjects,

which cover as broad a range as possible to maximise the option possibilities at the

end of fourth year.

It is important to note that, nowadays, most pupils choose to stay on at school at

the end of fourth year. Therefore, the choice of subjects should be seen as a

journey along the path towards the senior school, College or University or, if they

wish to leave, employment.

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Points to Consider

In the Health and Wellbeing (HWB) classes pupils have had the opportunity to find out

about the option process through discussion with their pupil support teacher. They have

been encouraged to think about their future choices and about the areas of work, which

they may consider for themselves and for their future role in the community.

Pupils might like to ask themselves the following questions when making their choices:

1. How well have I done in my S2 subjects? The tracking programme and S2

reports will show how well your child is doing in each subject and give an indication

as to the level that could be achieved at National Qualification level, if progress was

maintained.

2. What am I likely to want to do at the end of fourth year? Many courses

extend beyond S4 and several careers require that certain subjects be studied at

National Qualification level. If a pupil has a particular career in mind it is essential

that they select the correct combination of subjects, so as to acquire qualifications

in subjects deemed essential for that career. Help in finding out about

qualifications for different careers, may be obtained from Mrs Whalen, Principal

Teacher with responsibility for Careers Education and from other Principal

Teachers of Pupil Support.

3. Which subjects do I like most? Remember – it’s the subject you should like – not

just the teacher.

Thinking carefully about these points should help you to make the most appropriate

choices.

Broad General Education & National Qualifications

Junior & Senior phases

The current structure of S1‐S6 is divided into the junior phase incorporating S1‐3 and the

senior phase including S4‐S6.

The junior phase provides broad general education not dissimilar to the existing S1‐2, and

whilst the curriculum will be wide, there will be, in S3, the potential for more in‐depth

study within the curricular areas on specific subjects in order to prepare students for the

national qualifications which will be available in S4.

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The senior phase is the main qualification stage involving National qualifications, Higher

and Advanced Higher.

These structures encourage more breadth by extending the General Education courses

into S3 to 10 courses but then specialising in S4 to continue to 7 certificate courses and

again in S5-6 narrowing to 5 certificate courses.

Junior Phase

Our structure allows more time to be spent on general topics and experiences in S3 giving

a broader content than would have been available in the past.

In practice, this means that the curriculum followed should have breadth and balance and

allow for continuity and progression. All pupils will have to take: Mathematics, English,

Core French, Core PE, Core RE and Core HWB and at least one subject from each of the

following areas: Creative Arts, Healthy Living, Technology, Science and Social Studies.

Creative Arts: Art, Music, Drama.

Healthy Living: PE, Heath and Food Technology

Technology: Administration & Information Technology, Design and

Manufacture, Design & Technology, Graphic Communication,

Practical Woodworking, Computing and Information Science.

Science: Biology, Chemistry, Physics, Science

Social Studies: Geography, History, Modern Studies, Business Management,

Social Subjects

In addition other subjects/courses are also available such as French, Rural Skills and

Religious, Moral & Philosophical Studies

New National Qualifications Structure

S1

Junior

Phase

General Subjects

S2

S3 General subjects with

specialisation

S4

Senior

Phase

7 National Qualifications

S5 5 National4/5/Higher

5 Higher

Advanced Higher S6

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In order to achieve the subject combinations required for possible careers, pupils in S3,

will study the core subjects, English and Mathematics, plus a choice of eight other

subjects.

In S4, pupils will continue with the core subjects of English, Mathematics, Core PE, RME

and HWB and five of the subjects which were chosen in S3. Pupils will be able to take

seven qualification certificate subjects.

See Option Sheet at the end of the booklet.

Senior Phase

At the end of fourth year pupils may choose to continue their educational journey by

returning to Stranraer Academy. In fifth and sixth year pupils are offered a range of

Courses which will allow for progression and continuity from their fourth year courses or

allow them to select a new course appropriate to their individual needs.

The effect of the changes provides pupils with the following structure in the Senior

Phase:

S6 National 5 Higher Advanced

Higher

Higher Higher

S5 National 4 National 5 Higher

National 5

S4 National 3 National 4 National 5

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All courses within Expressive Arts – Art & Design, Drama, and Music – are

geared towards acquiring the necessary subject skills to enable a smooth

progression towards presentation in the SQA awards at the end of S.4.

Each subject will continue to build on the work done in S.1 & S.2 and will focus

on the development of skills through practical and written activity.

Pupils will be assessed in each unit during S.3. This will both inform on probable level of

presentation in S.4 and, for those not continuing beyond S.3, will give an outline of

achievement in each subject.

ART & DESIGN

Expressive Unit

This unit allows pupils to develop their personal thoughts and ideas in visual form

Pupils will experiment with and develop their media handling skills, using equipment and

materials expressively in 2D and/or 3D

Pupils will also use IT – when appropriate - when developing their ideas

Pupils will develop an understanding and appreciation of artists’ work, including

knowledge of the social and cultural influences on their work.

Design Unit

This unit allows pupils to plan, research and develop creative design ideas

Pupils will experiment with and develop their 2D and/or 3D media handling skills, using

equipment and materials to develop their design ideas

Pupils will use IT – when appropriate - when researching and developing their ideas

Pupils will develop an understanding and appreciation of designers’ work, including

knowledge of the social and cultural influences on their work.

Each unit will include:

An investigation stage

A development stage

A final solution

Evaluation work

The study of work by established artists and designers.

If you would like more details of the activities within each unit, please see your Art &

Design teacher.

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DRAMA

Drama Skills

This unit allows pupils to explore and develop drama

techniques and ways of communicating ideas to an

audience

Pupils will learn how to respond to a written text, a stimulus and different scenarios

Pupils will learn how to interpret role and character

Pupils will learn how to evaluate their own performance and that of others

Pupils will learn how to develop structure, form, genre and style by creating a drama

and consider the social and cultural influences on drama.

Theatre Production Skills

This unit allows pupils to learn about theatre arts, production and use of technology

Pupils will learn how to create and design basic production concepts

Pupils will create and present work, applying skills learned to enhance the production

Pupils will learn how to evaluate stage and performance styles and different drama

conventions.

Each unit will include:

Working in groups of various sizes with different people, in a range of activities

Opportunity to express ideas, views and feelings through voice, movement and theatre

Exploration of a range of themes, issues and problems.

If you would like more details of the activities within each unit, please see your Drama

teacher.

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MUSIC

Performing Skills

This unit allows pupils to develop performing skills

appropriate to their chosen instrument(s)

Pupils will develop the ability to play accurately and maintain

musical flow through regular practice and evaluation of work

Pupils will develop technical and musical skills while performing a range of music.

Composing Skills

This unit allows pupils to develop skills in creating music, including composing and

arranging.

Pupils will experiment with and apply straightforward compositional techniques,

making use of available ICT.

Understanding Music

This unit allows pupils to develop a wider knowledge and understanding of music.

Pupils will listen to music in a range of styles and genres

Pupils will learn about and identify features within the music

Pupils will develop their ability to read and understand musical literacy.

Each unit will include:

Performing

Listening to music

Learning about musical literacy.

If you would like more details of the activities within each unit, please see your Music

teacher.

Health & Wellbeing

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HOME ECONOMICS-HEALTH AND FOOD TECHNOLOGY (NATIONAL 4 AND

NATIONAL 5)

COURSE INFORMATION

Pupils entering S3 have the option of following a certificated

National 4 or National 5 course over two years in Health and

Food Technology

COURSE STRUCTURE (National 4 and 5)

The courses are made up of three units to stimulate and enhance enjoyment of the subject:-

Food Product Development

Food for Health

Contemporary Food Issues

As well as completing these units, pupils will also complete an added value unit (health and

food technology port folio) for National 4 and National 5. The National 5 level course will

also include an external exam which will help determine pupil’s overall grade on completion.

PURPOSE AND AIMS OF THE COURSE

To allow pupils to develop basic knowledge of the relationships between health,

nutrition and the functional properties of food.

To enable pupils to make informed food, lifestyle and consumer choices.

To allow pupils to develop skills to apply their knowledge in practical contexts.

To develop pupils’ organisational and technological skills to contribute to their own and

others’

COURSE EXPECTATIONS

In S3 pupils will have three contact periods and in S4 will have five contact periods in the

department.

Practical cookery skills continue to play an important part in Home Economics Education and

as such 1-2 periods per week will be used to further these skills.

Personal hygiene rules continue to be important and pupils will be expected to remove

jewellery, tie long hair back and remove nail polish prior to lesson.

N.B. There is a significant amount of written work over the two year course with homework

issued weekly.

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COURSE ASSESSMENT

All course units will be internally assessed against the requirements shown from the unit

specification.

At National 4 pupils will be assessed on a pass/fail basis.

At National 5 pupils will be assessed by grading them on an A->D scale (this will include an

external exam).

To successfully achieve a unit pupils have to complete the unit assessments.

To achieve the overall course award pupils must pass all of the required units, including the

added value unit for National 4 courses.

CAREERS INFORMATION

As well as being an excellent course of study for a general healthy diet and healthy living,

Home Economics is also important for pupils contemplating careers in Nursing, Teaching

(Primary and Secondary), Dietetics, any health related career, Catering, Hotel Management,

Child Care, Social Care, Retailing, Consumer Services Textile Design Manufacturing,

Hospitality and Food Technology. Many pupils also like to take Home Economics as

preparation for looking after themselves after leaving home or simply because they are

interested in the subject and enjoy cooking or care about being healthy.

Health & Wellbeing

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PHYSICAL EDUCATION (NATIONAL 3, NATIONAL 4 AND NATIONAL 5)

COURSE INFORMATION

Pupils entering S3 have the option of following a certificated

National 3, National 4 or National 5 course over two years in

Physical Education.

OVERVIEW

The course enables learners to develop the concepts and skills necessary for improved

performance in a range of physical activities and enhances their physical wellbeing. Learners

will work both independently and collaboratively within teams to develop thinking and

interpersonal skills. The main purpose of the course is to develop, demonstrate and improve

practical and performance skills in a range of physical activities. The course also provides an

opportunity to support the way that individual attitudes, values and behaviours are formed.

By engaging in practical activities the learner can demonstrate initiative, decision making and

problem solving. Learners will also have the opportunity to develop team building skills and

enhance their ability to compete, co-operate and collaborate.

WHO IS THE COURSE AIMED AT?

The course is suitable for pupils who have an interest in and developing their performance

skills, either to pursue study or career options related to physical education or to broaden

their learning experience through the theory elements of the course(s).

N.B. Pupils are reminded that there will be on theery period per week,with regular homework

taks issued.

COURSE STRUCTURE

The courses are made up three units/components

National 3 (consists of two units)

Performance Unit

Factors Impacting on Performance Unit

National 4 (consists of three units)

Performance Unit

Factors Impacting on Performance Unit

Added Value Unit

National 5 (consists of three components)

Performance Unit

Portfolio

(All courses last approximately 160 hours over 2 years)

Health & Wellbeing

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COURSE CONTENT

Physical Education: Performance Unit (National 3,4 &5)

This unit will focus on enhancing learner engagement and performance in physical activity by

embedding and developing elements of performance including skills application, applied

fitness performance awareness and performance composition.

The learner will be required to demonstrate basic/straight forward skills of performance in

a familiar or more demanding context (dependant on course level).

The general aim of this unit is to develop learners’ ability to perform in physical activities by

developing a range of basic/straightforward performance skills. They will learn how to

select, use, demonstrate and adapt some of these basic skills, make decisions and extend

their knowledge of how skills in performance combine to produce effective outcomes.

Learners will develop some consistency in their control and fluency (dependent on course

level).

They will also learn how to respond to and meet the physical demands of performance in a

safe and effective way, understand the basic rules and manage their emotions.

The unit offers opportunities for personalisation and choice in the selection of physical

activities (S3 activities-athletics, gym/dance, football/hockey, basketball and swimming and

S4activities-basketball as main activity, but also shorter blocks of swimming, hockey,

basketball,netball,gymnastic,badminton and football to enhance overall performance mark).

ASSESSMENT OF UNIT

Pupils need to demonstrate a range of basic performance skills in two physical activities

(national 3 and 4).

In national 5 pupils no longer require to pass this unit, but they will use their two best

performance activities to go towards their overall course award (60 marks).

These will be internally assessed by P.E. staff through “one-off performance situations”

towards the end of the course in S4 and pupils are also allowed to enhance their performance

mark by choosing an activity that they participate in out with school e.g. golf,curling,horse

jumping.

Physical Education: Factors Impacting on Performance Unit (National 3 and National 4

only)

The learner will be required to demonstrate knowledge of factors which impact positively

and negatively on performance in physical activities. Learners will reflect on and monitor

their impact on the development of personal performance.

The general aim of this Unit is to develop learners’ knowledge of the factors that impact on

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

physical factors can influence effectiveness in performance. Alongside this, learners will

develop knowledge of methods for enhancing performance. This knowledge will help to

develop the learner’s ability to plan for, monitor and reflect on performance development.

The Unit offers opportunity for personalisation and choice in contexts and learning

approaches.

Health & Wellbeing

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ASSESSMENT OF UNIT (National 3 and 4 only)

While a range of physical activities may provide the context for learning, learners will

provide evidence from only one physical activity for assessment. Evidence for this Unit could

include one or more of the following: video evidence, observation of skills, photographic

evidence and recorded oral responses.

At National 5, this unit will not be assessed internally, but pupils will use information gained

throughout the course (mainly through practical workshops in basketball), to help them

complete answers to questions in their portfolio (worth 60 marks).

Added Value Unit: Physical Education: Practical Activity (National 4 only)

The general aim of this Unit is to enable the learner to provide evidence of added value for

the Physical Education (National 4) Course through the successful completion of organising a

performance (football or hockey tournament), which will allow the learner to demonstrate

challenge and application, understanding of rules,etiquette,safety equipment and playing and

non-playing roles.

Learners will integrate, extend and apply the skills and knowledge they have learned during

the course.

ASSESSMENT OF UNIT (National 4 only)

This will be assessed through a practical activity, which must provide evidence of a learner’s

ability both to implement approaches which have positively impacted on their performance

and to reflect on, and monitor, the development of their personal performance.

The learner will in addition accurately propose actions for further improvement.

The task will be sufficiently open and flexible to allow for personalisation and choice.

Flexibility within units will offer the opportunity for personalisation, as the learner can

negotiate with the class teacher which activities and factors for improving performance

meet their individual needs.

COURSE ASSESSMENT

All course units will be internally assessed against the requirements shown in the unit

specification, except at National 5 level in which a portfolio will also be submitted to be

externally marked. This will generate 60 marks towards the overall course award.

At National 3/National 4 pupils will be assessed on a pass/fail basis.

At National 5, pupils will be assessed by grading them on an A->D scale.

To successfully achieve a unit, pupils have to complete the unit assessments.

To achieve the overall course award pupils must pass all of the required units, including the

added value unit for National 3/National 4 courses. For National 5 the overall course

assessment will be based on two components

Component 1: Performance (total of 60 marks based on best two activities, 30 marks for

each).

Component 2: Portfolio (total of 60 marks and externally marked by SQA)

Each component will then be converted to 50 marks, giving a total of 100 marks, from which

the overall course award will be established.

Health & Wellbeing

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CAREERS INFORMATION

A qualification in Physical Education can be useful in a wide variety of careers. These include

work in the leisure industry at sports centres, fitness clubs and swimming pools, for example;

work in education as a PE teacher, outdoor education instructor or community education

worker; work in the armed forces as a PT instructor; work in outdoor centres as an

instructor in climbing, canoeing or skiing; or work in the travel/ holiday industry on specialist

or activity holidays. In addition all employers value fit and healthy staff regardless of the

type of work and, as well as this, Physical Education also delivers important personal qualities

such as team-building skills, co-operation, respect for others and self-reliance.

Languages

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ENGLISH (NATIONAL 3, NATIONAL 4 AND 5)

COURSE INFORMATION

The overall aim of the English Department is to promote

confidence and skill in the use of language in all its forms –

reading, writing, talking and listening – as well as to encourage

young people to develop their awareness of themselves and the

world around them, and thus to prepare them for adult life.

The S3/4 curriculum builds on the skills developed through the Curriculum for Excellence in

S1 and S2. All pupils will work towards National 4 moving on to National 5 either at the end

of S3 or at the end of S4. We will also offer National 3 in S3 and S4.

THE COURSE STRUCTURE

National 3 – units 1. Understanding language

2. Producing language

3. Literacy

National 4 – units 1. Creation and production

2. Analysis and evaluation

3. Literacy

4. English Assignment

National 5 – units 1. Creation and production

2. Analysis and evaluation

3. English Assignment

4. Exam

These courses have a common structure which allows for progression.

National 3 and National 4 are unit based courses with internal assessment. National 5 has

unit based assessments with an external exam to finish the course. Progression from

National 5 is to Higher.

CAREERS INFORMATION

High level communication skills are absolutely vital for all areas of study and employment. All

courses within the English Department will develop the communicative abilities of students,

from whatever level they have already reached. English courses also offer a preparation for

specialised study and work in all areas of the media, including journalism and public relations

and the fields of publishing, theatre, librarianship and teaching.

Languages

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MODERN LANGUAGES (NATIONAL 3, NATIONAL 4 AND 5)

COURSE INFORMATION

Knowledge of one or more foreign languages is an increasingly

useful qualification for a wide variety of jobs, both at home

and abroad. For leisure and holidays too, the advantages of

even a basic command are obvious.

It is very useful for pupils to have a small dictionary, which they are allowed to use in parts

of the final exam. These can also be used in class and for homework. Staff will be happy to

advise on suitable dictionaries.

THE COURSE STRUCTURE

National 3 – units Understanding language

Using language

National 4 – units Understanding language

Expressing language

Language assignment

National 5 – units Understanding languages

Expressing language

Course Assessment

CAREERS INFORMATION

A foreign language is important in all walks of life. You may need one on holiday – pack it with

your suntan lotion! Or you may need it for your job – even lorry drivers break down in

France, and they can’t get their lorry repaired if they can’t communicate with the garage.

You may become a high-powered executive flying about Europe – and foreigners don’t like it

if you don’t even attempt to speak their language. And apart from that, learning a language

can be fun, even if it is hard work.

Please note that some universities require a second language for a large variety of courses.

Mathematics

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MATHEMATICS

At this point in their education there are no choices for students to make

for Mathematics as S3 students will continue with the Broad General

Education, Curriculum for Excellence Mathematics course. All students will be following a

common S3 course but within any topic area there will be the necessity for consolidation of

lower level skills as well as the opportunity to experience more challenging work designed to

develop higher order thinking.

Progress made by the end of S3 will determine which of the courses a student will be

assessed at in S4. Students take assessments at the end ofS2, and they may offer an

indication of likely grades in the National examinations. Should you wish to discuss the

results from these assessments please contact the PT of Mathematics.

The courses which may be taken in S4 are:

National 3 – Applications of Mathematics (Formerly known as Lifeskills Mathematics)

National 4 - Mathematics

National 5 - Mathematics

National 3 and National 4

There are no external assessments for these courses. All assessments will be produced and

marked internally and moderated by SQA.

Each course has 3 units. On completion of each unit, pupils will sit a Unit Assessment. A

resit will be available in cases where pupils narrowly fail the initial assessment.

To obtain a Course Award at National 3, pupils must pass all 3 Unit Assessments.

To obtain a Course Award at National 4, pupils must pass all 3 Unit Assessments and an

Added Value Unit examination at the end of the course.

National 5

Pupils need to demonstrate a thorough knowledge and understanding of the content of

National 4 before embarking on the National 5 course.

If a student follows the National 5 course they will be expected to be entered for the SQA

set examination to be taken at the end of S4. Unit assessments will no longer be taken but

progress will still be formally assessed so that we can make an informed decision on the

appropriate level of entry and it should be noted that students may be withdrawn from the

course if success at that level is deemed unlikely.

To obtain a Course Award at National 5, pupils must pass the external SQA examination at

the end of S4, S5 or S6.

Mathematics

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S3 to S5 Pathways

The courses offered in S5 will likely be National 4 Mathematics, National 5 Mathematics and

Higher Mathematics. Details of the SQA courses are available from the SQA website:

www.sqa.org.uk

Sciences

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BIOLOGY

It’s all about life.

COURSE INFORMATION

Biology involves the study of all living things. It starts with the basic unit of life “the cell”,

moving onto how cells work together to form organisms and finally how these organisms

“living things” interact with each other. The New CfE N3, N4 and N5 will allow learners to

develop skills and carry out practical work and other activities related to the study and

investigation of Living things.

Pupils will either be presented for N3, N4 or N5. All courses are two year courses covering

the Level 4 CfE outcomes in S3. The courses are divided into 3 units

Cell biology

Multicellular Organisms

Life on Earth

Cell Biology – This will include learning cell structure and the processes within cells. Pupils will

draw on this knowledge and understanding to investigate, through experimentation processes

in cell biology. They will explore moral and ethical implications related to a therapeutic

application of cell biology.

Multicellular Organisms – This will include a comparative approach to the study of plants and

animals. Pupils will draw on this knowledge and understanding to investigate, through

experimentation processes in multicellular organisms. They will explore health issues related

to biological processes in a multicellular organism.

Life on Earth – This will include world ecosystems, evolution, natural selection, biodiversity

and micro-organisms. Pupils will draw on this knowledge and understanding to investigate,

through experimentation processes relating to life on Earth. They will explore the impact of

the human population on the environment.

To attain a National 3 award pupils must pass the internal assessment in all 3 units.

To attain a National 4 award pupils must pass the internal assessment in all 3 units plus the

added value unit. The general aim of the added value Unit is to demonstrate challenge and

application in skills of scientific inquiry, investigation, analytical thinking and knowledge and

understanding. Pupils will investigate topical biological issues and how it affects society and

the environment, using knowledge and skills drawn from Cell Biology, Multicellular Organisms or Life on Earth. To gain The National 5 award in Biology, pupils must complete the course assessment which

will be in the form of an external exam (80%) and a research Assignment (20%) which

Sciences

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assesses the application of skills of scientific inquiry and the knowledge and understanding related biology being researched.

Biology as a subject is relevant to both boys and girls. It should be of interest to all pupils

studying science particularly those who hope to follow careers in biological sciences and

associated disciplines. Biology is a useful and relevant science subject for those whose

career and academic interests may be more towards arts and social studies.

CAREER INFORMATION

Biology is an ideal subject for study by those interested in the careers in the following areas

Health service Food and Drink

Veterinary science Pharmaceutical

Agriculture Marine Biology

Horticultural Education

Forestry Research

Forensics Biotechnology

Nursing Brewing

Medicine

Sciences

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CHEMISTRY

Chemistry has the right formula for life.

COURSE INFORMATION

From the moment we are born, and throughout our lives, we are

surrounded by chemistry – in the air we breathe, the food we eat and the clothes we wear.

Chemistry is the study of substances, what they are made of, how they interact and what

role they play in life. The New CfE N3, N4 and N5 will allow learners to engage in a wide

range of investigative tasks which, while fostering an enjoyment of chemistry and learning,

allow them to develop important skills to become creative, inventive and enterprising.

All courses are two year courses covering the National 4 CfE outcomes in S3. The courses

are divided into 3 units

Chemical Changes and Structure

Nature's Chemistry

Chemistry in Society

Chemical Changes and Structure – This will include understanding the concepts of chemical

change and structure. Pupils will draw on this knowledge and understanding to investigate,

through experimentation, chemistry relating to the reactions of acids. They will explore

issues related to acids and alkalis on our lives.

Nature's Chemistry – This will include understanding of concepts of nature’s

chemistry.Pupils will draw on this knowledge and understanding to investigate, through

experimentation, chemistry relating to fossil fuels or foods. They will explore issues related

to the use of fossil fuels.

Chemistry in Society - This will include understanding the concepts of chemistry in society.

Pupils will draw on this knowledge and understanding to investigate, through experimentation,

chemistry relating metals. They will explore the environmental issues related to the use of

metals and plastics by considering the applications of chemistry in society on our lives, as

well as environmental and/or ethical implications.

To attain a National 3 award pupils must pass the internal assessment in all 3 units.

To attain a National 4 award pupils must pass the internal assessment in all 3 units plus the

added value unit. The general aim of the Added Value Unit is to demonstrate challenge and

application in skills of scientific inquiry, investigation, analytical thinking and knowledge and

understanding. Pupils will investigate a topical chemical issue using knowledge and skills drawn

from Chemical Changes and Structure, Nature’s Chemistry, or Chemistry in Society contexts.

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To gain The National 5 award in Chemistry, pupils must complete the course assessment

which will be in the form of an external exam (80%) and a research Assignment (20%) which assesses the application of skills of scientific inquiry and the knowledge and understanding related chemistry being researched.

Chemistry as a subject is relevant to both boys and girls. It should be of interest to all

pupils studying science particularly those who hope to follow careers in chemistry and

associated disciplines.

CAREERS INFORMATION

Chemistry is an ideal subject for study by those interested in the careers in the following

areas:

Health service

Veterinary science

Agriculture

Horticultural

Geology

Chemical Engineering

Food and Drink

Pharmaceutical

Textile

Education

Research

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PHYSICS

The power of physics 40,000kg flying at 9km

COURSE INFORMATION

Physics is a branch of science concerned with the ultimate laws that

govern the structure of the universe and forms of matter and energy and their interactions.

It deals with how and why things behave as they do. The New N3, N4 and N5 will allow

learners to engage in a wide range of investigative tasks which, while fostering an enjoyment

of physics and learning, allow them to develop important skills to become creative, inventive

and enterprising in a world where the skills and knowledge developed by physics are needed

across all sectors of society.

Pupils will either be presented for N3, N4 or N5. All courses are two year courses covering

the National 4 CfE outcomes in S3. The two year courses at national 3 and 4 are divided into

3 units

Space

Technology

Energy

Space –This will include studying aspects of the solar system and forces involved in

projectiles, rockets and space travel. Learners will apply these skills when considering the

impact on our everyday lives and the environmental and/or ethical implications.

Technology – This will include studying the straightforward aspects of electromagnetic and

sound waves in the context of their uses in current technology, and also speed in the context

of transport. Learners will apply these skills when considering the impact on our everyday

lives and the environmental and/or ethical implications.

Energy - This will include studying the physics of electricity and heat, and their applications,

and the wider concepts of transformation and conservation of energy. Learners will apply

these skills when considering the impact on our everyday lives and the environmental and/or

ethical implications.

To attain a National 3 award pupils must pass the internal assessment in all 3 units.

To attain a National 4 award pupils must pass the internal assessment in all 3 units plus the

added value unit. The general aim of the Added Value Unit is to demonstrate challenge and

application in skills of scientific inquiry, investigation, analytical thinking and knowledge and

understanding. Learners will investigate a topical physics issue using knowledge and skills

drawn from Energy, Space and Technology contexts. Learners are also required to

demonstrate their understanding of principles, laws and concepts of physics.

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The two year National 5 course is divided into 6 areas

Dynamics

Space

Electricity

Properties of matter

Waves

Radiation

Dynamics - In this area, the topics covered are: vectors and scalars; velocity–time graphs;

acceleration; Newton’s laws; energy; projectile motion.

Space - In this area, the topics covered are: space exploration; cosmology.

Electricity - In this area, the topics covered are: electrical charge carriers; potential

difference (voltage); Ohm’s law; practical electrical and electronic circuits; electrical power.

Properties of matter - In this area, the topics covered are: specific heat capacity; specific

latent heat; gas laws and the kinetic model.

Waves - In this area, the topics covered are: wave parameters and behaviours;

electromagnetic spectrum; refraction of light.

Radiation - In this area, the topic covered is nuclear radiation.

To gain The National 5 award in Physics, complete the course assessment which will be in the

form of an external exam (80%) and a research Assignment (20%) which assesses the

application of skills of scientific inquiry and the knowledge and understanding related physics being researched.

Physics as a subject is relevant to both boys and girls. It should be of interest to all pupils

studying science particularly those who hope to follow careers in Physics and associated

disciplines.

CAREERS INFORMATION

Physics is an ideal subject for study by those interested in the careers in the following

areas:

Health service

Veterinary science

Agriculture

Horticultural

Geology

Chemical Engineering

Food and Drink

Pharmaceutical

Textile

Education

Research

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SCIENCE

Science is the study of the natural world based on facts

learned through experiments and observation

COURSE INFORMATION

The Science course enables learners to develop basic knowledge and understanding of

science. Learners develop an understanding of science’s role in scientific issues and relevant

applications of science in society and the environment. The course provides opportunity for

learners to recognise the impact science makes on developing sustainability, and its effects

on the environment, society and their lives.

Pupils will either be presented for N3 or N4. Both courses are two year courses covering

the Level 3/4 CfE outcomes in S3. The courses are divided into3 units:

Fragile Earth

Human Health

Applications of Science

Fragile Earth - Learners will focus on two of the following four:

♦ energy

♦ metals

♦ water

♦ food

They will investigate these resources through activities related to their source, origin,

production and/or extraction. Uses and benefits will be explored. Conflicts and also possible

local, national, or global solutions will be identified. Learners will gain knowledge of how

science is involved in environmental issues.

Human Health - Learners develop an understanding of factors which contribute to a healthy

lifestyle, through a personal, community-based and global approach. Learners cover

procedures to measure physical fitness, investigate mental/social health issues and research

media reports of national/international health areas.

Applications of Science - Learners explore science’s contribution to communication

technologies and the impact that these have had on the environment/society. Learners

research the production and use of new materials. They cover how science helps the

understanding of risk and how it can be reduced in modern life.

To attain a N3 award pupils must pass the internal assessment in all 3 units.

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To attain a National 4 award pupils must pass the internal assessment in all 3 units plus the

added value unit. In the added value unit learners will draw on and extend the skills they

have learned from across the other Units and demonstrate the breadth of knowledge and

skills acquired, in unfamiliar contexts and/or integrated ways.

PROGRESS

This course may provide progression to other qualifications in science related subjects at

national 4 level.

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RURAL SKILLS

National 4 (SCQF Level 4)

COURSE INFORMATION

The land based sector is very diverse and includes a wide number of disciplines that share a

common element of being active, practical and mainly based outdoors. The major disciplines

that are recognised as land-based by the sector skills council for the area include the

following: agricultural crops; fencing industries; land-based engineering industries;

production horticulture industries; tree and timber related industries: environmental

conservation industries; landscaping industries; agricultural livestock; animal care industries;

aquaculture; equine industries; farriery; fisheries management; game and wildlife

management and veterinary industries.

The Rural Skills Course has been designed to provide a broad basis for progression into

further education and training in the land based sector. It allows candidates to begin to

develop some of the basic practical skills necessary to work in most of these disciplines as

well as the opportunity to explore the very diverse employment prospects that exist.

The primary target group for the course is school pupils in S3 and S4. It is anticipated that,

for this group of candidates, the course will rely on and build on the partnership between

training providers or employers specialising in the land-based industries. These partnerships

will enable the course to be delivered in a variety of appropriate learning environments with

access to relevant teaching expertise.

The course has been designed with a common core that allows pupils to develop an insight

into the numerous opportunities of the land-based industries and to develop the basic

common skills of the sector. It also allows pupils to choose a route that is related to either

animals or plants where they can develop specific basic practical skills in that general

category.

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GEOGRAPHY

Geography is about understanding the world around you. It’s about the physical

world and the human world. It’s about diseases which kill millions, glaciers which

crush rock and volcanoes which spew lava at 1000 degrees C. It’s about why it

snowed last winter and why cities and towns are the way they are. It’s about why

some countries are rich and some are poor and how we can change that. A National 4 or 5 in

Geography will help you look at the world around you and understand it in a whole new way.

Geography pupils use maps, books, newspapers, magazines and the internet, but Geography is

about the world around you, so they’ll be outdoors to. Geography students will be looking at

landforms, investigating the urban world and measuring weather.

You will study three units:

Global Issues

Why are some countries rich while other ones are poor? What diseases threaten mankind and

can we control them? Is the world getting warmer and why and what difference will it make?

What will happen when a billion Chinese people all want to live like us? How do people cope

with living in the freezing temperatures of the Arctic and the baking heat of the Sahara?

Physical Environments

Have you ever looked at the world around you and wondered how it came to be like that? How

did we get rivers, lochs and mountains? What is a glacier and can a river of ice really grind

valleys out of solid rock? What is going to happen when the unstoppable ocean meets

immovable cliffs? How do these things make a difference to our lives?

Human Environments

Why did Stranraer stay a small town when Glasgow and Edinburgh grew into huge cities and

why did Stranraer become a town when Dunragit stayed a village? How do you make it

possible for a million people all to live together in one place? How are cities organised and

planned and how is the countryside used?

Geography is brilliant; it’s interesting, fun and useful. It’s got a great balance of reading,

writing, number work and practical skills. Everyone should do Geography.

CAREERS INFORMATION

Geography is for architects and engineers, surveyors, farmers, foresters, estate agents,

planners, aid workers, journalists, gamekeepers, pilots, sailors, politicians, land managers and

loads of other things. A good understanding of the world is useful for almost any job.

PROGRESSION

Geography is offered at National 4, National 5 and Higher. Universities, colleges and

employers look very favourably on Geography qualifications due to the transferable skills.

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HISTORY

History isn’t simply about learning dates it’s about

developing an understanding of who we are and how we got

here. People choose to study the past because they find it

interesting, and because studying the past provides

insights and understanding of the world today.

In S3 you will study topics that have been specifically

designed to inform your skills and abilities in the historical

study, and act as foundation learning, and introductions to

the National 4/5 History courses in S4.

Empire & Conquest:

Mughal India; we undertake a hands-on investigation of the changing nature of the Indian

subcontinent from 1600-1857: the arrival of the Islamic Mughals, through to British

colonisation. We focus on how power is gained, and held, and the ability of new technology to

provide new invaders with advantage. In this topic we identify the many different cultures,

religions, and the impact of successive invaders on how the people of India coexisted.

Scottish Enlightenment, Industry & Invention

We undertake a review of major changes and inventions that occurred within Scotland in the

period 1600-1900, a time of immense change, and central to the shaping of the world we

know today, and indeed the country within which we live. Emphasis is on the people who drove

these changes, their actions/inventions, and the impact on the period in which they lived.

Each student will have a free choice to undertake an investigation of a topic within this

period.

Nationalism & Imperial Desire

Germany in the Nineteenth Century: we examine and develop an understanding of Europe in

the nineteenth century, especially the relationships that existed between the great powers:

Germany and France. In this topic we range from the Battle of Waterloo, and the creation of

European ‘nation’ states, to the scramble for Africa. It is a review of the major challenges

and conflicts that divided and created nations, ultimately laying the foundations for the

Great War.

Europe on the Brink: 1890-1914

Building on the Nationalism and Imperialism topic, we look specifically at the lead up to WW1,

to develop understanding of how the First Word War began. We review its major causes:

colonial ambition, desire for nations to control their destiny, military might, and the

development of alliances. We examine the events that ultimately lead to the declaration of

war in 1914.

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National 4/5 Progression

The skills and knowledge developed in the above topics of S3 will feed directly into the

National 4/5 History course content and requirements. S3 students will commence study of

the Scottish topic in the latter part of S3, and continue the remainder of topics in S4.

Historical Study 1: Scottish- The Era of the Great War

We investigate WW1 in detail. We examine key battles such as the Somme and Loos; we look

at leadership, and the daily life of soldiers. We identify the impact of new technology on

warfare such as gas, machine guns and aircrafts. Finally we look at the lasting impact of the

war on Scottish society, in particular society and the role and place of woment in the war

effort, and afterwards. We also look at the changing demands placed on economy.

Historical Study 2: British – Trans Atlantice Slave Trade

We investigate the British Altantic slave trade in the late eighteenth centure, it origins and

impact on Brittish and African people. The investigate reasons for the Salve trade, and how

it helped to develop wealth and empier, as well as understand the life and experiences of

slaves on the plantations. We examine the changing attitudes towards Slave Trade in Britain

and the pressures that led to it abolition, illustrating the themes of rights, exploitation and

culture.

Historical Study 3: European and World - Hitler & Nazi Germany

We look at defeated Germany following WW1, the heavy costs imposted on Germany by the

allied victors, and the rise in popularity of the Nazi Party and the culto f its charismatic

leader, Adolf Hitler. We examine life in Nazi Germany, what it is like to be a child, a woman,

and a minority at the time. We refelect on the dreadful events of the Holocaust. We

observer Germany and Europe’s gradual slide to conflict in 1939.

PROGRESSION

We offer History at National 4, National 5, Higher and Advanced Higher. Universities and

employers look very favourably on qualifications in History.

CAREERS INFORMATION

History is one of the most useful things you can study. It is well respected by universities,

colleges and employers. The skills you develop by studying History develops your cirticial

thinking and ability to express your ideas, organise information and be self evaluative. It’s

not simply for historians and archaeologists. History is a gateway to a host of jobs and

profressions: Acedmic librarian, Archaeologist, Archivist, Banking, Broadcast & Print

Journalist, Civil Service, Editorial Assistant, Inforamtion Office, PR Specialist, Politician’s

Assistant, Politician, Publishing, Solicitor, Web Content Manager, Heritage Manager, Historic

Buildings Inspector or Conservation Officer, Museum Education Officer, Gallery Curator,

School Teacher, Researcher and all sorts of other thinkgs.

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MODERN STUDIES

Modern Studies is about the way our society is organised. It looks at politics,

international relations and society. You’ll learn how decisions are made by the

government and how its powers are limited. You’ll find out what the Scottish

parliament does and what the UK parliament does. You’ll learn about America; the richest

and most powerful country in the world but one that has huge problems. You will also learn

about the problems this country faces.

In Modern Studies you will learn by using newspapers, magazines and the Internet. But you

will also have the opportunity to meet politicians, police officers and other people whose jobs

are part of the course you study.

You will study three units.

Democracy in Scotland and the UK

In this unit you will learn about the political systems which represent us and make decisions.

The difference between the UK Parliament and the Scottish Parliament will be explored and

you will find out what all the different people and organisations do. You will take an optional

unit in either Democracy in Scotland, where you will study the Scottish Political System in

more depth or an option in the UK Political Systems where you will learn more about the

Westminster Parliament.

Social Issues in the UK

In this unit you will study one of two options. You might learn about social inequality. If you

do this unit you will study why some groups of people are rich and others are poor, why some

groups are healthy and others are sick and how those things can change. If you study the

Crime and the Law option then you will study what causes crime and how it is dealt with. You

will study the role of the police, the courts and the prison service.

International issues

In this unit you will learn about America (or another powerful country). You will study the

issues which affect it, issues like, poverty, immigration, health care, education and crime. You

will study how America is governed and what the different parts of its government do. You

will also learn about how the huge power of America affects other countries, both in good

ways and in bad ones.

Modern Studies will take you into the behind the scenes processes which really run the

world. It’s fascinating.

PROGRESSION

We offer Modern Studies at National 4, National 5, Higher. Universities and employers look

very favourably on qualifications in Modern Studies.

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CAREERS INFORMATION

Modern Studies is useful for almost everything. It is a particularly great thing to study if

you plan to go into law, politics, journalism, business, the Police or if you want to study

sociology, psychology or almost anything to do with society.

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SOCIAL SUBJECTS (National 3)

The purpose of this course is to cater for students who have been recommended for

National 3 level in Social Subjects. This course is designed to provide an introduction to

Social Subjects courses and hopefully provide you with the platform for progression into

your chosen National 4 course(s) in S5/S6. In this course you will cover two out of the

following four subjects:

Geography

Through National 3 Geography, you will develop your knowledge and understanding of a range

of geographical issues and topics. You will also develop many transferable skills that can be

applied in a variety of contexts outside of Geography.

The course is split into 3 Units:-

In the Physical Environments Unit, you will learn about the landscape and weather of the UK.

In the Human Environments Unit, you will compare developed countries with developing

countries around the world.

In the Global Issues Unit, you will learn about major issues that impact everyone around the

world, such as Climate Change and disease.

History

History isn’t simply about learning dates it’s about developing an understanding of who we are

and how we got here. In the S3 National 3 History course you will investigate modern history

by focusing on the following units:

In Europe on the Brink we look at Europe in the nineteenth century, and the events that

ultimately lead to the declaration of war in 1914.

In Scots on the Western Front, we examine key battles such as the Somme and Loos; we

look at leadership, and the daily life of soldiers.

In Changing Britain we look to Britain and its rising power and influence as the workshop of

the world in the nineteenth century; the coming of new transport methods, improved medical

knowledge, and changing political power.

Finally in Hitler & Nazi Germany we examine the rise in popularity of the Nazi Party, and

the cult of its charismatic leader, Adolf Hitler. We see Europe’s gradual slide to conflict in

1939.

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Modern Studies

Modern Studies is about the society that we live in today. It looks at the big issues that

impact upon us, as well as examining other countries and their influence. In this course you

will look at three units:

International Issues- In this unit you will learn about America and the different groups

within this powerful country. You will focus on the rights of the people and the inequality

that some argue still exists between the different races.

Crime and the Law- In this unit you will look at the different crimes and the main causes of

this criminal behaviour. You will also focus on the role of the police and the possible

punishments available in Scotland.

Democracy in Scotland- In this unit you will look at the ways people can get involved in

politics and why this is important. You will also learn about the people that represent you, the

ways that they become elected and what their job actually is.

RMPS

In National 3 RMPS we study a variety of religious, moral and philosophical questions and

develop our ability to express our viewpoints, and reflect on the viewpoints of others,

through written work, group work, discussion and debating tasks. National 3 RMPS aims to

help you gain a balanced understanding of the society in which we live by helping you to learn

about, and from, religious beliefs, non-religious values and viewpoints, and your own personal

experiences.

The course consists of three units:

Judaism – Where we study the history of Judaism, look at key figures and festivals in

Judaism and reflect on what being Jewish means to people around the world today.

Existence – Where we investigate the philosophical question “What does it mean to exist?”

We will investigate what, if anything, can be considered as solid evidence, look at the

existence of mythical creatures, our own existence and a variety of responses to the

question “Does God exist?”

Conflict – Where we investigate the many issues that lead to, and arise out of, war. We will

look at UN case studies, religious and non-religious responses to these issues and think about

the concept of ‘just war’.

It is expected that you will gain National 3 Qualifications in two subject areas by the

end of S4.

PROGRESSION

All four Social Subjects courses are available at National 4 and National 5 levels.

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RELIGIOUS, MORAL AND PHILOSOPHICAL STUDIES (NATIONAL 4 & 5)

The purpose of this Course is to develop knowledge and understanding of

religious, moral and philosophical issues. The Course will explore the

questions they raise and the solutions or approaches they offer. Learners

will have opportunities to reflect on these and on their own experience and

views. Religious and non-religious perspectives will be included.

The main aims of the Course are to enable learners to develop:

knowledge and understanding of the main beliefs and values of one world religion

basic factual knowledge and understanding of religious and philosophical responses to

moral questions

basic factual knowledge and understanding of religious and philosophical responses to

contemporary religious debates

the ability to reflect on, and investigate, religious, moral and philosophical questions

a range of skills including investigation, analysis, straightforward evaluation, and the

ability to express beliefs and views in a reasoned manner

The Units cover the key themes of the subject area, requiring learners to study a world

religion in detail, understand a range of philosophical and religious approaches to morality,

and study key aspects of contemporary religious debates.

The Course will help learners develop an understanding of key religious, moral and

philosophical issues of relevance in the world today. This will help learners gain an awareness

and understanding of the religious and social diversity of society. Learners will develop skills

which are transferable to other areas of study and which they will use in everyday life.

COURSE STRUCTURE AND CONDITIONS OF AWARD

COURSE STRUCTURE

The Course has four mandatory Units, including the Added Value Unit.

By undertaking this Course, learners will develop a wide range of important and transferable

skills including describing, explaining and analysing some religious, moral and philosophical

questions and responses to these; enquiring into, and evaluating, different beliefs, ideas and

viewpoints; expressing views about religious, moral and philosophical issues in a reasoned

manner and interpreting and understanding the context of key texts and sources.

Units (National 4 & 5)

World Religion (National 4 & 5)

In this Unit, learners will develop techniques to interpret and understand the context of key

texts and sources drawn from the world religion selected for study. They will study one

religion from a choice of the six major world religions (Buddhism, Christianity, Hinduism,

Islam, Judaism, Sikhism). The Unit will develop knowledge and understanding of some of the

religion’s beliefs. It will involve study of some of the values, practices and traditions of the

religion selected for study.

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Morality and Belief (National 4 & 5)

In this Unit, learners will develop techniques to enquire into, evaluate and present reasoned

views about religious and non-religious responses to moral issues. They will develop knowledge

and understanding of at least one contemporary moral issue from a choice. Religious and non-

religious viewpoints will be explored. Religious viewpoints studied must be from the six major

world religions.

Religious and Philosophical Questions (National 4 & 5)

In this Unit, learners will develop techniques to describe and analyse at least one significant

religious belief from a choice, and responses to this belief from science or philosophy. They

will develop knowledge and understanding of the area. The range of contexts for study will

be flexible to allow for personalisation and choice.

Added Value Unit

In the Religious, Moral and Philosophical Studies (National 4) Course, the Added Value Unit

will focus on:

challenge

application

The learner will extend and apply the knowledge and/or skills they have learned during the

Course. This will be assessed by a project in which learners will research and communicate

findings on an issue or topic drawn from the Course.

In the Religious, Moral and Philosophical Studies (National 5) Course, added value will focus

on:

breadth

challenge

application.

CAREERS INFORMATION

Religious, Moral & Philosophical Studies (RMPS) has a bearing on many careers over and above

those associated with organised religion, including teaching, journalism, media activities,

social work, nursing and other caring professions. A qualification in Religious, Moral and

Philosophical Studies at Higher is accepted by all major employers, colleges, and universities.

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ADMINISTRATON and IT (National 4 & 5)

Administration is a growing sector which cuts across the entire economy

and offers wide ranging employment opportunities. Moreover,

administrative and IT skills have extensive application not only in

employment but also in other walks of life.

The course aims to enable learners to:

develop a basic understanding of administration in the workplace and key legislation

affecting employees

develop an appreciation of good customer care

develop IT skills and use them to perform straightforward administrative tasks

acquire organisational skills in the context of organising and supporting small-scale

events (including meetings)

The course comprises 3 units:

Administrative Practices Unit

introduction to administration within organisations

skills, qualities and attributes required of administrators

key features of good customer care

health & safety

security of people, property and information

organising and supporting events

IT solutions for Administrators Unit

develop skills in IT, problem solving and organising and managing information

create, edit and update business documents

the use of emerging technologies in the office.

use of packages including word processing (Word), databases (Access) and

spreadsheets (Excel)

Communication in Administration Unit

use IT to gather and share information within a business context

use of packages including Desktop publishing, Power point & Email

learn what constitutes reliable information

Assessment

National 4 – 3 units and Added Value Assignment (internally assessed)

National 5 – Assignment during February/March – 70 marks (externally assessed)

Question Paper during May exam diet – 50 marks

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BUSINESS – National 4

BUSINESS MANAGEMENT – National 5

COURSE INFORMATION

Business is a key dimension of modern society and there has been a growing recognition of

the role business education plays in developing in students a particular appreciation of

contemporary society and the world in which they live. Few subject areas have seen faster

or more wide-ranging developments over recent years than business education.

Developments in the National Courses reflect Curriculum for Excellence values, purposes and

principles by providing more time for flexibility, more focus on skills and applying learning

and personalisation through course delivery.

Business Management prepares students for employment, by extending their understanding

of business and its successful development and by developing core skills of problem solving,

working with others and information technology. This course is suitable for all learners with

an interest in business and on completion, learners will be more aware of business and the

importance of customer and employee care skills for the successful operation of a business

enterprise.

The 3 main areas of each course are highlighted below:

National 4 National 5

Business in Action

Appreciation of how/why businesses

develop

Discover how businesses are organised e.g.

functional areas

Role of business and entrepreneurs

Identifying/meeting customer needs

Understanding Business

Role of business and importance of

entrepreneurs

Explore external factors which impact on

business e.g. changes in law and how

businesses then have to deal with these in

order to survive

Influences on Business

Impact of internal and external influences

on business

Role of stakeholders

Skills and knowledge of financial, economic

and competitive factors in which

businesses have to operate

People and Finance

Understanding the importance of

effective employee relations in order to

maximise their contribution towards the

organisations survival

Interpreting financial information to solve

issues and therefore ensuring the survival

of the organisation

Career Opportunities

Marketing, Human Resources,

Finance, Management, Banking,

Business Owner, Law, Teaching,

Estate Agency, Entrepreneur

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40

Business in Practice

This unit enables pupils to apply their own

skills, knowledge and understanding from

the course and will allow for some

personalisation and choice as pupils will

investigate an aspect of business and use

suitable software to present their findings

Marketing and Operations

Discovering the role and importance of

marketing in communicating with

consumers eg adverts, use of media

Identifying and meeting customer needs

Exploring processes and procedures in

making goods to ensure quality and

competiveness

Assessment

N4: 2 units and Added Value Assignment (internally assessed)

N5: Assignment during February/March – 30 marks

Question Paper during May exam diet – 90 marks

.

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COMPUTING SCIENCE

(National 4.5)

The course is designed to develop pupils’ ability to use computers to solve modern day

problems. Pupils will learn how to analyse these problems and design and create solutions

using a range of computer applications. There will be numerous opportunities for pupils to

become more confident in analytical and computational skills.

For many learners, it will be a fun and interesting way to develop these skills, which can be

transferred to other subjects and even applied in day-to-day life. In this respect, the

course will make an excellent preparation for students who wish to study or work in areas

that rely on these attributes, especially where they are applied to technical problems. Areas

include engineering, financial and resource management, science and medicine. The course is

more suited to those who are more technically, scientifically or mathematically inclined. The

course provides excellent preparation for study in higher education and employment in the

field of Computer Science.

National 4 National 5

Information Systems Design & Devolopment

Learners will develop their skills in a range of

applications such as Powerpoint, Web Design

and databases. Learners will also study

cyber security sand the precuations needed

to keep systems safe.

Web Design & Development

Learners will construct websites using web

authorising software and also using

Hypertext Markup Language create their own

code to display web pages.

Software System Design and Development

To develop basic knowledge understanding

and problem solving in the use of computer

programming through a range of practical

tasks. Learners will also look at how data is

represented in a computer and the

components that make up a system.

Software System Design and Development

Learners will develop Problem Solving skills

through the use of computer programming.

They will use Scratch and Visual Basic to

further their understanding of programming.

Database Design and Development

Through a range of practical investigative

tasks learners will construct databases as

well as use form design to solve problems.

They will be introduced to SQL this is the

language behind such sites as Facebook,

Amazon and Ebay.

Career Opportunities

Database Analyst, Computer

Engineer, Teaching, Web Devloper,

App Developer, Network

Technologies

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National 5

Computer Systems

Learners will look at both the hardware and

software required to run computer systems.

They will gain an awareness of the

environmental impact of computer systems

and security precautions required to keep

systems safe and gain an awareness of the

environmental impact of energy use of

computers systems.

ASSESSMENTS

N4: 3 units and Added Value Assignment (internally assessed).

N5: Assignment during February/March – 50 marks

Question Paper during May exam diet – 110 marks.

HOW CAN YOU HELP?

Doing the following will help your child to become more skilled in Computing Science

Encourage your child to attend the after school classes to develop and improve skills

Download some free software programs such as Python or Scratch onto your computer

and encourage your child to practise the skills learned in class

Ensure that the Computing Science homework is completed and submitted on time

Encourage your child to read over course notes and resources on the school web site

Technologies

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DESIGN AND MANUFACTURE (NATIONAL 4 AND 5)

What is it?

Design and Manufacture is about the creativity and innovation which

leads to new and exciting products. It embarks upon making ideas

come to life as well as modelling and manufacturing.

This course, while containing some elements of practical work has an

emphasis on knowledge and understanding of products.

The two units in this course are: Design

Pupils will study the design process from brief to design proposal. This helps them develop

skills in initiating, developing, articulating, and communicating design proposals. They gain an

understanding of the design/make/test process and the importance of evaluating and

resolving design proposals on an ongoing basis.

Manufacture

Pupils will study the manufacture of prototypes and products. This helps them develop

practical skills. Through this they gain an appreciation of the properties and uses of

materials, as well as a range of manufacturing processes and techniques, allowing them to

evaluate and refine design and manufacturing solutions. At N4 …

Pupils will be required to pass a series of Units testing their skills in various graphical tasks

as well as an Added Value Unit. Additionally at N5 …

Pupils will be required to complete three elements of assessment:

Question Paper (Exam) – 80 marks – 45%

Assignment – Design Component - 55 marks - 25%

Assignment – Practical Component - 45 marks - 30%

If you like …

Designing and being creative

Drawing, Sketching, Modelling and Manufacture

Investigating new ways to make things work

Taking design problems and solving them in an exciting way

If you are interested in …

Product Design Graphic Design Manufacturing

Engineering Enterprise

Skills you will build …

Problem solving Working with others

Planning and presentation skills Innovating and developing creative ideas

Thinking outside the box.

This course can lead to progression to Higher and Advanced Higher.

Technologies

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GRAPHIC COMMUNICATION (NATIONAL 4 AND 5)

What is it?

Graphic Communication is about presenting information in a clear, precise and

creative way by using both manual and digital skills.

Pupils will learn how to use a range of manual sketching, presentation and graphical design

skills and use multiple computer applications in a graphical capacity allowing production of

media for the modern world.

The two units in this course are:

2D Graphic Communication

3D and pictorial Graphic Communication

Pupils will develop creativity and skills within both a 2D and 3D pictorial graphic communication

context. Over the course they shall initiate, develop and communicate ideas using graphic

techniques in straightforward and familiar contexts, as well as in some less familiar or new

contexts.

At N4 …

Pupils will be required to pass a series of Units testing their skills in various graphical tasks

as well as an Added Value Unit.

Additionally at N5 …

Pupils will be required to complete two elements of assessment:

Question Paper – 80 Marks - 66%

Assignment – 40 Marks - 34%

If you like …

Manual sketching and rendering

Using computers for CAD (Inventor)

Using new technologies such as Laser cutters and 3D printers

Creating graphics on the computer for magazines/web (DTP)

If you are interested in…

Product design Graphic Design Web Design

Building Surveyors Engineering Architecture

Skills you will build …

Modern engineering and manufacturing techniques

Reading and interpreting drawings and diagrams

Computer based graphical skills Problem solving

Presenting information Working with others

This course can lead to progression to Higher and Advanced Higher.

Technologies

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DESIGN & TECHNOLOGY (NATIONAL 3)

What is it?

Design and technology is a broad general CDT technologies course which covers aspects from

Design & Manufacture, Graphic Communications, Engineering Science, and Practical

Woodwork. It focuses on designing new ideas and bringing them to life.

It will follow a similar pattern to S2 Broad General education and will continue to explore all

areas of CDT in more detail than previous years.

If you like…..

Designing and being creative

Drawing & Sketching

Modelling & Manufacturing

Simple Electronics

Using new technologies such as Laser cutters and 3D printers

If you are interested in….

Product Design

Graphic Design

Manufacturing

Simple Engineering

Learning how things work

Skills you will build….

Problem Solving

Working with others

Developing and creating your own ideas

Learning how electronics work

This course is only offered by the SQA at National 3 level, so is suited to those pupils who

may struggle with National 4 in S4, However this course could be progressed into National 4

Design & Manufacture, National 4 Graphic Communications, and National 4 Woodworking in

S5.

Technologies

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PRACTICAL WOODWORKING (NATIONAL 4 AND 5)

What is it?

Practical Woodworking is about learning and applying knowledge and skills

to produce woodwork items, developing woodworking techniques. Students

will build on their theoretical knowledge relating to tools, equipment,

processes and materials.

In this course health & safety is paramount, and at all times pupis need to adher to the

health and safety policy in the department.

There are two parts to the course: - Practical Skills and written Knowledge and

Understanding.

The course consists of three units, a practical element and the keeping of a log book for this

assessment. Additionally at N5 there is a written exam worth 30% of the course marks.

The three units in this course are:

Flat frame construction

Carcass construction

Machining and Finishing

The first two are combined into one model which is a trinket box and the third is a tool tray.

Pupils will work on making a range of models.

If you like …

Hands on practical work

Working with hand tools and machines

Manufacturing

Creating items from drawings

If you are interested in…

Joinery

Furniture making

Model making

Construction

Skills you will build …

Problem solving

Working with others

Number skills

Co-ordination

Attention to detail

Pupils will still require to carry out written work during the year.

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EMPLOYABILITY SKILLS

In S3 pupils look at leadership and employability skills. This course gives pupils the chance to

examine their strengths and to recognise what they are already good at. They will complete a

skills audit and working in groups they will lead others in practical projects.

Throughout the year they will also examine a range of employability skills and link these to

types of employment. In addition pupils will produce CV’s, write letters for job applications

and take part in mock job interviews.

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Option Sheet for S3 courses – Session 2019/20 Name: _________________________________________ Class: ______

All pupils will study English, Mathematics, core PE, core RE and Health and Wellbeing

You must choose one subject in A to E. You must choose three subjects in F. You can only choose each subject once.

Please tick the box to show your subject choice. Please place 1, 2 and 3 next to subjects in column F to show order of preference.

Option A

choose one subject Option B

choose one subject Option C

choose one subject Option D

choose one subject Option E

choose one subject Option F

Choose three subjects

Biology Art & Design Health & Food

Tech Business

Management Administration

and IT Administration

and IT Graphic

Communication

Chemistry Drama PE Geography Computing

Science Art & Design Health & Food

Tech

Physics Music History Design &

Manufacture Biology History

Science Modern Studies Design &

Technology Business

Management Modern Studies

Social Subjects

Graphic

Communication Chemistry Music

Practical

Woodworking Computing

Science PE

Design &

Manufacture Physics

Drama Practical

Woodworking

French RMPS

Geography Rural Skills

Signature of Parent/Carer: _____________________________________ Date: ________________

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Notes

Stranraer Academy

McMasters Road

Stranraer

DG9 8BY

Tel: 01776 706484

Fax: 01776 704748

e-mail: gw08officestranraer@ea.dumgal.sch.uk