s4 into s5 options booklet - anderson.shetland.sch.uk

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S4 into S5

Options Booklet Session 2021-22

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Staying on for S5

If you do decide to stay on at school and do S5 at the AHS you must be sure you know what you are committing yourself to.

Below are some key points about Class 5:

- You study 5 subjects, one of them is expected to be English. You will also have one period of PSE (Personal and Social Education) each week. Your Pupil Support Teacher will deliver PSE.

- You make 4 other choices of subjects to study at either Higher or

National level.

In S5 you study subjects at:

Higher level – It is possible to study a Higher level course if you have a C or above at National 5. However it is recommended that you have an A or B at National 5 before attempting the Higher. National 5 – you need a pass at National 4 although some subjects do not require you to have studied the subject before. It may be possible to study some courses at National 4 level. See the entry recommendations for each subject or ask your Pupil Support Teacher for advice.

You may also apply for a school-college partnership course. Information about these courses are available from your Pupil Support Teacher.

You will start S5 in June. Your S4 teachers will recommend whether you

should do their subject at National or Higher level in S5.

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Information Sheets for all Higher and National Courses

The following pages have information sheets on all the courses and subjects that are on offer for S5 pupils.

Please read carefully the information sheets for the courses that you are considering taking.

INDEX Page Number

Art and Design ........................................................................... 4 Biology ....................................................................................... 10 Business Education .................................................................... 15

Chemistry .................................................................................. 23 Computing Science .................................................................... 27 Craft, Design and Technology .................................................... 32 English ....................................................................................... 46 Geography ................................................................................. 49 History ....................................................................................... 53 Home Economics ....................................................................... 56 Mathematics .............................................................................. 61 Modern Languages .................................................................... 69 Modern Studies ......................................................................... 74 Music ......................................................................................... 78 Physical Education ..................................................................... 81 Physics ....................................................................................... 83 Religious, Moral and Philosophical Studies ................................ 87

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Art & Design National 5

1. Aims of the Course

To develop your drawing and painting skills

To develop your design and problem solving skills

To develop your analytical skills

To become confident in your material handling skills and produce work of the highest possible quality

2. Description of the Course

Students will explore and develop skills in Art & Design. All of this will provide a comprehensive folio needed for the National 5 Qualification.

By the end of the course work, students will have completed two wide ranging folios of work:

Expressive portfolio of work (painting, drawing, developing compositions and studying the lives and work of artists who produced similar work)

Design portfolio of work (researching a brief, developing concepts, exploring materials and studying the lives and work of designers who designed similar items)

The type of work covered in each portfolio varies from year to year and Expressive work will usually centre on Still life, Portrait or Built environment painting. Design work usually centres on Product, Jewellery or Fashion Design.

3. Entry Recommendations for the Course

Pupils considering this course are, expected to have good drawing, painting and craft skills. They also need to be motivated and willing to put in extra work out with timetabled periods in order to build their skills and enable them to meet rigorous deadlines throughout the course. This course requires pupils to have an intense desire to improve their drawing, painting, design and problem solving skills. Art & Design studies of Artist and Designers work will inform the practical work. In depth, critical analysis/research of Artists and Designers work will create a deeper knowledge and understanding of the subject and enables pupils to demonstrate this knowledge both practically and through the written Exam paper.

Art & Design Department - S4 into S5 Subject Information

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4. Learning Experiences & Outcomes

You will :

develop and improve your art & design skills

discover and explore new techniques and ways of making art work

research and investigate the work of other artists and designers, to inspire and inform your practical and written work

The practical portfolios are developed in three stages: Research into the topic - Development of Ideas – Production of the Final outcome

All students work individually, but the whole class works on the same folio, on the same topic, at the same time, following strict deadlines.

Weekly sketchbook / Art & Design Studies homework will continue to be an essential part of all the levels of courses

5. How is the Course assessed?

Your assessments will be based on a series of Learning Outcomes for each folio and including the Final Outcomes at the end of the course:

Assessment – Both the portfolios will be externally assessed by the Scottish Qualifications Authority.

Practical Activity – This activity requires you to use your research and development work to create Final Outcomes for each folio, the painting and design model. This assessment must be carried out within the school under supervised conditions.

External Exam – this is a written exam of 1 hour 30 minutes, with questions based on the type of work you have done, and the life and works of artists and designers you have researched and studied taking into account social and cultural factors that have influenced their work.

6. What can pupils gain from doing the Course?

Art & design is obviously a “skills based” subject, so pupils will be developing and improving their abilities/skills in drawing, painting, design and craft work

Art & Design is a core subject for “Problem Solving”, and helps to develop your imagination and creativity. It teaches you to think creatively, to develop your observational skills and improve your understanding and use of colour, tone, shape, form, texture, ergonomics, materials, safety, etc.

Art & Design already has a profound impact on all aspects of your life now, and in the future. All aspects of entertainment, advertising and the retail world are influenced by art & design. If you are interested in a creative career, this course is very useful – perhaps even essential.

If you want to study Art & Design, in the future you will always need a portfolio of your art work. This course at National 5 is a great way to start this process/ build the skills required.

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Specialist courses exist in many other areas such as Textile Design or Television and Computer Imaging. Examples of this would be the Scottish College of Textiles in Galashiels, and the Media Arts and Imaging Course at Dundee University.

7. Careers

It would be impossible to list every job which has some sort of Art & Design input but the list below is based on possible careers available with the types of course offered at most Scottish Art Colleges and Universities. Professional Artist Graphic Design Product Design Architecture Textile Design Video & Film Electronic Imaging Packaging Design Industrial Design Publishing Illustration CAD Art Therapist Theatrical Design Fashion Design Interior Design Town Planning Artist in Residence Photography T.V. & the Media Studio Ceramics Glass Design Jewellery Design 3D Design Community Art Leader Animation Design Consultant

Art & Design Higher


This course will – - develop your visual awareness, artistic skills and aesthetic understanding - encourage you to use a range of media and technology - help you to respond to their world in creative ways This course promotes creative thinking, innovation and enterprise. It encourages self-reliance, initiative problem solving and the development of personal opinions and imagery.


This course has 3 parts. An Expressive folio – researching, developing and painting a Still life or Self Portrait over a 15 week period. At the same time, you will also develop critical understanding of artists’ working practices and the social and cultural influences affecting their work.

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A Design folio - researching, developing and producing a 3D prototype in Jewellery or Product Design over a 15 week period. At the same time, you will also develop critical understanding of designers’ working practices and the social and cultural influences affecting their work. The Art and Design Studies linked to the folios, inspires/informs the pupils own practical work and provides pupils with the knowledge required for the written exam.


Pupils considering this Higher course would, usually be expected to have gained the skills, knowledge and understanding required by completing a National 5 Art and Design Course and attaining an A or B grade in order for them to be able to progress to the Higher standard of work. This course requires pupils to have intense desire to improve their drawing, painting, design and problem solving skills. Pupils also need to be self-motivated and willing to put in extra work out with timetabled periods in order to build their skills and enable them to meet rigorous deadlines throughout the course. Art and design courses at Higher and National are basically identical, only the expected level of performance differs. All students wanting to take Art & Design start the same course, and are prepared and presented for the qualification most appropriate to the skill level they display during the course.


You will :

develop and improve your art & design skills

discover and explore new techniques and ways of making art work

research and investigate the work of other artists and designers, to inspire and inform your practical and written work

The practical portfolios are developed in three stages: Research into the topic - Development of Ideas – Production of the Final outcome

All students work individually, but the whole class works on the same folio, on the same topic, at the same time, following strict deadlines.

Weekly sketchbook / Art & Design Studies homework will continue to be an essential part of all the levels of courses

5. Why Study the Course / What can pupils gain from doing the Course?

You enjoy being creative and want to improve your drawing, painting, problem-solving and design skills.

You want to increase you understanding and perception of the world around you.

If you are interested in a creative career, this course is very useful – perhaps even essential.

If you want to study Art & Design, in the future you will always need a portfolio of your art work. This course will aid you in this process/ build the skills required.

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Assessment – Both the portfolios will be externally assessed by the Scottish Qualifications Authority.

Practical Activity – This activity requires you to use your research and development work to create Final Outcomes for each folio, the painting and design model. This assessment must be carried out within the school under supervised conditions.

External Exam – this is a written exam of 2 hours, with questions based on the type of work you have done, and the life and works of artists and designers you have researched and studied taking into account social and cultural factors that have influenced their work.

7. Careers

This course would be essential if you have any kind of aspirations for a career in the Creative Arts. A huge range of Creative Careers are possible: Graphic Design, Advertising, Product Design, Architecture, Textile Design, Video & Film, Computer Imaging, Illustration, Packaging Design, Industrial Design, Publishing, Teaching. Theatrical Design, CAD. Fashion Design, Interior Design, Gaming Designer, Photography, Town Planning, Glass Design, T.V. & the Media, Jewellery Design, 3D Design, Hairdressing, Fashion Stylist, Industrial & Studio Ceramics, Animation etc.

Creative Printmaking & Mixed Media NPA level 5

National Progression Award Art & Design at SCQF level 5

Creative Printmaking and Mixed Media


This course will :

develop your visual awareness, artistic skills and aesthetic understanding

encourage you to use a range of media, technology and a variety of different printing techniques

help you to respond to world in creative ways This course promotes creative thinking, innovation and enterprise. It encourages self-reliance, initiative problem solving and the development of personal opinions and imagery.

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The course has 3 units, which gain you SCQF credit points. It is mandatory to complete all units to gain an award. Units : Introduction to Mixed Media Art and Design : Print Making Art and Design : Introduction to Illustration These units provided a structured award that creates opportunities for the pupils to gain practical knowledge and understanding of a range of printmaking methods, mixed media skills and techniques.


Pupils considering this NPA course would require a desire to improve their drawing, printmaking, craft and media handling skills. Pupils also need to be self-motivated and willing to put in extra time as necessary to complete units.


You will :

You will gain practical expressive and craftsmanship skills in different printmaking techniques

You will explore new techniques, media and drawing methods

You will research and investigate imagery to inspire and inform your practical work

The practical portfolios for each unit are developed in three stages: Research into the topic - Development of Ideas – Production of the Final outcome

All students work individually, but the whole class works on the same folio, on the same topic, at the same time, following deadlines.

You may be required to gather research materials out with class as homework


You enjoy being creative and want to improve your drawing, printmaking and media handling skills.

You want to increase you understanding and perception of the world around you.

If you are interested in a creative career, this course is very useful for trying out new processes and techniques.

If you want to study Art & Design, in the future you will always need a portfolio of your art work. This course will aid you in this process and build the skills required.


Assessment –The folios will be internally assessed and verified in line with the Scottish Qualifications Authority.

Practical Activity – This activity requires you to use your research and development work to create Final Outcomes for each folio or unit in printmaking, mixed media and illustration. This assessment must be carried out within the school under supervised conditions.

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Biology National 5

1. Aims

The study of N5 Biology aims to develop learners’ interest and enthusiasm for Biology, and covers a variety of contexts relevant to Biology’s central position within our society. An experimental and investigative approach is used to develop knowledge and understanding of Biology. The skills of scientific inquiry and investigation are developed throughout the Course, by investigating the applications of Biology.

2. Description

The Course has three mandatory Units, as listed below, which are designed to provide progression to the corresponding Units at Higher. In this course, learners will develop skills of scientific inquiry, investigation and analytical thinking, along with knowledge and understanding in the context of cell biology. Learners will research issues and communicate information related to their findings, which will develop skills of scientific literacy. Cell Biology (National 5) The key areas covered are: cell structure; transport across cell membranes; DNA and the production of proteins, proteins, genetic engineering, and respiration. Biology: Multicellular Organisms (National 5) The key areas covered are: producing new cells, control and communication, reproduction, variation and inheritance; transport systems-plants, transport systems-animals and absorption of materials. Biology: Life on Earth (National 5) The key areas covered are: Ecosystems, distribution of organisms, photosynthesis, energy in ecosystems, food production and evolution of species.

3. Entry Recommendations

The Course is suitable for learners who have experienced learning across the Sciences Experiences and Outcomes. The Course may be suitable for those wishing to study biology for the first time or those who gained a pass in N4 Biology and may find Higher Biology difficult at this point in time.

Biology Department - S4 into S5 Subject Information

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4. Learning Experiences

Learning and teaching occurs through a variety of experiences which include:- Investigations, Individual work, Group work, Whole Class Discussions, Debates, Presentations, Self & Peer Assessment, Reading, Writing, Carry out Practical Work and using a range of Revision Strategies and Cooperative Learning to identify personal learning styles and develop targets. Learners will be able to develop their communication, collaborative working and leadership skills, and be able to apply critical thinking in new and unfamiliar contexts to solve problems.

5. Why Study the Course?

The N5 Biology course is interesting, relates to how your own body works e.g. Cells (animal, plant, fungi & bacteria), Organs (brain, heart, lungs, intestines) and Body Systems (Circulatory, Respiratory, Digestive) and how different types of organisms behave and adapt to the environment they live in. Biology affects everyone and aims to find solutions to many of the world’s problems. Biology, the study of living organisms, plays a crucial role in our everyday existence, and is an increasingly important subject in the modern world. Advances in technologies (e.g., Stem Cells, Genetic Engineering) have made this varied subject more exciting, controversial and relevant than ever! The N5 Biology course encourages development of skills and resourcefulness, which lead to becoming a confident individual. Successful learners in Biology think creatively, analyse and solve problems. Biology aims to produce responsible citizens, through studying of relevant areas of biology, such as health, environment and sustainability.


Assignment (worth 20%)

21/2 Hour Exam (worth 80%)

7. Careers

You can follow many career options through the study of Biology.

Health Related: Medicine, Nursing, Vet Medicine, Vet Nurse, Physiotherapy, Sports Science, Radiography, Pharmacy, Alternative Medicine, Hairdressing, Dentistry, Pharmacy, Biological Science, Biomedical Science, Environmental Health Officer, Hospital Lab technician, Dietician, Drug Discovery, Scientific Researcher Environmental: Agricultural Science, Agricultural Engineering, Environmental

Protection, Waste Management, Conservation, Health & Safety, Sports Science: Sports Physiotherapy, Personal Trainer/Coach, PE Teacher Food Science: Food & Technology Industries e.g. Brewing, Baking, Catering, Pest

Control

Many pupils choose to study Biology as they enjoy the subject. It could be that they do not specifically require Biology for their future career.

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Human Biology Higher

1. Aims

The study of CFE Higher Human Biology aims to develop learners’ interest and enthusiasm for Human Biology, and covers a variety of contexts relevant to Human Biology’s central position within our society. An experimental and investigative approach is used to develop knowledge and understanding of Human Biology. The skills of scientific inquiry and investigation are developed throughout the Course, by investigating the applications of Human Biology.

2. Description

The Course has three mandatory Units, as listed below, which are designed to provide progression to the corresponding Units at Advanced Higher Biology. Human Biology: Human Cells (Higher) In this Unit, learners will develop knowledge and understanding through studying stem cells, differentiation in somatic and germline cells, and the research and therapeutic value of stem cells in drug discovery. The Unit covers the key areas of division and differentiation in human cells, structure and function of DNA, gene expression and the genome. Analytical thinking and problem solving skills will be developed in context, through investigation of DNA, the expression of the genotype, and protein production, which allows study of mutations and genetic disorders. DNA technology is covered, including sequencing and medical and forensic applications. In addition, the Unit covers metabolic pathways and their control, through enzymes, with emphasis on cellular respiration and the role of ATP. Human Biology: Physiology and Health (Higher) In this Unit, learners will develop knowledge and understanding by focusing on the key areas of the Cardiovascular System and the Reproductive System. By studying these systems, learners will be able to develop their problem solving and analytical thinking skills. In the Cardiovascular System, pupils learn about circulation of blood, blood vessel structure, heart structure, cardiac cycle, blood pressure, cardiovascular disease, and diabetes. In the Reproductive System, pupils learn about organs, hormonal control and the biology of controlling fertility, including fertile periods, treatments for infertility, contraception, and genetic screening. Human Biology: Neurobiology and Immunology (Higher) In this Unit, learners will develop knowledge and understanding through the key areas of the nervous system and the immune system and infectious diseases. In this unit, pupils learn about Neurobiology and Immunology, covering; - divisions of the nervous system and neural pathways, cerebral cortex, memory, cells of the nervous system and neurotransmitters at synapses, non-specific body defences, specific cellular defences against pathogens, immunisation and clinical trials of vaccines and drugs.

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The Course is suitable for learners who have secure knowledge of N5 Biology (recommended Grades A or B) The Course may be suitable for those who have gained N5 in Chemistry or Physics and are now wishing to study Biology for the first time.




The CfE Higher Human Biology course gives an interesting insight into how your own body works e.g. Cells, Organs (brain, heart, lungs, intestines) and Body Systems (Circulatory, Reproductive, Nervous) and how humans behave during immune responses e.g. allergic reactions Biology affects everyone and aims to find solutions to many of the world’s problems. Biology, the study of living organisms, plays a crucial role in our everyday existence, and is an increasingly important subject in the modern world. Advances in technologies (e.g., Stem Cells, Genetic Engineering) have made this varied subject more exciting, controversial and relevant than ever! The CfE Higher Human Biology course encourages development of skills and resourcefulness, which lead to becoming a confident individual. Successful learners in Human Biology think creatively, analyse and solve problems. Human Biology aims to produce responsible citizens, through studying of relevant areas of biology, such as health, environment and sustainability.


External SQA Assessments

Assignment (30 marks)

3 Hour Exam (120 marks)

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7. Careers

You can follow many career options through the study of Biology. Health Related: Medicine, Nursing, Vet Medicine, Vet Nurse, Physiotherapy, Sports Science, Radiography, Pharmacy, Alternative Medicine, Hairdressing, Dentistry, Pharmacy, Biological Science, Biomedical Science, Environmental Health Officer, Hospital Lab technician, Dietician, Drug Discovery, Scientific Researcher Environmental: Agricultural Science, Agricultural Engineering, Environmental Protection, Waste Management, Conservation, Health & Safety, Sports Science: Sports Physiotherapy, Personal Trainer/Coach, PE Teacher Food Science: Food & Technology Industries e.g. Brewing, Baking, Catering, Pest Control Many pupils choose to study Biology as they enjoy the subject. It could be that they do not specifically require Biology for their future career.

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Accounting National 5 1. Aims of the Course

Develop awareness of the important function and contribution accounting makes to industry and society.

Develop accuracy in the preparation, presentation, interpretation and analysis of accounting information, and apply a systematic approach to problem solving regarding financial issues.

Apply relevant accounting concepts and techniques when preparing financial information.

Develop an awareness of a range of sources of finance available to organisations.

Apply information technology in accounting-related tasks.


The course covers the following main areas:

Preparing Financial Accounting Information

The preparation of final accounts for sole traders.

Preparing Management Accounting Information

The classification of costs and producing cost statements for overheads, budgets and more

Analysing Accounting Information

ratio analysis and break-even analysis

3.

Entry Recommendations for the Course

This course is open to all S5 and S6 (beginners or with previous accounting knowledge) who have achieved one of the following:


The course is mainly practical questions with some theory work. Mostly whole-class teaching and individual work. IT skills will also be developed, especially spreadsheet work for analysing information.

Business Education Department - S4 into S5 Subject Information

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This is an ideal course for pupils who would like some accounting experience before going on to higher education as many of the courses at University (e.g. Engineering, Catering, Leisure, Industry and of course Business Courses) include accounting. It is also a good course for those who may wish to start up their own business in the future. Elements of the course will help pupils when managing their own personal finances too.


External Assessments IT Assignment which is set and marked by SQA. This is done in class with supervision from class teacher. (30%) Question paper in the exam diet. (70%)

7. Careers

Accountant, Manager, Teacher, Bookkeeper, Financial Analyst, Stockbroker, Banker, Buyer, Financial Consultant, Civil Servant.

Accountancy Higher 1. Aims of the Course

To enable students to develop financial life skills. The course helps develop the ability to identify, calculate, evaluate and communicate financial and accounting information and to allow informed judgements and decisions to be made.


The course has covers the following main areas:

Preparing Financial Accounting Information

The preparation of year-end financial accounts for Partnership, PLC’s and Manufacturing businesses

Preparing Management Accounting Information

The role and uses of Management Accounting. Principles and benefits of Budgeting and Costing

Analysing Accounting Information Dealing with Business Analysis including non-financial performance indicators and ratios

3.


This course is open to all S5 and S6 who have achieved at least N5 Maths and N5 English.

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The course is a mixture of practical questions and theory. There will be whole-class teaching and extensive individual work.


The course helps to prepare candidates to meet the present demands of the modern world, and to prepare them for the future, whether they are considering making financial investments or running their own business.


External – Exam Two sections with compulsory questions worth 100 marks. Assignment Set and marked by the SQA to be completed by a specified date. The assignment is worth 50 marks and has to incorporate ICT.

7. Careers

Operating own business, Accountant, Manager, Teacher, Bookkeeper, Financial Analyst, Civil Servant, Investment Banker, Stock Broker, Economist, Tax Administrator

Administration National 4/5 1. Aims of the Course

Develop an understanding of administration in the workplace and key legislation affecting both organisations and employees.

Develop an understanding of good customer care.

Develop IT skills and use them to perform administrative tasks

Acquire organisational skills in the context of organising and supporting events.


Administrative Practices Skills in carrying out a range of administrative tasks to organise and support events.

Knowledge and understanding of key legislation affecting both organisations and employees.

Benefits of good customer care.

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IT Solutions for Administrators Skills in using the following IT applications: word processing, spreadsheets and databases.

Skills in problem solving and organising and managing information

Communication in Administration Skills in using IT for gathering information from the internet and intranet.

Skills in preparing information using multimedia and desktop publishing.

Ability to communicate using electronic methods

3.


This course is open to all S5 and S6 pupils. 4.

Learning Experiences

This course makes an important contribution to general education through developing a range of essential skills that will stand learners in good stead regardless of future career path. The course will develop administrative and IT skills and will allow learners to contribute to the effective working of an organisation.


Admin is a growing sector which cuts across an entire economy and offers wide ranging employment opportunities. Administrative and IT skills have an extensive application in employment and in other walks of life.

6. The course is externally marked and consists of 2 assessments: Assignment completed in class over 3 hours - worth 70 marks External exam paper – worth 50 marks

7. Careers

Administration at Junior Level, Customer Services, Health Service, Travel and Tourism.

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Administration & IT Higher 1. Aims of the Course

Develop knowledge and understanding of administration in the workplace

Develop a range of advanced IT skills for processing and managing information.

Develop a range of skills to communicate complex information

Acquire skills in managing and organising events.


Administrative Theory and Practices Learners will acquire an in-depth knowledge and understanding of the factors contributing to the effectiveness of the administration function, such as the strategies for effective time and task management and customer care

IT Solutions for Administrators Learners will develop the ability to utilise a range of advanced functions, covering word processing, spreadsheets, databases, or emerging equivalent technologies in order to create and edit relatively complex business documents

Communication in Administration Learners will develop a range of IT skills for research and communicating complex information to others. They will develop an understanding of the barriers to communication and ways of overcoming them. How to maintain the security and confidentiality of information

3.


This course is open to all S5 and S6 pupils who have achieved: National 5 Administration and IT at level B or above National 5 English


The course is a mixture of theory and practical questions using integrated software. It is a blend of applied, experiential learning and related theory and uses real-life contexts which makes it relevant to the world of work.

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Admin is a growing sector which cuts across an 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. This course enables learners to work towards industry standards in IT in an administration-related context. The course also makes an important contribution to general education through developing a range of essential skills which will stand learners in good stead regardless of the career path they ultimately choose.


Externally marked Question paper within the exam diet - 30% of final mark Assignment done in class will be 70% of the final mark

7. Careers

Administration at Senior Level, Banking, Civil Service, Customer Services, Health Service, Human Resources, Insurance, Local Government, Travel and Tourism.

Business Management National 4/5 1. Aims of the Course

The course acts as an introduction to the world of business. Learners will combine practical and theoretical aspects of business leaning through real-life business contexts. The skills, knowledge and understanding gained are embedded in current business practice and theory, and reflect the integrated nature of organisations.


Business Environment and Influences

Covering the role of business, different types of organisations and business sectors.

Business Decision Areas

An in depth study of the 4 main departments found in a large UK plc. Marketing, Operations, Finance and Human Resources

3.


There are no formal entry requirements for this course.

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The course consists of whole class teaching and group work and student independent learning. There will be practical case studies and ICT tasks, which will compliment the course theory notes and discussions.


Students will become aware of how organisations adapt to current changing market conditions and will develop themselves the management qualities that are seen as essential.


Business Assignment completed internally – 30 marks External Assessment Paper – 90 marks

7. Careers

Wide choice of Financial, ICT, Commercial occupations.

Business Management Higher


To enable students to analyse the key areas of business organisations in UK society. Students should understand how crucial decisions are made and what are the main business objectives.


Business Enterprises

Covering the role of business, different types of organisations and business sectors.

Business Decision Areas

An in depth study of the 4 main departments found in a large UK plc. Marketing, Operations, Finance and Human Resources

3.


Average pass of Grade C or above in N5 Business Management, N5 English or N5 Social Subjects

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The course consists of whole class teaching and group work and student independent learning. There will be practical case studies and ICT tasks, which will compliment the course theory notes and discussions.


Students will become aware of how organisations adapt to current changing market conditions and will develop themselves the management qualities that are seen as essential.


Externally marked exam worth 90 marks overall External marked business class assignment worth 30 marks overall

7. Careers

Wide choice of Financial, ICT, Commercial occupations.

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Chemistry National 5 1. Aims

The study of N5 Chemistry aims to develop learners’ interest in and enthusiasm for chemistry and covers a variety of contexts relevant to Chemistry’s impact on society. An experimental and investigative approach is used to develop knowledge and understanding of Chemistry concepts. The key skills of scientific inquiry and investigation are integrated and developed throughout the course. The relevance of Chemistry is highlighted by the study of the applications of Chemistry in everyday contexts.

2. Description

The Course has three mandatory Units, as listed below, which are designed to provide progression to the corresponding Units at Higher. Chemical Changes and Structure (National 5) In this Unit, learners will develop scientific skills and knowledge of the chemical reactions in our world. Through practical experience, learners will investigate average rates of reaction and the chemistry of neutralisation reactions. Focusing on these reactions, learners will work towards the concept of balanced chemical equations. Learners will explore the mole concept, formulae and reaction quantities. The connection between bonding and chemical properties of materials is investigated. Nature’s Chemistry (National 5) The Earth has a rich supply of natural resources which are used by all of us. In this Unit, learners will investigate the physical and chemical properties of cycloalkanes, branched chain alkanes and alkenes, and straight chain alcohols and carboxylic acids. They will explore their chemical reactions and their uses in everyday consumer products. Learners will investigate the comparison of energy from different fuels. Chemistry in Society (National 5) In this Unit, learners will develop skills and carry out practical investigations related to the chemistry of materials. Learners will focus on the chemistry of metals and their bonding, reactions and uses. The connection between bonding in plastics, their physical properties and their uses is investigated. Learners will investigate the chemical reactions and processes used to manufacture fertilisers. They will research the use and effect of different types of nuclear of radiation. Learners will investigate chemical analysis techniques used for monitoring the environment.


The Course is suitable for learners who have experienced learning across the sciences experiences and outcomes. The Course may be suitable for those wishing to study chemistry for the first time.

Chemistry Department - S4 into S5 Subject Information

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Content is learned through a variety of experiences; reading, note making, whole class and group discussion, answering exam type questions, carrying out practical work. Emphasis is put on Formative Assessment, with pupils learning to identify their own learning styles and developing personal learning plans.


Many and varied reasons to study this course, ranging from general interest, to the course being a specific requirement for entry into a wide range of further and Higher Education courses. This level of Chemistry is particularly suited to pupils in S5 who would find Higher Chemistry difficult. The course should encourage resilience, which leads to becoming a confident individual. Successful learners in chemistry think creatively, analyse and solve problems. Chemistry can produce responsible citizens through studying the impact it makes on developing sustainability, and its effect on the environment, society, and the lives of themselves and others.




7. Careers

Agricultural science, Forestry, Animal technician, Catering and food Science, Dentistry, Medicine, Pharmacy, Biological Sciences, Earth Sciences, Vet, Environmental Health Officer, Lab technician, Nursing, Physiotherapy, Radiography, Photography, Printing, Chemical Industry. More information about why study chemistry can be found on the Royal Society of Chemistry website www.rsc.org

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Chemistry Higher

1. Aims

The Higher Chemistry Course develops learners’ curiosity, interest and enthusiasm for chemistry in a range of contexts. The skills of scientific inquiry and investigation are developed throughout the Course, and the relevance of chemistry is highlighted by the study of the applications of chemistry in everyday contexts.

2. Description

The course comprises four units: Chemical Changes and Structure (Higher) This Unit covers the knowledge and understanding of controlling reaction rates and periodic trends, and strengthens the learner’s ability to make reasoned evaluations by recognising underlying patterns and principles. Learners will investigate collision theory and the use of catalysts in reactions. Learners will explore the concept of electro-negativity and intra-molecular and intermolecular forces. The connection between bonding and a material's physical properties is investigated. Researching Chemistry (Higher) This Unit covers the key skills necessary to undertake research in chemistry. Learners will research the relevance of chemical theory to everyday life by exploring the chemistry behind a topical issue. Learners will develop the key skills associated with collecting and synthesising information from a number of different sources. Equipped with the knowledge of common chemistry apparatus and techniques, they will plan and undertake a practical investigation related to a topical issue. Using their scientific literacy skills, learners will communicate their results and conclusions. Nature’s Chemistry (Higher) This Unit covers the knowledge and understanding of organic chemistry within the context of the chemistry of food and the chemistry of everyday consumer products, soaps, detergents, fragrances and skincare. The relationship between the structure of organic compounds, their physical and chemical properties and their uses are investigated. Key functional groups and types of organic reaction are covered. Chemistry in Society (Higher) This Unit covers the knowledge and understanding of the principles of physical chemistry which allow a chemical process to be taken from the researcher's bench through to industrial production. Learners will calculate quantities of reagents and products, percentage yield and the atom economy of processes. They will develop skills to manipulate dynamic equilibria and predict enthalpy changes. Learners will investigate the ability of substances to act as oxidising or reducing agents and their use in analytical chemistry through the context of volumetric titrations. Learners will use analytical chemistry to determine the purity of reagents and products. Each of the component Units is designed to provide progression to the Advanced Higher Chemistry Course.

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Learners would normally be expected to have attained an A or B level award at National 5 Chemistry.


This Course emphasises practical and experiential learning opportunities, with a strong skills-based approach to learning. It takes account of the needs of all learners, and provides sufficient flexibility to enable learners to achieve in different ways. Learning experiences include; reading, note making, whole class and group discussion, answering exam type questions, carrying out practical work. Emphasis is put on Formative Assessment, with pupils learning to identify their own learning styles and developing personal learning plans.


Many and varied reasons to study this course, ranging from general interest, to the course being a specific requirement for entry into a wide range of university courses especially those related to medicine and engineering. The Course provides opportunities for learners to recognise the impact chemistry makes on developing sustainability, and its effects on the environment, on society and on the lives of themselves and others. Chemistry Courses should encourage resilience, which leads to becoming a confident individual. Successful learners in chemistry think creatively, analyse and solve problems. Chemistry can produce responsible citizens through studying the impact it makes on developing sustainability and its effect on the environment, society, and the lives of themselves and others.


Assignment (30 marks) External exam (3 hours) 80marks

7. Careers

Careers requiring a qualification in chemistry include; Agricultural science, Forestry, Animal technician, Catering and food Science, Dentistry, Medicine, Pharmacy, Biological Sciences, Earth Sciences, Vet, Environmental Health Officer, Lab technician, Nursing, Physiotherapy, Radiography, Photography, Printing, Chemical Industry. More information about why study chemistry can be found on the Royal Society of Chemistry website www.rsc.org

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Computing Science National 5 1. Description

The National 5 Computing Science course builds problem solving skills from earlier years.

Attention to detail and perseverance are essential skills in creating software, whether as programs, websites or databases. The National 5 Computing Science course includes four main topics:

Software Design and Development

Pupils will learn how to design, create and test computer programs, using the programming language Python.

Computer Systems

Pupils will learn how computer data is stored in binary form, and basic computer architecture. They will gain an awareness of the environmental impact of the energy use of computing systems and security precautions that can be taken to protect computer systems.

Database Design and Development

Pupils will learn how to design, create and use databases of two-linked tables. This is done using the database language SQL.

Web Design and Development

Pupils will learn how to design and create multi-page websites using HTML and CSS.


This is a very practical course, with pupils working independently on their own work.

There will be opportunities for collaborative work within a secure online environment.

This type of work will also embed development of a range of literacy and numeracy skills,

and consider various aspects of Health & Well-being.

Computing Department - S4 into S5 Subject Information

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3. How will you be assessed? Different types of ongoing assessment will be used, including:

continuous assessment and end-of-topic tests

self-assessment and group-assessment of practical work

For SQA certification pupils will complete:

Practical Coursework Task issued by SQA

Pupils will apply knowledge and skills from the Software, Database and Web Design and

Development topics to solve appropriately challenging computing and information

science problems.

External Exam

The question paper requires depth of understanding and application of knowledge from

all topic.

4. Why study the course?

Computing and information science is vital to everyday life; it shapes the world in which we live and its future. Computer scientists play key roles in meeting the needs of society today and for the future, in fields which include science, communications, entertainment, education, business and industry. Our society needs more computer scientists and for all young people to have an informed view of the IT industry and its contribution to the economy.

5. What can pupils gain from doing the course?

On completing the Course, pupils will have developed skills in analysis and problem solving, design and modelling, developing and implementing solutions, and evaluating digital solutions. Course activities also provide opportunities for pupils to enhance skills in planning and organising, working independently and in teams, critical thinking and decision making, research, communication and self-and peer-evaluation, in a range of contexts.

6. Careers

The Computing Science course may provide progression to:

Computing Science Higher and Advanced Higher courses

a wide range of computing-related National Progression Awards (NPAs)

National Certificate Group Awards (NCGAs) in Digital Media Computing,

employment and/or training in the IT industry and ultimately, for some, to:

a range of computing-related Higher National Certificates (HNCs) and Higher National Diplomas (HNDs)

degrees in Computer Science, Information Systems and related disciplines

careers in the IT industry

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Careers in Computing Science

3D modelling and animation

Bioinformatics

Business Analysis

Computer Aided Design

Computer Games

Programming

Computer Games Testing

Computer Hardware

Engineering

Database Administration

Games Production

Management

IT consultant

IT help desk support

IT support services

IT project management

Multimedia Development

Network Management

Software Engineering

Software Programming

Systems Analysis and Design

Systems Development

Teaching

Web Development

Computing Science Higher

1. Description

The Higher Computing Science course includes four main topics:

Software Design and Development

Pupils will continue to design, create and test computer programs, using the programming language Python. They will use modular programming and data constructs to create efficient programs to solve advanced problems.

Computer Systems

Pupils will learn how data and instructions are stored in binary form and about factors affecting system performance. They will gain an awareness of the environmental impact of intelligent systems, as well as the security risks, precautions and laws that can protect computer systems.

Database Design and Development

Pupils will continue to learn how to design, create and use databases of at least three linked tables. This is done using the database language SQL.

Web Design and Development

Pupils will continue to learn how to design and create multi-page websites using HTML and CSS.

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This Higher course builds upon problem solving skills and information from National 5 Computing Science. It is recommended that pupils achieve a grade A or grade B in National 5 Computing Science. In national results for 2018, most pupils with a grade C at National 5 achieved “No Award” at Higher. Pupils who have not completed National 5 Computing Science may be able to take this course if they have developed programming skills (Python/C/Java and HTML/CSS) in their own time. This should only be decided after consultation with a Computing Science teacher. Attention to detail and perseverance are essential skills in creating software, whether as programs, websites or databases.


This is a very practical course, with pupils working independently on their own work.

There will be opportunities for collaborative work within a secure online environment.

This type of work will also embed development of a range of literacy and numeracy

skills, and consider various aspects of Health & Well-being.


Computing and information science is vital to everyday life; it shapes the world in which we live and its future. Computer scientists play key roles in meeting the needs of society today and for the future, in fields which include science, communications, entertainment, education, business and industry. Our society needs more computer scientists and for all young people to have an informed view of the IT industry and its contribution to the economy.


Different types of ongoing assessment will be used, including:

continuous assessment and end-of-topic tests

self-assessment and group-assessment of practical work For SQA certification pupils will complete:

Practical Coursework Task issued by SQA Pupils will apply knowledge and skills from the Software, Database and Web Design and Development topics to solve appropriately challenging computing and information science problems.

External Exam The question paper requires depth of understanding and application of knowledge from all topic.

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6. Careers

The Computing Science course may provide progression to:

Computing Science Advanced Higher course

a wide range of computing-related National Progression Awards (NPAs)

National Certificate Group Awards (NCGAs) in Digital Media Computing,

employment and/or training in the IT industry and ultimately, for some, to:

a range of computing-related Higher National Certificates (HNCs) and Higher National Diplomas (HNDs)

degrees in Computer Science, Information Systems and related disciplines

careers in the IT industry

Careers in Computing Science

3D modelling and animation

Bioinformatics

Business Analysis

Computer Aided Design

Computer Games

Programming

Computer Games Testing

Computer Hardware

Engineering

Database Administration

Games Production

Management

IT consultant

IT help desk support

IT support services

IT project management

Multimedia Development

Network Management

Software Engineering

Software Programming

Systems Analysis and Design

Systems Development

Teaching

Web Development

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Engineering Science National 5


The Course allows learners to engage with technologies. The aims of the Course are to enable learners to:

(a) apply knowledge and understanding of key engineering facts and ideas (b) understand the relationships between engineering, mathematics and science

(c) apply skills in analysis, design, construction and evaluation to a range of engineering problems

(d) communicate engineering concepts clearly and concisely, using appropriate terminology

(e) develop an understanding of the role and impact of engineering in changing and influencing our environment and society


In this Course, and its component Units, there will be an emphasis on skills development and the application of those skills. Assessment approaches will be proportionate, fit for purpose and will promote best practice, enabling learners to achieve the highest standards they can. This Course provides learners with opportunities to continue to acquire and develop the attributes and capabilities of the four capacities, as well as skills for learning, skills for life and skills for work. All Courses provide opportunities for learners to develop breadth, challenge and application, but the focus and balance of the assessment will be appropriate for the subject area.


Learners would normally be expected to have attained the skills, knowledge and understanding required by the following or by equivalent qualifications and/or experience :- Engineering Science (National 4).


The Course is designed for all learners who can respond to a level of challenge including, but not limited to, those considering further study or a career in engineering and related disciplines. It provides sufficient breadth, flexibility and choice to meet the needs of all learners.

Craft, Design & Technology Department - S4 into S5 Subject

Information

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Learners will develop an understanding of the far-reaching impact of engineering on our society and of the central role of engineers as designers and problem solvers, able to conceive, design, implement and operate complex systems. They will also develop a range of transferable skills for learning, life and work, opening up a wide range of career and study opportunities and enabling learners to develop as global citizens who can contribute effectively to their communities, society and the world. On completing the Course, learners will have developed skills in analysis and problem solving, engineering design, the use of equipment and materials, and evaluation.

5. Why Study the Course/What can pupils gain from doing the Course?

Engineering is vital to everyday life; it shapes the world in which we live and its future. Engineers play key roles in meeting the needs of society in fields which include climate change, medicine, IT and transport. Our society needs more engineers, and more young people with an informed view of engineering. The Course provides a broad and challenging exploration of engineering. Because of its focus on developing transferable skills, it will be of value to many learners, and particularly beneficial to learners considering a career in engineering, or one of its many branches.


Unit assessment All Units are internally assessed against the requirements shown in the Unit Specification. They can be assessed on a Unit-by-Unit basis or by combined assessment. They will be assessed on a pass/fail basis within centres. SQA will provide rigorous external quality assurance, including external verification, to ensure assessment judgments are consistent and meet national standards. The assessment of the Units in this Course will be as follows. Engineering Contexts and Challenges (National 5) For this Unit, learners will be required to provide evidence of: technological skills in a range of contexts and challenges

understanding of engineering contexts and challenges

knowledge of the impact of engineering on society and the environment Electronics and Control (National 5) For this Unit, learners will be required to provide evidence of: skills in developing analogue electronic control systems

skills in developing digital electronic control systems Mechanisms and Structures (National 5) For this Unit, learners will be required to provide evidence of: understanding of mechanisms and structures

skills in developing mechanical and structural solutions.

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Course assessment Courses from National 4 to Advanced Higher include assessment of added value. At National 5, Higher and Advanced Higher, the added value will be assessed in the Course assessment. The added value for the Course must address the key purposes and aims of the Course as defined in the Course Rationale. It will do this by addressing one or more of breadth, challenge or application. In this Course, added value will focus on breadth, challenge and application. The learner will draw on and apply the skills and knowledge they have developed during the Course. These will be assessed through a combination of an assignment question papers. The Engineering Science assignment adds value by requiring challenge and application. Learners will apply knowledge and skills from the Units to solve an appropriately challenging engineering problem. The question paper introduces breadth to the assessment. It requires depth of understanding and application of knowledge from the Units.

7. Careers

Because of its focus on developing transferable skills, it will be of value to many learners, and particularly beneficial to learners considering a career in engineering, or one of its many branches. This Course or its Units may provide progression to:

other SQA qualifications in Engineering Science or related areas,

further study, employment and/or training Engineering is vital to everyday life; it shapes the world in which we live and its future. Engineers play key roles in meeting the needs of society in fields which include climate change, medicine, IT and transport.

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Engineering Science Higher 1. Aims of the Course

In this Course, and its component Units, there will be an emphasis on skills development and the application of those skills. The aims of the Course are to enable learners to:

(a) extend and apply knowledge and understanding of key engineering concepts, principles and practice

(b) understand the relationships between engineering, mathematics and science (c) apply analysis, design, construction and evaluation to a range of engineering problems

with some complex features (d) communicate engineering concepts clearly and concisely, using appropriate

terminology (e) develop a greater understanding of the role and impact of engineering in changing and

influencing our environment and society


The Course develops a number of pervasive and integrative themes, including the systems approach, energy and sustainability. These are used to explore varied engineering systems through simulation, practical projects and investigative tasks in a range of contexts. Courses in Engineering Science and in Physics (and other pure sciences) are designed to be complementary; a combination of this Course and a pure science Course will provide a very strong foundation for further study in engineering or the sciences.


Learners would normally be expected to have attained the skills, knowledge and understanding required by the following or equivalent qualifications and/or experience: Engineering Science (National 5) Course


The Course is designed for all learners who can respond to a level of challenge including, but not limited to, those considering further study or a career in engineering and related disciplines. It provides sufficient breadth, flexibility and choice to meet the needs of all learners. Learners will develop a deeper understanding of the central role of engineers as designers and problem solvers, able to conceive, design, implement and control complex systems, and the far-reaching impact of engineering on our society and the environment. They will also continue to develop a range of transferable skills for learning, skills for life and skills for work, opening up a wide range of career and study opportunities, and enabling them to develop as global citizens who can contribute effectively to their communities, society and the world.

On completing the Course, learners will have developed greater skills in: analysis and problem solving, engineering design, the use of equipment and materials, and evaluation.

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On completing the Course, learners will have developed greater skills in: analysis and problem solving, engineering design, the use of equipment and materials, and evaluation. Course activities provide opportunities to enhance generic and transferable skills in planning and organising, working independently and in teams, critical thinking and decision making, research, communication and self- and peer-evaluation, in a technological context.


Unit assessment All Units are internally assessed against the requirements shown in the Unit Specification. They can be assessed on a Unit-by-Unit basis or by combined assessment. They will be assessed on a pass/fail basis within centres. SQA will provide rigorous external quality assurance, including external verification, to ensure assessment judgments are consistent and meet national standards. The assessment of the Units in this Course will be as follows: Engineering Contexts and Challenges (Higher) For this Unit, learners will be required to provide evidence of:

technological skills in a range of contexts and challenges

understanding of the impact of engineering on society and the environment

Electronics and Control (Higher) For this Unit, learners will be required to provide evidence of:

skills in developing analogue electronic control systems

skills in developing digital electronic control systems

Mechanisms and Structures (Higher) For this Unit, learners will be required to provide evidence of:

understanding of mechanisms and structures

skills in developing mechanical and structural solutions

Course assessment Courses from National 4 to Advanced Higher include assessment of added value1. At National 5, Higher and Advanced Higher, the added value will be assessed in the Course assessment. The added value for the Course must address the key purposes and aims of the Course as defined in the Course Rationale. It will do this by addressing one or more of breadth, challenge or application.

In this Course, added value will focus on breadth, challenge and application. The learner will draw on and apply the skills, knowledge and understanding they have developed during the Course. These will be assessed through a combination of an assignment and a question paper.

The Engineering Science assignment adds value by requiring challenge and application. Learners will apply knowledge and skills from the Units to solve an appropriately challenging engineering problem.

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The question paper introduces breadth to the assessment. It requires depth of understanding and application of knowledge from the Units. Question paper: 110 marks (69%) Assignment: Assignment: 50 marks (31%) Worth 50 marks 8 hour time limit Annually issued task

Externally assessed by SQA

7. Careers This course or its Units may provide progression to any level of engineering employment or study including: Electronics Engineer, Mechanical Engineer, Robotics Engineer, Aeronautical Engineer, Prosthetics Engineer, Civil Engineer, Renewable Energy.

Graphical Communication National 5


The Course allows learners to engage with technologies. It allows learners to consider the impact that graphic communication technologies have on our environment and society. The aims of the Course are to enable learners to:

(a) develop skills in graphic communication techniques, including the use of equipment, graphics materials and software

(b) extend and apply knowledge and understanding of graphic communication standards, protocols, and conventions where these apply

(c) develop an understanding of the impact of graphic communication technologies on our environment and society


This Course is a broad-based qualification, suitable for learners with an interest in graphic communication - both digital and paper-based. It is suitable for those wanting to progress onto higher levels of study in the subject. The qualification is largely learner-centered and includes practical and experiential learning opportunities. Because the world of graphic communication covers such a wide variety of styles and modes of communication, there is a broad scope for personalisation and choice within the Course for each learner.


Learners would normally be expected to have attained the skills, knowledge and understanding required by one or more of the following or by equivalent qualifications and/or experience: Level 4 Graphic Communication Coursework

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Course activities also provide opportunities to build self-confidence and enhance generic and transferable skills in numeracy, researching, ICT, planning and organising work tasks, working independently and in collaboration with others, critical thinking and decision making, communication, as well as self- and peer-evaluation. On completing the Course, learners will have developed skills in 2D and 3D graphics, as well as pictorial graphics. They will be able to apply these skills in order to produce graphics that require relevant visual impact and graphics that transmit information.


On completing the Course, learners will be able to: initiate, develop and communicate ideas graphically; interpret graphic communications initiated by others; use graphic communication equipment, software and materials effectively; and apply knowledge and understanding of graphic communication standards, protocols, and conventions where these apply. In addition, learners will have developed: design skills, including creativity; an understanding of the impact of graphic communication technologies on our environment and society; and spatial awareness and visual literacy.


Unit assessment All Units are internally assessed against the requirements shown in the Unit Specification. They can be assessed on a Unit-by-Unit basis or by combined assessment. They will be assessed on a pass/fail basis within centres. SQA will provide rigorous external quality assurance, including external verification, to ensure assessment judgments are consistent and meet national standards. The assessment of the Units in this Course will be as follows. 2D Graphic Communication (National 5) In this Unit, evidence will be required that the learner can produce a series of straightforward 2D graphics, to a given standard, in familiar and some new contexts. Knowledge and understanding will also be assessed. 3D and Pictorial Graphic Communication (National 5) In this Unit, evidence will be required that the learner can produce a series of straightforward 3D and pictorial graphics, to a given standard, in familiar and some new contexts. Knowledge and understanding will also be assessed.

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Course assessment Courses from National 4 to Advanced Higher include assessment of added value. At National 5, Higher and Advanced Higher, the added value will be assessed in the Course assessment. The added value for the Course must address the key purposes and aims of the Course as defined in the Course Rationale. It will do this by addressing one or more of breadth, challenge and application. In the National 5 Graphic Communication Course, added value will focus on breadth, challenge and application. The learner will draw on, extend and apply the skills and knowledge they have developed during the Course. These will be assessed through a combination of an assignment question paper. The course assessment has two components. Component Marks Duration Component 1: question paper 80 marks (67%) Component 2: assignment 40 marks (33%)

7. Careers

The Course provides skills that are complementary to other curricular areas, such as expressive arts, sciences and mathematics. It provides skills that are valuable for learners in the other areas of study in the technologies. The Course provides progression from experiences and outcomes in expressive arts and ICT, as well as in craft, design, engineering and graphics.

Graphical Communication Higher 1. Aims of the Course

The aims of the Course are to enable learners to develop: (a) skills in graphic communication techniques, including the use of equipment,

graphics materials and software

(b) creativity in the production of graphic communications to produce visual impact in meeting a specified purpose

(c) skills in evaluating the effectiveness of graphics in communicating and meeting their purpose

(d) an understanding of graphic communication standards protocols and conventions, where these apply

(e) an understanding of the impact of graphic communication technologies on our environment and society.


The Course provides opportunities for learners to initiate and develop their own ideas graphically. It allows them to develop skills in reading and interpreting graphics produced by others. Learners will continue to develop graphic awareness in often complex graphic situations thus expanding their visual literacy.

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The Course is practical, exploratory and experiential in nature. It combines elements of creativity and communicating for visual impact with elements of protocol and an appreciation of the importance of graphic communication standards, where these are appropriate. The Course allows learners to engage with technologies. It allows learners to consider the impact that graphic communication technologies have on our environment and society.


Learners would normally be expected to have attained the skills, knowledge and understanding required by one or more of the following or by equivalent qualifications and/or experience: National 5 Graphic Communication Course


On completing the Course, learners will be able to: initiate, develop and communicate often complex ideas graphically and with clarity; interpret often complex graphic communications initiated by others; select and use appropriate graphic communication equipment with skill and confidence, employ software and materials effectively in tasks; and apply knowledge and understanding of graphic communication standards and protocols, where these apply. In addition, learners will have developed: graphic design skills, including creativity; an understanding of the impact of graphic communication technologies on our environment and society; graphic spatial awareness and visual literacy; and skills in constructively evaluating the effectiveness of graphic communications.


This Course is a broad-based qualification, suitable for learners with an interest in graphic communication - both digital and paper-based. It is suitable for those wanting to progress on to higher levels of study in the subject. The qualification is largely learner-centered and includes practical and experiential learning opportunities. Because the world of graphic communication covers such a wide variety of styles and modes of communication, there is a broad scope for personalisation and choice within the Course for each learner.


Unit assessment All Units are internally assessed against the requirements shown in the Unit Specification. They can be assessed on a Unit-by-Unit basis or by combined assessment. They will be assessed on a pass/fail basis within centres. SQA will provide rigorous external quality assurance, including external verification, to ensure assessment judgments are consistent and meet national standards.

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The assessment of the Units in this Course will be as follows. 2D Graphic Communication (Higher) In this Unit, evidence will be required that the learner can plan and produce a series of 2D graphics, to a given standard, in familiar and some new contexts with some complex features. The learner will take initiative in evaluating their work in progress and on completion, and apply suggestions for improvement. Knowledge and understanding will also be assessed. 3D and Pictorial Graphic Communication (Higher) In this Unit, evidence will be required that the learner can plan and produce a series of 3D and pictorial graphics, to a given standard, in familiar and some new contexts with some complex features. The learner will take initiative in evaluating their work in progress and on completion, and apply suggestions for improvement. Knowledge and understanding will also be assessed. Exemplification of possible assessment approaches for these Units is provided in the National Assessment Resource. Course assessment Courses from National 4 to Advanced Higher include assessment of added value1. At National 5, Higher and Advanced Higher, the added value will be assessed in the Course assessment. The added value for the Course must address the key purposes and aims of the Course as defined in the Course Rationale. It will do this by addressing one or more of breadth, challenge or application. In the Higher Graphic Communication Course, added value will focus on:

(a) breadth

(b) challenge

(c) application The learner will draw on, extend and apply the skills, knowledge and understanding they have developed during the Course. These will be assessed through a combination of an assignment and a question paper. The Graphic Communication assignment adds value by introducing challenge and application. Learners will draw on their range of skills, knowledge and understanding from the Units in order to produce an effective overall response to the assignment brief. The brief for the project will be sufficiently open and flexible to allow for personalisation and choice. The question paper introduces breadth to the assessment. It requires depth of understanding and application of knowledge from the Units. The course assessment has two components. Component Marks Duration Component 1: question paper 90 (64%) Component 2: assignment 50 see ‘Course assessment’ section (36%)

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7. Careers

Draughtsperson, Architecture, Construction, Planning, Civil Service, Engineering, Product Design, Interior Design, Graphic Design, CAD Technician etc.

Practical Metalwork National 5


The aims of the Course are to enable learners to develop: (a) skills in metalworking techniques

(b) skills in measuring out and marking metal sections and sheet materials

(c) safe working practices in workshop environments

(d) practical creativity and problem-solving skills

(e) an understanding of sustainability issues in a practical metalworking context


This Course is a broad-based qualification for all learners with an interest in crafts. It is suitable for learners with an interest in practical metalworking and those wanting to progress to higher levels of study or a related career. The Course is largely workshop-based, providing a broad introduction to practical metalworking. The Course is distinct in value in that it allows learners to develop practical psychomotor skills (manual dexterity and control) in a specialist practical craft. It helps learners to develop safe working practices and to become proactive in matters of health and safety. It allows them to learn how to use a range of tools, equipment and materials correctly and provides skills that are complementary to other curriculum areas, particularly metalworking. In this Course, and its component Units, there will be an emphasis on skills development and the application of those skills. Assessment approaches will be proportionate and fit for purpose and they will promote best practice, enabling learners to achieve the highest standards they can.


None.


This Course provides learners with opportunities to continue to acquire and develop the attributes and capabilities of the four capacities, as well as skills for learning, skills for life and skills for work.

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The course provides opportunity for learners to develop breadth, challenge and application, but the focus and balance of the assessment will be appropriate for the subject area.


On completing the Course, the learners will have developed skills in practical metalworking. This will include correct use of tools and equipment and a range of metalworking materials, processes and techniques. In addition, learners will gain an appreciation of safe working practices in a workshop environment. This Course or its Units may provide progression to: (a) other qualifications in practical technologies or related areas

(b) further study, employment and/or training


Unit assessment All Units are internally assessed against the requirements shown in the Unit Specification. They can be assessed on a Unit-by-Unit basis or by combined assessment. They will be assessed on a pass/fail basis within centres. The assessment of the Units in this Course will be as follows. Practical Metalworking: Bench Skills (National 5) For this Unit, evidence will be required that the learner can produce practical metalworking bench-fitting work to a given standard.. Practical Metalworking: Machine Processes (National 5) For this Unit, evidence will be required that the learner can follow practical metalworking machine processes to a given standard.. Practical Metalworking: Fabrication and Thermal Joining (National 5) For this Unit, evidence will be required that the learner can complete a range of metalwork fabrication and joining tasks to a given standard. Course assessment In the National 5 Practical Metalworking Course, added value will focus on:

(a) challenge

(b) application The learner will draw on, extend and apply the skills and knowledge they have developed during the Course. This will be assessed through a practical activity which involves producing a finished product in metal to a given standard. The task will be sufficiently open and flexible to allow for personalisation and choice and for the learners to demonstrate practical creativity.

7. Careers

This course is of broad general benefit to all learners. It also provides a foundation for those considering further study, or a career in manufacturing, engineering.

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Practical Woodwork National 5


The aims of the Course are to enable learners to develop: (a) skills in woodworking techniques

(b) skills in measuring out and marking wood sections and sheet materials

(c) safe working practices in workshop environments

(d) practical creativity and problem-solving skills

(e) an understanding of sustainability issues in a practical woodworking context


This Course is a broad-based qualification for all learners with an interest in crafts. It is suitable for learners with an interest in practical woodworking and those wanting to progress to higher levels of study or a related career. The Course is largely workshop-based, providing a broad introduction to practical woodworking. The Course is distinct in value in that it allows learners to develop practical psychomotor skills (manual dexterity and control) in a specialist practical craft. It helps learners to develop safe working practices and to become proactive in matters of health and safety. It allows them to learn how to use a range of tools, equipment and materials correctly and provides skills that are complementary to other curriculum areas, particularly woodworking. In this Course, and its component Units, there will be an emphasis on skills development and the application of those skills. Assessment approaches will be proportionate and fit for purpose and they will promote best practice, enabling learners to achieve the highest standards they can.


Entry to this Course is at the discretion of the centre. However, learners would normally be expected to have attained the skills, knowledge and understanding required by the following or equivalent qualifications and/or experience: Level 4 Practical Woodworking Coursework


This Course provides learners with opportunities to continue to acquire and develop the attributes and capabilities of the four capacities, as well as skills for learning, skills for life and skills for work. The course provides opportunity for learners to develop breadth, challenge and application, but the focus and balance of the assessment will be appropriate for the subject area.

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On completing the Course, the learners will have developed skills in practical woodworking. This will include correct use of tools and equipment and a range of woodworking materials, processes and techniques. In addition, learners will gain an appreciation of safe working practices in a workshop environment. This Course or its Units may provide progression to: (a) other qualifications in practical technologies or related areas

(b) further study, employment and/or training


Unit assessment All Units are internally assessed against the requirements shown in the Unit Specification. They can be assessed on a Unit-by-Unit basis or by combined assessment. They will be assessed on a pass/fail basis within centres. The assessment of the Units in this Course will be as follows: Practical Woodworking: Flat Frame Construction (National 5) For this Unit, evidence will be required that the learner can produce practical woodworking flat frame work to a given standard. Practical Woodworking: Carcase Construction (National 5) For this Unit, evidence will be required that the learner can produce practical woodworking carcase construction work to a given standard. Practical Woodworking: Machining and Finishing (National 5) For this Unit, evidence will be required that the learner can complete a range of woodwork finishing and machining tasks to a given standard. Course assessment In the National 5 Practical Woodworking Course, added value will focus on:

(a) challenge

(b) application The learner will draw on, extend and apply the skills and knowledge they have developed during the Course. This will be assessed through a practical activity which involves producing a finished product in wood to a given standard. The task will be sufficiently open and flexible to allow for personalisation and choice and for the learners to demonstrate practical creativity.

7. Careers

This course is of broad general benefit to all learners. It also provides a foundation for those considering further study, or a career in manufacturing, building trades: joinery and/or carpentry.

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English National 5


For students who do not achieve a pass in the National 5 examination and therefore do not have the required entrance qualification for Higher English there will be an opportunity to try to achieve a pass in National 5 in S5. While the structure of the course and the internal and external assessments remain the same the course content is different. This means that students have the opportunity to study different texts from those studied in S4.

2. Course Structure

External assessments This currently has two components: i. A folio of writing, one creative and the other discursive. This work is compiled internally

but sent to the SQA for marking. ii. An Examination which consists of two papers.

Paper 1: Reading for Understanding, Analysis and Evaluation. Two non-fiction texts will be presented. Questions on the texts will demonstrate the skills of understanding, analysis and evaluation. Paper 2: Critical Reading This paper has two sections: Section A – Scottish Texts

Students must answer one question on an extract from a previously studied text. Section B – Critical Essay

Students must answer one question from a range of questions which cover the genres of drama, poetry, film and drama.


A pass at National 4.


Language and literacy are of personal, social and economic importance. Learners’ ability to use language lies at the centre of the development and expression of their emotions, thinking, learning and sense of personal development.

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5. Careers

Careers for which English is essential include: Law, Politics, Acting, Editing, Teaching, Journalism, Marketing, Advertising, Publishing, Web Editing, Local Government, Human Resources, Management, and Speech Therapy.

English Higher 1. Aims of the Course

The main purpose of the course is to provide students with the opportunity to develop the skills of listening, talking, reading and writing in order to understand and use language in a variety of contexts.

2. Course Structure

Internal assessments SQA is currently revising the way in which the course is assessed, however at present you can be aware that there are: External assessments This currently has two components:

i. A folio of writing, one creative and the other discursive. This work is compiled internally but sent to the SQA for marking.

ii. An Examination which consists of two papers. Paper 1: Reading for Understanding, Analysis and Evaluation. Two non-fiction texts will be presented. Questions on the texts will demonstrate the skills of understanding, analysis and evaluation. Paper 2: Critical Reading This paper has two sections: Section A – Scottish Texts

Students must answer one question on an extract from a previously studied text. Section B – Critical Essay Students must answer one question from a range of questions which cover the

genres of drama, poetry, film and drama.


A pass at National 5 (A-C).

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Language and literacy are of personal, social and economic importance. Learners’ ability to use language lies at the centre of the development and expression of their emotions, thinking, learning and sense of personal development.

5. Careers

Careers for which English is essential include: Law, Politics, Acting, Editing, Teaching, Journalism, Marketing, Advertising, Publishing, Web Editing, Local Government, Human Resources, Management, and Speech Therapy.

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Geography National 5 1. Aims of the Course

Geography is the study of the world around us and how it is changing. By studying Geography, you will learn about the world and develop the knowledge and skills to understand local, national and global events. As a subject, Geography covers elements of both social science and natural sciences.

2. Description of the Course The National 5 Geography course is divided into three units. Each is then sub-divided into different topics:

1. Human Environments Students will study, compare and contrast the countries of our planet. Key themes include inequality between developed and developing countries, world population distribution, reasons for changes in world population growth, global health and disease as well as looking at changes in urban and rural landscapes.

2. Physical Environments Students will explore the natural processes which have shaped the formation of the physical landscape in the United Kingdom. The areas studied include river and limestone landscapes. In addition they will look at land use conflicts and management in these areas. Students will also study UK weather systems and learn how to interpret synoptic charts.

3. Global Issues: Students will have the opportunity to study two significant global geographical issues, choosing from the following options: Climate Change, Natural Regions, Environmental Hazards, Trade and Globalisation, Tourism and Health.

Geographical Assignment: Students will conduct a research task on a topic of their choice, gathering relevant data which they will analyse and present. This will account for 20% of the marks for National 5 Geography.


National 5 Geography is a suitable course for anyone who has an interest in the subject.

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A variety of active learning and teaching strategies will be involved, from teacher led explanation and discussion to individual work; paired work; group work; fieldwork; researching and presenting information; interpretation and analysis of various geographical sources of information; self and peer evaluation of work produced.

5. Why Study the Course/What can Pupils gain from doing the Course?

Studying National 5 Geography allows you to explore key issues and processes that are important to communities and nations worldwide. Not only does Geography allow us to study key issues that are relevant to our lives but the investigative approach to geographical issues develops skills such as working independently, collaborating with others, processing sources of information as well as presenting and analysing findings. These skills are highly valued by employers and universities.

6. How is the Course Assessed?

Assignment – 20 marks Exam Question Paper – 80 marks Both are marked by the SQA.

7. Careers

The close link between the subject and the world around us makes for a long and varied list of related careers including: working with development or aid agencies, landscape architecture, cartography, environmental work, geology, geophysics, mining, surveying, town and country planning, ecology, meteorology, nature conservation, teaching, hydrology and in tourism and recreation. The list is almost endless. For further information about the N5 Geography course please speak to Mr McLeman or Miss Watt.

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Geography Higher


Geography explores the physical and human environments of our planet and how they interact. The purpose of the course is to develop your understanding of the processes that shape our changing world. Students will develop their skills of enquiry both in the classroom and in the field. It will also develop their skills of both collaborative and independent working.


The Higher Geography course is divided into three main Units. Each is then sub-divided into different topics:

Physical Environments

Students will study Hydrosphere, Lithosphere, Biosphere and Atmosphere and how these physical environments interact with each other and influence human activity.

Human Environments

Students will study global Population issues and solutions. They will also study units which examine Rural and Urban land use and change.

Global Issues

Students will have the opportunity to study two significant global geographical issues, choosing from the following options: Development and Health, Energy, River Basin Management and Global Climate Change.


The course is open to all S5 and S6 students who have achieved a Grade C or above in National 5 level in Geography or in any other Social Subject.


A variety of active learning and teaching strategies will be involved, from teacher led explanation and discussion to individual work; paired work; group work; fieldwork; researching and presenting information; interpretation and analysis of various geographical sources of information; self and peer evaluation of work produced.

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Studying Higher Geography allows you to explore key issues and processes that are important to communities and nations worldwide. Not only does Geography allow us to study key issues that are relevant to our lives but the investigative approach to geographical issues develops skills such as working independently, collaborating with others, processing sources of information as well as presenting and analysing findings. These skills are highly valued by employers and universities.

6. How is the Course Assessed?

External Assessment Assignment: 30 marks This is a piece of independent coursework, which is worth 30 marks and accounts for 27% of the overall grade for Higher Geography. Exam: 2 x question papers Question paper 1: 1 hour 50 minutes (100 marks or 46%). There will be a section on Physical Environments and a section on Human Environments. Question paper 2: 1 hour 10 minutes (60 marks or 27%). There will be a section on Global Issues and a section on Application of Geographical Skills. The exam accounts for 73% of the overall grade for Higher Geography.

7. Careers

The close link between the subject and the world around us makes for a long and varied list of related careers including: working with development or aid agencies, landscape architecture, cartography, environmental work, geology, geophysics, mining, surveying, town and country planning, ecology, meteorology, nature conservation, teaching, hydrology and in tourism and recreation. The list is almost endless. For further information about the Higher Geography course please speak to Mr McLeman or Miss Watt.

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History National 5 1. Aims of the Course

There are three key aims of the course. The first is to expand your knowledge of the issues that have helped to shape the world which we live in today. The second is to further develop skills, such as investigating, analysing and evaluating historical evidence, to help you understand and explain historical events. The third is to encourage you to discuss the issues you study, to form your own views and respect those of others.


The course covers elements of political, social, cultural and economic history during the 18th century, 19th century and early 20th century. The course is divided into three Units: Scottish Unit – The Era of the Great War 1900 – 1928 A study of the experiences of Scots in the Great War and its impact on life in Scotland. This topic considers the impact of technology on the soldiers on the Western Front. It also considers the way in which the war changed life for people at home as the war began to impact on every aspect of life both during and after the war. British History Unit – The Atlantic Slave Trade A study of the nature of the British Atlantic slave trade in the late eighteenth century, changing attitudes towards it in Britain and the pressures that led to its abolition. European and World History Unit - Hitler and Nazi Germany, 1919 – 1939 A study of attempts to establish democracy in Weimar Germany, the reasons for its collapse and the nature of the Nazi State. This unit will focus on the problems facing the Weimar Republic, the Nazi Rise to Power and Hitler’s control of Germany.


National 5 History is a suitable course for anyone who has an interest in the subject.


The course will be taught using a variety of learning experiences, including individual written tasks, group and class discussions, analysing and evaluating historical sources, internet research, investigations and group presentations.

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5. Why Study the Course/What can students gain from doing the Course?

‘If we would learn from history, what lessons it might teach us!’ (Samuel Taylor Coleridge).

Studying history helps us to understand human experience. Learning about people and values in different times, places and circumstances will help you to understand the historical forces that shape our world. You will develop important skills such as research, problem solving, communication and critical thinking.


Assignment – 20 marks Exam Question Paper – 60 marks Both are marked by the SQA.

7. Careers

Careers directly related to the study of history include those in archaeology, archives, cultural heritage, genealogy, museums, restoration work and teaching. However, the skills developed through studying history are relevant to a broad range of other careers including the diplomatic service, journalism, law, media, police, politics, publishing and tourism. For further information about the N5 History course please speak to Mr Sandison or Mrs Thomason.

History Higher 1. Aims of the Course

The aim of the course is to provide breadth and depth in your knowledge and understanding of historical themes through a study of chosen period contexts to expand your knowledge of the issues that have helped to shape the world which we live in today. It is also intended to enable you to develop skills in explaining historical developments and events, evaluating sources and drawing conclusions.


The course covers elements of political, social, cultural and economic history during the 19th century and early 20th century. The course is divided into three Units: - Scottish History Unit - Migration and Empire, 1830 – 1939 A study of population movement and social and economic change in Scotland and abroad between 1830 and 1939. The main issues to be studied are the: migration of Scots; experiences of immigrants in Scotland; impact of Scots emigrants on the Empire; effects of Migration and Empire on Scotland.

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British History Unit - Britain 1851 – 1951 A study of the development of the United Kingdom into a modern democracy and the development of the role of the state in the welfare of its citizens. Topics studied include the Women’s Suffrage Movement, the Liberal Government 1906 – 1914 and the creation of the Welfare State. European and World History Unit - Germany 1815 – 1939. A study of the growth of nationalism in 19th century Germany leading to the overcoming of obstacles to unification of the nation by 1871, and the development of extreme nationalism after 1918. Topics studied include the growth of German nationalism, the Nazi rise to power and Nazi control of Germany.


The course is open to all S5 and S6 students who have achieved a Grade C or above at National 5 level in History or in any other Social Subject.


The course is taught through a variety of experiences including: reading, discussion, note making, extended writing, source analysis, group research and presentations.

5. Why Study the Course/What can students gain from doing the Course?

“The function of the historian is neither to love the past nor to emancipate himself from the past, but to master and understand it as the key to the understanding of the present.” E. H. Carr (Historian).

The course will help you to develop important skills for learning, life and work. These include communication skills and the ability to think creatively and critically.


External Assessment Assignment This is a piece of independent coursework, which is worth 30 marks and accounts for 27% of the overall grade for Higher History. Exam: 2 x question papers Question paper 1: 1 hour 30 minutes (40 marks). Extended response questions – you will answer one question on Britain 1851 – 1951 and one question on Germany 1815 - 1939. Question paper 2: 1 hour 30 minutes (36 marks). Source and knowledge questions on Migration and Empire, 1830 - 1939. The exam accounts for 73% of the overall grade for Higher History.

7. Careers

Careers directly related to the study of history include those in archaeology, archives, cultural heritage, genealogy, museums, restoration work and teaching. However, the skills developed through studying history are relevant to a broad range of other careers including the diplomatic service, journalism, law, media, police, politics, publishing and tourism. For further information about the Higher History course please speak to Mrs Thomason or Mr Sandison.

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Practical Cookery National 5 1. Aims of the Course

The main aim is for pupils to develop their interest in food, its preparation and presentation in a challenging practical environment. Pupils are encouraged to work independently, and to display flair and creativity with food.


The course is made up of 3 units of work and is assessed with a written paper and an externally assessed practical assignment

Organisational Skills for Cooking- to extend an understanding of planning, organisation and time management skills and to develop the ability to follow recipe – plan, produce and cost recipes and meals

Understanding and Using Ingredients – looks at sustainability, the responsible sourcing of ingredients and of current dietary advice

Cookery Skills, Techniques and Processes - .to enhance pupils’ cookery skills, food preparation techniques and their ability to follow cookery processes in the context of producing dishes. Practical assignment – this is worth 100 marks and has 2 stages. Stage 1 is a planning exercise and stage 2 is carrying out the practical component of the course. Pupils are required to prepare and cook a 3 course meal within the allocated time of 2½ hours Written paper – this is part of the SQA diet in May. It covers all information form the course and is worth 30 marks and completed in 1 hour.

3. Entry Requirements for the Course

Although no previous experience is necessary it is essential that you are interested in cooking and willing to practice your skills at home as well as in the classroom. This course is not about baking - it is the opportunity to learn the skills to prepare dishes, with flair, suitable for serving as part of a meal. There is also written work to complete for this course – this work supports the understanding of food, its origin and use in cooking.


Teaching and learning occurs through a range of activities - group work, investigation, discussion, individual work, ‘hands on’ experience in preparing food for staff lunch event in school, report writing. Remember - this course is intensely skills based – you will have the opportunity to develop food skills to a high level.

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This is an interesting course for pupils of all abilities and relates to everyday life – we all need to eat and prepare food. So, this will be useful for pupils going to college/ university, for those with a keen interest in considering Hospitality as their employment and for those simply wishing to improve their food preparation skills. It is essential however that you are committed to cooking and willing to practice skills outside the classroom.


Final exam – time planning element, 1 hour 45 mins – practical exam, 2½ hour duration – 1 hour written paper

7. Careers

This course would be beneficial for those with a wish to work as part of a team or as an individual, setting up their own business and include

the catering industry,

the caring profession,

food development,

food and drink retailing,

food quality assurance work,

food safety,

health promotion,

bakery and confectionery industry to name but a few!

Health & Food Technology Higher


The aim of the course is to allow the opportunity to study current issues in relation to food, diet, health and lifestyle from a perspective of both the consumer and the manufacturer in a relaxed and challenging way.


The course is made up of 3 units and a written assignment

Food for Health – nutrition and its relationship between diet, lifestyle and health.

Food product Development - functional properties of food, adapting and appraising existing products, product development strategy.

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Contemporary Food Issues - food safety, technological developments in food and how this affects our choice, food labelling, legislation, development and trends in the food industry.

Written Assignment – the development and production of a new food product.


National 5 Home Economics Or a Science and English at National 5 level – this is dependent on discussions with pupil and Pupil Support staff regarding the needs and abilities of the pupil.


Teaching and learning through a variety of strategies which include: Investigations, individual work, group work, analysis, reading, problem solving. Independent learning and management of time are essential elements of the course.


This is an interesting course which relates very much to everyday life and is topical – the food industry is continually changing and being challenged.


Technological assignment to develop new food product

External written exam.

7. Careers

Dietetics

Food product development

Nutrition studies

Sports science

Food safety and Environmental Health

Food production management

Hospitality management

Retail management

Health service

Teaching and many more…

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Fashion and Textiles National 5 1. Aims of the Course

The main aim is for pupils to develop their interest in fabrics and textiles in a challenging practical environment. Pupils are encouraged to work independently, and to display flair and creativity with textiles.


The course is made up of 3 units of work and is assessed with a written paper and an externally assessed practical assignment. The course helps pupils develop an understanding of textile properties, characteristics and technologies, item development, fashion/textile trends and factors that affect fashion/textile choice. Particular emphasis is placed on the development of practical skills and textile construction techniques to make detailed fashion/textile items, to an appropriate standard of quality.

Assignment and Practical assignment – this is worth 100 marks and has 2 stages. Stage 1 is a planning exercise and stage 2 is carrying out the practical component of the course. The stages are inter-related and will be assessed using one activity. Pupils will carry out one task — designing, planning, making and evaluating a fashion/textile item — which will provide evidence for both components. Written paper – this is part of the SQA diet in May. It covers all information from the course, is worth 30 marks and completed in 1 hour.


Although no previous experience is necessary it is essential that you are interested in textiles and sewing, both hand and machine and willing to practice your skills at home as well as in the classroom. There is a written element to be undertaken as part of the course.


Teaching and learning occurs through a range of activities - group work, investigation, discussion, individual work, ‘hands on’ experience in preparing food for staff lunch event in school, report writing. Remember - this course is intensely skills based – you will have the opportunity to develop textile skills to a high level.


There is the opportunity to take responsibility for the development of an idea through to the completed item. The course allows pupils to acquire attributes of perseverance, resilience, confidence and enterprise

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There is a question paper (1 hour) completed in the SQA exam diet. An assignment and practical activity are completed in class time.

7. Careers

This course would be beneficial for those with a wish to work as part of a team or as an individual, setting up their own business and include

the textiles industry

art and fashion

the caring profession

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National 5 Mathematics 1. Aims of the Course

Using mathematics enables us to model real-life situations and make connections and informed predictions. It equips us with the skills we need to interpret and analyse information, simplify and solve problems, assess risk and make informed decisions. The course develops important mathematical techniques which are critical to successful progression beyond National 5 in Mathematics and many other curriculum areas. The skills, knowledge and understanding in the course also support learning in technology, science, and social studies.


Pupils develop skills, knowledge and understanding in a range of areas including: Numerical skills: indices, surds, fractions, reverse percentages, compound interest, appreciation/depreciation Algebraic Skills: algebraic expressions (e.g. factorising/expansion of brackets), linear equations, quadratic equations, algebraic fractions, simultaneous equations, graphs of functions Geometric skills: gradient, circle geometry, Pythagoras’ theorem, similar shapes, 3D coordinates, vectors Trigonometric skills: trigonometric functions, graphs, and equations. Sine Rule/Cosine Rule, area of a triangle formula Statistical skills: comparing data sets using standard deviation and interquartile range, scatter graphs Reasoning skills: Interpreting a situation where maths can be used, identifying a strategy, and explaining a solution.


This is a suitable course for pupils who have achieved the fourth level of learning across the mathematics experiences and outcomes in the broad general education, or who have passed National 4 Maths.

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Teacher explanations, examples and class discussion help develop understanding and skills in each topic. Pupils are given some time in class to practice their skills, often working with others. Homework is set regularly to provide essential retrieval practice. Low-stakes tests/quizzes help pupils prioritise their revision and this helps build confidence for more formal examinations. Technology is used regularly to enhance learning experiences. Pupils are given feedback on their work and regular opportunities to reflect on their learning and consider their next steps.


This course is particularly suitable for pupils who wish to develop mathematical techniques for use in further study of mathematics or other curriculum areas, or in workplaces. Progression The following table shows possible progression to other maths courses in S6 after successfully passing N5 maths in S5.

S5 Course passed Possible S6 Course options

N5 Maths

Higher Maths Higher Statistics Unit N5 Applications of Maths Personal Finance


External Assessment The final course award is based on the pupil’s performance in the final external exam, which consists of two papers:

Marks Duration

Paper 1 (non-calculator) 50 1 hour and 15 minutes

Paper 2 (calculator) 60 1 hour and 50 minutes

7. Careers

A huge range of careers and college/university courses or apprenticeships require maths at N5 level or Higher. For example, money and finance, science, engineering, architecture, building industry, statistics, business, and teaching. Pupils should consult entrance requirements for future courses to check the level and type of mathematics course required.

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National 5 Applications of Mathematics 1. Aims of the Course

The National 5 Applications of Mathematics course explores the applications of

mathematical techniques and skills in everyday situations, including financial matters, statistics, and measurement. The skills, knowledge and understanding in the course also support learning in other curriculum areas, such as technology, health and wellbeing, science, and social studies. The purpose of the National 5 Applications of Mathematics course is to motivate and challenge pupils by enabling them to think through real-life situations involving mathematics and to form a plan of action based on logic.


Pupils develop skills, knowledge and understanding in a range of areas including: Numeracy skills: Select and carry out calculations including working with fractions and percentages, rounding, area, volume, perimeter, circumference, area, direct and indirect proportion. Recording measurements using a scale. Interpreting measurements and calculations to make decisions and using calculations to justify decisions. Financial Skills: Analysing a financial position using budget information, factors affecting income, determining best deal, converting between currencies, savings and borrowing. Measurement skills: Constructing a scale drawing, planning a navigation course, efficient container packing, precedence tables, time management, effects of tolerance and accuracy. Geometric skills: Gradient, composite shapes, Pythagoras’ theorem. Graphical data and probability skills: Extracting and interpreting data from different graphical forms, making decisions based on interpretation of data, making and justifying decisions based on probability.


This is a suitable course for pupils who have achieved the fourth level of learning across the mathematics experiences and outcomes in the broad general education, or National 4 Mathematics, or who have equivalent qualifications or experience. This course is particularly suitable for pupils who wish to develop the mathematical reasoning and numerical skills which are useful in other curriculum areas and workplaces.

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Teacher explanations, examples and class discussion help develop understanding and skills in each topic. Pupils are given some time in class to practice their skills, often working with others. Homework is set regularly to provide essential retrieval practice. Low-stakes tests/quizzes help pupils prioritise their revision and build confidence for more formal examinations. Technology is used regularly to enhance learning experiences. Pupils are given feedback on their work and regular opportunities to reflect on their learning and consider their next steps.


Pupils may choose N5 Applications of Maths as an alternative to N5 Maths as the course could be more appropriate for their future studies or career. A pupil may also prefer the practical applications of mathematics in this course, such as in money and statistics, to the more algebraic content of N5 Maths. Progression The following table shows possible progression to other maths courses in S6 after successfully passing N5 Applications of Maths.

S5 Course Possible S6 Course options

N5 Applications of Mathematics

N5 Maths Higher Statistics Unit Personal Finance

Note: if a pupil wishes to progress to Higher maths in S6, a pass at N5 Maths is required either in S4 or S5. N5 Apps is not a suitable preparation for Higher Maths.



Marks Duration


Paper 2 (calculator) 65 2 hours

7. Careers

This course is relevant to a range of careers and college/university courses or apprenticeships. Pupils should consult entrance requirements for future courses to check the level and type of mathematics course required.

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Higher Mathematics


The course develops important mathematical techniques which are critical to successful progression beyond Higher level in Mathematics and many other curriculum areas. The skills, knowledge and understanding in the course also support learning in technology, health and wellbeing, science, and social studies.


Pupils develop skills, knowledge and understanding in a range of areas including: Algebraic and trigonometric skills: Manipulating algebraic and trigonometric expressions, laws of logarithms and exponents, graphs of functions, composite and inverse functions, solving polynomial/logarithmic/exponential equations, solving trigonometric equations in degrees or radians, the wave function.

Geometric skills: Working with vectors including collinearity, scalar product and its properties, angle between vectors, unit vectors. Calculus skills: Differentiating functions, finding equation of a tangent to a curve, chain rule, increasing/decreasing functions, stationary points and their nature, optimisation problems. Integrating functions, finding the area between curves, solving differential equations. Algebraic and geometric skills: Equation of medians/altitudes/perpendicular bisectors, perpendicular lines, equation of a circle and related problems, sequences including recurrence relations and limits.


This Course is suitable for learners who are secure in their attainment of the National 5 Mathematics Course or an equivalent qualification. Pupils choosing this option should have completed the National 5 course in class 4 and expect to achieve at least grade B overall in the National 5 exam. Those achieving grade C will find Higher Maths very demanding.


Teacher explanations, examples and class discussion help develop understanding and skills in each topic. Pupils are given some time in class to practice their skills, often working with others. Pupils are expected to complete homework most nights – this is vital in Higher maths to get enough practice – as well as weekly home exercises to practice retrieval skills. Low-stakes tests/quizzes help pupils prioritise their revision and build confidence for more formal examinations. Technology is used regularly to enhance learning experiences. Pupils are given feedback on their work and regular opportunities to reflect on their learning and consider their next steps.

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The course is relevant to those whose interests lie in the fields of commerce, engineering and science or who simply want to gain entry to a Higher Education institution. Progression The following table shows possible progression to other maths courses in S6 after successfully passing Higher Maths.

S5 Course Possible S6 Course options

Higher Maths

Advanced Higher Mathematics Advanced Higher Mathematics of Mechanics Higher Statistics Unit



Marks Duration


Paper 2 (calculator) 80 1 hour and 45 minutes

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Careers

A huge range of careers and college/university courses or apprenticeships require maths at N5 level or Higher. For example, money and finance, science, engineering, architecture, building industry, statistics, business, and teaching. Pupils should consult entrance requirements for future courses to check the level and type of mathematics course required.

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Personal Finance and Numeracy Course


The Personal Finance Awards at SCQF level 4 & 5 will develop knowledge and skills to cope confidently and effectively with the types of financial matters individuals are likely to encounter and will prepare pupils for financial decision making and managing personal finances throughout their lives. The general aim of the N5 Numeracy Unit is to develop pupils’ numerical and information handling skills to solve real-life problems involving number, money, time and measurement.


The course is split into two sections: Personal Finance (either Level 4 or 5) and National 5 Numeracy.

Course content The Personal Finance Award consists of two units at either level: Personal Finance Award (SCQF level 4)

Money Management

The Principles of Money or Personal Finance Award (SCQF level 5)

Money Management

Understanding Money

The Awards cover a range of topics, including: calculating and comparing costs; household budgeting; different forms of borrowing; tax and National Insurance; credit cards; bank accounts; exchange rates; interest and inflation rates.

Numeracy (National 5)

At this level, real-life problems will have some complex features and be set in contexts which are likely to be unfamiliar to the pupil. As pupils tackle real-life problems, they will decide what numeracy and information handling skills to use, and how to apply those skills to an appropriate level of accuracy. Pupils will also interpret graphical data and use their knowledge and understanding of probability to identify solutions to solve real-life problems involving money, time and measurement. Pupils will use their solutions to make and justify decisions.


This Course is suitable for pupils who have passed National 4 Mathematics.

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The Personal Finance Awards at SCQF level 4 & 5 will develop knowledge and skills to cope confidently and effectively with the types of financial matters individuals are likely to encounter. Each Award contains 2 Units and pupils will receive a support pack which will provide learning and teaching activities for each unit. The personal finance awards are at either SCQF level 4 or 5 depending on individual progress.


The course will prepare pupils for financial decision making and managing personal finances throughout their lives.

6. Assessment

To achieve each of the Personal Finance awards, pupils must pass two end of unit e-assessment tests using SOLAR (SQA’s e-assessment system). National 5 Numeracy is assessed by an internal unit assessment.

7. Careers

N5 is the highest level of numeracy required in modern apprenticeships. Personal Finance will be useful to everyone in everyday life, but particularly for finance & banking and retail work.

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Modern Languages National 4 - French or German 1. Aims of the Course

a) To learn to communicate in straightforward language in various situations. b) To learn more about the countries where the language is spoken. c) To learn more about how language works in general.


Unit 1, Understanding Language, develops the skills of listening and reading. Unit 2, Using Language, develops the skills of talking and writing. These two units are not taken separately. They are completely integrated, so that learners will usually practise all four skills in the same lesson. The language skills will be developed in a wide range of situations, within the four contexts: Society – e.g. people, relationships, health, the environment Learning – e.g. school, studying, plans for the future Employability – e.g. comparing jobs, developing employability skills, money Culture – e.g. TV, films, books, music, visiting people and places Finally, there is a third unit, an Assignment. For this the learners will read in the foreign language about a topic of their choice, and then present their findings in a talk followed by a short discussion.


There are no entry requirements.


a) Work with text books, CDs and DVDs. b) Work in pairs, in groups, and with computers. c) Wherever possible, contact with native speakers, including by letter or email. d) Possibly the chance to travel abroad on a school study visit.


This is the best course for most people who want to start a new language. (Some pupils manage to move straight to National 5 in their first year of learning.) National 4 is also suitable if you have passed National 3 in a language and would like to continue with the same language.

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There is no external exam for National 4. The following internal assessments will be taken in class, when your teacher judges that you are ready for them. They will be assessed just as ‘pass’ or ‘fail’. a) For Understanding Language, two assessments each of listening and reading. b) For Using Language, two assessments each of talking and writing. c) For the assignment, assessments of reading and talking/listening, as described above. These assessments can be combined in various ways. For example, listening and talking may be assessed at the same time through a single activity.

7. Careers

A basic competence in a foreign language is more and more useful, especially in work involving:

a) face-to-face contact with clients, sales and marketing b) computing and IT c) accountancy and finance

Modern Languages National 5 – French, German or Spanish


a) To learn to communicate in detailed language in a range of contexts. b) To learn more about the countries where the language is spoken. c) To learn more about how language works in general and increasingly make connections between the foreign language and English.


Unit 1, Understanding Language, develops the skills of listening and reading. Unit 2, Using Language, develops the skills of talking and writing. These two units are not taken separately. They are completely integrated, so that learners will usually practise all four skills in the same lesson. The language skills will be developed in a wide range of situations, within the four contexts: Society – e.g. people, relationships, health, the environment Learning – e.g. school, studying, plans for the future Employability – e.g. comparing jobs, developing employability skills, money Culture – e.g. TV, films, books, music, visiting people and places The exact themes will depend on the learners’ choices and interests, and the focus will be on life in the other country.

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Normally, National 4 in the language concerned. Note: National 5 is normally taught parallel to the Higher class, which covers the same themes at a more advanced level. So if you start National 5 and do very well, you may be able to change to Higher in consultation with your teacher. For Spanish – this will be taught as a crash N5 course so no previous knowledge is required.


a) Work with text books, CDs and DVDs. b) Work in pairs, in groups, and with computers. c) Wherever possible, contact with native speakers, including by letter or email. d) Possibly the chance to travel abroad on a school study visit.


It could be a way to upgrade your qualifications if you did not get grade A or B in National 5. The topics will be different to the ones you covered in S4 and will be suited to people aged 16 or over. Some beginners also manage to do National 5 in one year.


Assignment Writing This is done in class time with your teacher. You will be given a topic to write about and will have the opportunity to redraft it after your teacher as annotated it. It will be sent away to the exam board for marking. Performance Talking This is done in March with your class teacher. It consists of a presentation followed by a conversation lasting around 7mins.

End-of-course exam

a) One question paper in reading and writing. b) One question paper in listening Each of the 4 skills are worth 25% of the overall grade.

7. Careers

Competence in a foreign language is increasingly valued by employers, especially in work involving: (a) face-to-face contact with clients, sales and marketing (b) computing and IT (c) accountancy and finance For more information see www.languageswork.org.uk

http://www.languageswork.org.uk/

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Modern Languages Higher – French, German or Spanish


a) To begin to communicate independently and flexibly, using detailed and complex language.

b) To learn a lot about the countries where the language is spoken. c) To learn more about how language works in general, and reflect on connections

between the foreign language and English.


Unit 1, Understanding Language, develops the skills of listening and reading. Unit 2, Using Language, develops the skills of talking and writing. These two units are not taken separately. They are completely integrated, so that learners will usually practise all four skills in the same lesson. The language skills will be developed in a wide range of situations, within the four contexts: Society – e.g. people, relationships, health, the environment Learning – e.g. school, studying, plans for the future Employability – e.g. comparing jobs, developing employability skills, money Culture – e.g. TV, films, books, music, visiting people and places In the context of culture, learners can expect read some extended stories written in the foreign language, and to study a film in some depth. The exact themes will depend on the learners’ choices and interests, and the focus will be on life in the other country.


Normally, a pass at National 5 at Grade A or B in the language concerned. Note: Higher is normally taught parallel to the National 5 class, which covers the same themes at an easier level. So if you start Higher and find it too difficult, you could change to National 5, or do Higher over two years, in consultation with your teacher. For Spanish – this will be taught as a crash N5/HIGHER course so no previous knowledge is required.


a) Work with text books, CDs and DVDs. b) Work in pairs, in groups, and with computers. c) Work with native speakers, including where possible by email or video conference. d) Possibly the chance to travel abroad on a school study visit.

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The Higher course should enable you to start to feel independent in using the language. It may enable you to go on to study languages at Advanced Higher level or university, or to take a modern languages option alongside other studies (often including time studying abroad). Highers in two languages are an essential part of the Scottish Languages Baccalaureate.


The following two assessments will be done with your class teacher under exam conditions as part of the End-of-course exam: For the assignment-writing Candidates will produce a piece of writing in one of the contexts of society, learning, employability or culture but they can also include the other context(s) in their writing if they wish. For the performance-talking Candidates will take part in a discussion only and must cover at least two contexts. The discussion will last approximately 10 minutes. End-of-course exam

Paper 1 – Reading and Directed Writing

Paper 2 - Listening Reading – 30 Directed Writing – 20 Listening – 20 Assignment-writing: 20 Performance-talking: 30

All marks are scaled meaning that each of the 4 skills are worth 25% of the overall grade.

7. Careers

There are more and more careers where language skills are important, including tourism, banking, commerce, ICT, the armed forces, the civil service, and primary teaching. You would be able to take a job in another EU country. You would also be able to compete against people from other countries for jobs in Britain needing foreign language skills. For more information see www.languageswork.org.uk

http://www.languageswork.org.uk/

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Modern Studies National 5 1. Aims of the Course

To develop a knowledge and understanding of contemporary political, social and international issues.

To develop skills in research, analysis and evaluation.


The course is divided into three units: 1 Democracy in Scotland and the UK In this unit you will study the following areas:

the ways in which MPs represent constituents in local area and the UK Parliament

the role of the House of Lords in the UK political system

UK voting systems

how to vote

general election campaigns in the UK

the rights and responsibly of the voter

ongoing debates about the nature of the political system in the United Kingdom 2 Social Issues In this unit you will examine why some groups within society experience inequality. You will explore the following areas:

evidence of social inequalities such as official reports and academic research

causes of social inequalities, such as unemployment, low income, educational attainment, discrimination

consequences of social inequalities on individuals/families, communities and the wider society

responses to social inequalities from government, individuals, the voluntary sector and the private sector

3 International Issues In this unit you will focus on one of the following international issues:

World Power: South Africa

World Issue: Terrorism There is also an opportunity for you to personalise your learning by carrying out a piece of independent research into a contemporary issue of your own choice. This independent research will form the basis of the National 5 Assignment (see below).

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National 5 Modern Studies is a suitable course for anyone who has an interest in the subject.


These will include:

class discussions

debates

individual investigations/research

group work


Are you someone who is interested in the world around you? Do you have an interest in politics, current affairs or contemporary society? Are you interested in some of the political, social and international issues in the description above? If so, then this is most likely the course for you. By studying Modern Studies you will gain an opportunity to fully engage with a range of challenging contemporary issues, while at the same time equipping yourself with valuable skills in research, analysis and evaluation.


Assignment – This is a piece of independent coursework (an extended report). Your assignment is externally assessed and counts towards your overall grade.

Question paper – This is the final exam at the end of the course. You will be assessed on each of the three course units (see above).

7. Careers

National 5 Modern Studies can be an extremely useful qualification to have if you are interested in a career in politics, the civil service, social work, community work, teaching, health care, social care, journalism, broadcasting, law, charity work or just about anything else.

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Modern Studies Higher 1. Aims of the Course

To develop a knowledge and understanding of contemporary political, social and international issues.

To develop skills in research, analysis and evaluation.


The course is divided into three units: 1 Democracy in Scotland and the UK In this unit you will study the following areas:

constitutional arrangements

ongoing debates about the nature of the political system in the United Kingdom

representative democracy the United Kingdom

the impact of voting systems and a range of factors which affect voting behaviour

the ways in which citizens are informed about, participate in, and influence the political process

the impact of membership of the European Union

2 Social Issues In this unit you will explore the following issues:

the nature of social inequality in the United Kingdom

theories and causes of inequality

the impact of inequality on specific groups in society

attempts to tackle inequalities and their effectiveness 3 International Issues This unit will focus on South Africa as a major world power. You will examine the following areas:

the South African political system

recent socio-economic issues

the effectiveness of the government in tackling socio-economic issues

the role played by South Africa in international relations There is also an opportunity for you to personalise your learning by carrying out a piece of independent research into a contemporary issue of your own choice. This independent research will form the basis of the Higher Assignment (see below).


Higher Modern Studies is a suitable course for you if you have already achieved a Grade C pass at N5 level in either Modern Studies and/or any of the other social subjects.

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These will include:

class discussions

debates


group work

essay writing


Are you someone who is interested in the world around you? Do you have an interest in politics, current affairs or contemporary society? Are you interested in some of the political, social and international issues in the description above? If so, then this is most likely the course for you. By studying Modern Studies you will gain an opportunity to fully engage with a range of challenging contemporary issues, while at the same time equipping yourself with valuable skills in research, analysis and evaluation.


Assignment – This is a piece of independent coursework (an extended report). Your assignment is externally assessed and counts towards your overall grade. It is worth 30 marks.

Question paper – This is the final exam at the end of the course. It consists of two papers. Paper 1 requires candidates to answer a series of extended responses on each of the three units (see above). It is 1 hour 45 minutes and is worth 52 marks. Paper 2 assesses a candidate’s skills in handling sources. It is 1 hour 15 minutes and is worth 28 marks.

7. Careers

Higher Modern Studies can be an extremely useful qualification to have if you are interested in a career in politics, the civil service, social work, community work, teaching, health care, social care, journalism, broadcasting, law, charity work or just about anything else.

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Music National 5


To develop the pupil’s ability to play and perform music on 2 different instruments of their choice from those available in the department. (This includes instruments that pupils may be receiving instrumental instruction on).

To develop the pupil’s ability to understand compositional techniques and use these to compose.

To develop the pupil’s understanding of musical terminology and theory and their ability to use this knowledge to comment on a range of styles and types of music.


Students will work towards a National Qualification at National 5.

The course has 3 elements:

Performance – You will learn and perform music in a variety of styles and genres and developing skills on the 2 chosen instruments. By the end of the course you must reach Grade 3 standard or above.

Composition - You will study composer’s work and learn how to use compositional techniques to compose music to the required standard for the qualification.

Understanding Music: You will develop a knowledge and understanding of musical concepts, musical theory and a range of musical styles and periods.


1) A pass at National 4 or a keen interest in developing your musical skills. 2) You need to be able to play 2 instruments 3) An interest in learning about all styles of music. 4) An interest in developing your composition skills

4. Why study Music? Studying Music will help you:

develop and express your creativity develop an appreciation of aesthetic and cultural values, identities and ideas develop transferable skills think innovatively meet challenges positively find imaginative solutions

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develop self-awareness, self-discipline and determination develop skills of communication, evaluation and leadership

Careers for which a qualification in Music would be useful include, amongst others: App Development/Arranging/Arts Administrator/Audio Engineer/Broadcast Engineer/Commercial Jingle Composer/Community Arts worker/Cruise Ship Performer/Events Organiser/Film composer/Foley Artist/Musician/Music Journalist/Musicologist/Music Teacher/Piano tuner/Radio Producer/Record Producer/Songwriter/Sound Engineer.


1) Performing is assessed by a visiting examiner and is worth 50% of the course award/final grade.

2) Listening skills are assessed with a 45-minute written listening exam and is worth

35% of the course award/final grade.

3) Composing is assessed by SQA and will be worth 15% of the overall course award/final grade.

Music Higher


The Higher Music Course is designed to help learners develop their knowledge of music concepts and music literacy and to integrate and apply this understanding in practical learning activities.

Develop performing skills in solo and/or group settings on their selected instruments or on one instrument and voice.

Perform challenging music with sufficient accuracy while maintaining the musical flow.

Create original music using compositional methods and music concepts creatively when composing, arranging or improvising.

Broaden their knowledge and understanding of music and musical literacy and identifying a range of music signs, symbols and music concepts.

Critically reflect on and evaluate their own work and that of others.


The course has 3 elements:

Performance – You will learn and perform music in a variety of styles and genres and developing skills on the 2 chosen instruments. By the end of the course you must reach Grade 4 standard or above.

Composition - You will study composer’s work and learn how to use compositional techniques to compose to the required standard for the qualification.

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Understanding Music: You will develop a knowledge and understanding of musical concepts, musical theory and a range of musical styles and periods.


The best preparation for Higher music is an A/B at National 5. 1) You need to be able to play 2 instruments at grade 3/4 standard. 2) An interest in learning about all styles of music. 3) An interest in developing your composition skills


This course will help you to develop your performing skills, individually and in small groups. It will also help to broaden your understanding of all types of music. It can be used as an entry requirement to most University and College courses. It is also a requirement for most further education courses in music. In addition studying Music will help you:

develop and express your creativity develop an appreciation of aesthetic and cultural values, identities and ideas develop transferable skills think innovatively meet challenges positively find imaginative solutions develop self-awareness, self-discipline and determination develop skills of communication, evaluation and leadership


1) Performing is assessed by a visiting examiner and is worth 50% of the course award/final grade.

2) Listening skills are assessed in a 1 hour written listening exam and is worth 35% of the course award/final grade.

3) Composing is assessed by SQA and will be worth 15% of the overall course

award/final grade.

7. Careers

Higher music is the requirement for the Advanced Higher Music Course. It will allow entry onto higher education courses in music and traditional music. It can also help for pupils who wish to move into performing / sound engineering / and performing arts.

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PE Higher/National 5


The course enables candidates to demonstrate and develop a broad and comprehensive range of complex skills in challenging contexts in physical activities. Candidates demonstrate initiative, decision making and problem solving by engaging in physical activities. Candidates develop the ability to use strategies to make appropriate decisions for effective performance. These strategies will be based on an analysis and understanding of the impact of mental, emotional, social and physical factors on performance. The course supports the way that individual attitudes, values and behaviours are formed by participating in physical education. The skills, knowledge and understanding that candidates acquire by successfully completing the course are transferable to learning, to life and to the world of work. The Course is suitable for learners who have an interest in and enthusiasm for developing movement and performance skills. It will broaden their learning experience and contribute to their own health and wellbeing. The Course is also suitable for learners progressing from the National 5 Physical Education Course, because it will give them the opportunity to develop the knowledge, understanding and skills they need to pursue further study or a career in Physical Education.


The course consists of two areas of study: Factors impacting on performance Candidates develop knowledge and understanding of mental, emotional, social and physical factors that impact on personal performance in physical activities. Through collecting information, candidates consider how these factors can influence effectiveness in performance. They develop knowledge and understanding of a range of approaches for enhancing performance. Candidates select and apply these approaches to factors that impact on their personal performance. Candidates create and implement Personal Development Plans (PDPs), modify these, and justify decisions relating to future personal development needs.

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Performance Candidates develop their ability to demonstrate a broad and comprehensive range of complex movement and performance skills through a range of physical activities. They select, demonstrate, apply and adapt these skills, and use them to make informed decisions. They also develop their knowledge and understanding of how these skills combine to produce effective outcomes. Candidates develop consistency, precision, control and fluency of movement. They also learn how to respond to, and meet, the demands of performance in a safe and effective way.


None.


The course enables candidates to:

develop a broad and comprehensive range of complex movement and performance skills, and demonstrate them safely and effectively across a range of challenging contexts

select and apply skills and make informed decisions to effectively perform in physical activities

analyse mental, emotional, social and physical factors that impact on performance

understand how skills, techniques and strategies combine to produce an effective performance

analyse and evaluate performance


Pupils will gain experience in different activities with a greater understanding of how they can improve their performance. A more detailed knowledge will be acquired of the factors that impact performance. There will be plenty of opportunity to participate.


In this Course, pupils will be assessed in two areas (performance and factors impacting on performance)

The learner will be assessed in two different activities, which contribute to 50 % of the overall mark and a question paper

which accounts for 50% of the overall mark. Together,

they will add challenge and application to the course as the learner will integrate, extend and apply the skills, knowledge and understanding they have learned during the Course.

7. Careers

Teaching, coaching, leisure industry

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Physics National 5


The purpose of the N5 Physics Course is to develop learners’ interest and enthusiasm for physics in a range of contexts. Physics gives learners an insight into the underlying nature of our world and its place in the universe. From the sources of the power we use, to the exploration of space, it covers a range of applications of the relationships that have been discovered through experiment and calculation, including those used in modern technology. An experimental and investigative approach is used to develop knowledge and understanding of physics concepts. This Course will enable learners to develop a deeper understanding of physics concepts and the ability to describe and interpret physical phenomena using mathematical skills. They will develop scientific methods of research in which issues in physics are explored and conclusions drawn.

2. Course Descriptions:

The Course has three mandatory Units, as listed below, which are designed to provide progression to the corresponding Units at Higher. The general aim of this course is to develop skills of scientific inquiry, investigation and analytical thinking, along with knowledge and understanding of electricity and energy. Learners will apply these skills when considering the applications of electricity and energy on our lives, as well as the implications on society/the environment. This can be done by using a variety of approaches, including investigation and problem solving. 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; wave parameters and behaviours; electromagnetic spectrum; refraction of light Radiation In this area, the topic covered is nuclear radiation

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3. Recommended Entry

N4 Pass Physics and Maths.




Advances in physics mean that our view of what is possible is continually being updated. This Course allows learners to deepen their understanding of the processes behind scientific advances, and thus promotes awareness that physics involves interaction between theory and practice. The Course will therefore enable learners to become scientifically literate citizens who will recognise the impact physics makes on their lives, the environment and society, and be able to appreciate topical scientific debate. Learners will develop skills for learning beyond Higher and for employment.

6. Assessment



7. Careers

You can follow many career options through the study of Physics. Health Related: Medicine, Vet Medicine, Physiotherapy, Radiography, Dentistry, Nursing Engineering: Electrical, Chemical, Biomedical, Biomechanical, Aeronautical, Civil,

Mechanical, Photonics, Nuclear, Agricultural, Marine, Building Trade: Electrician, Plumber, Joiner Electronics: Electrician, Mechanic, Installation, Electrotechnical,

Instrumentation Many pupils choose to study Physics as they enjoy the subject. It could be that they do not specifically require Physics for their future career.

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Physics Higher


The purpose of the Higher Physics Course is to progress on knowledge gained from N5 Physics and develop learners’ interest and enthusiasm for physics in a range of contexts. Physics gives learners an insight into the underlying nature of our world and its place in the universe. From the sources of the power we use, to the exploration of space, it covers a range of applications of the relationships that have been discovered through experiment and calculation, including those used in modern technology. An experimental and investigative approach is used to develop knowledge and understanding of physics concepts. This Course will enable learners to develop a deeper understanding of physics concepts and the ability to describe and interpret physical phenomena using mathematical skills. They will develop scientific methods of research in which issues in physics are explored and conclusions drawn.


The Course has four mandatory Units, as listed below, which are designed to provide progression to the corresponding Units at Higher. The general aim of this course is to develop skills of scientific inquiry, investigation and analytical thinking, along with knowledge and understanding of our dynamic universe. Learners will apply these skills when considering the applications of our dynamic universe, particles and waves and electricity on our lives, as well as the implications on society/the environment. This can be done by using a variety of approaches, including investigation and problem solving. Physics: Our Dynamic Universe (Higher) The Unit covers the key areas of kinematics, dynamics and space-time. Learners will research issues, apply scientific skills and communicate information related to their findings, which will develop skills of scientific literacy. Physics: Particles and Waves (Higher) The Unit covers the key areas of particles and waves. Learners will research issues, apply scientific skills and communicate information related to their findings, which will develop skills of scientific literacy. Physics: Electricity (Higher) The Unit covers the key areas of electricity, and electrical storage and transfer. Learners will research issues, apply scientific skills and communicate information related to their findings, which will develop skills of scientific literacy.


N5 Physics Grade A or B AND N5 Maths Grade A or B.

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Advances in physics mean that our view of what is possible is continually being updated. This Course allows learners to deepen their understanding of the processes behind scientific advances, and thus promotes awareness that physics involves interaction between theory and practice. The Course will therefore enable learners to become scientifically literate citizens who will recognise the impact physics makes on their lives, the environment and society, and be able to appreciate topical scientific debate. Learners will develop skills for learning beyond Higher and for employment.


External SQA Assessments

Assignment (30 marks) (worth 20% final grade)

3 Hour Exam (155 marks) (worth 80% final grade)

7. Careers

You can follow many career options through the study of Physics. Health Related: Medicine, Vet Medicine, Physiotherapy, Radiography, Dentistry, Nursing, Engineering: Electrical, Chemical, Biomedical, Biomechanical, Aeronautical, Civil,

Mechanical, Photonics, Nuclear, Agricultural, Marine, Building Trade: Electrician, Plumber, Joiner Electronics: Electrician, Mechanic, Installation, Electrotechnical, Instrumentation Many pupils choose to study Physics as they enjoy the subject. It could be that they do not specifically require Physics for their future career.

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RMPS Higher 1. Aims of the Course

To develop a knowledge and understanding of a range of religious, moral and philosophical issues.

To develop skills in critical thinking, analysis and evaluation.


The course is divided into three units: 1 World Religion In this unit you will study some of the key beliefs and practices of either Christianity, Islam or Judaism. 2 Morality and Belief In this unit you will explore how we go about making moral decisions, by focusing on a number of religious and secular perspectives. You will then go on to study one of the following moral issues in depth:

crime and punishment

medical ethics 3 Religious and Philosophical Questions In this unit you will examine one of the following religious and philosophical questions in depth:

How can we explain the origins of the universe?

How can we explain the existence of evil and suffering? There is also an opportunity for you to personalise your learning by carrying out a piece of independent research into a religious, moral or philosophical issue of your own choice. This independent research will form the basis of the Higher Assignment (see below).


Higher RMPS is a suitable course for you if you have already achieved a Grade C pass at N5 level in either RMPS and/or any of the other social subjects.

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These will include:

class discussions

debates


group work

role play

essay writing


Are you someone who is interested in questions about life, its meaning (if indeed it has any) and what others believe? Are you interested in some of the religious, moral and philosophical issues in the description above? If so, then this is most likely the course for you. By studying RMPS you will gain an opportunity to fully engage with some of life’s most challenging questions, while at the same time equipping yourself with valuable skills in critical thinking, analysis and evaluation.


Assignment – This is a piece of independent coursework (an extended essay). Your assignment is externally assessed and counts towards your overall grade. It is worth 30 marks.

Question paper – This is the final exam at the end of the course. It consists of two papers. Paper 1 is on the World Religion and Morality and Belief units. It is 2 hours 15 minutes and worth 60 marks. Paper 2 is on the Religious and Philosophical Questions unit. It is 45 minutes and worth 20 marks.

7. Careers

Higher RMPS can be an extremely useful qualification to have if you are interested in a career in social work, psychology, community work, teaching, health care, journalism, broadcasting, law, politics, charity work or just about anything else.

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Philosophy Higher 1. Aims of the Course

To develop a knowledge and understanding of various philosophical issues. To develop skills in critical thinking, analysis and evaluation.


The course is divided into three units: 1 Arguments in Action In this unit you will develop your ability to analyse and evaluate arguments. You will develop a knowledge and understanding of argument structure, philosophical technique and how to identify errors in reasoning. 2 Knowledge and Doubt In this unit you will analyse and evaluate different theories of knowledge. You will develop a knowledge and understanding of rationalism and empiricism, by focusing on the work of philosophers Descartes and Hume. 3 Moral Philosophy In this unit you will develop skills in analysing and evaluating several moral theories. You will develop a knowledge and understanding of Utilitarianism and Kantian ethics, by focusing on the work of philosophers Bentham, Mill and Kant.


Ideally, you will have achieved at least a Grade B pass at National 5 in English. Higher Philosophy is a demanding course which requires good writing skills and an ability to read complicated texts. It is a particularly useful course for anyone considering the option of further study at university.


These will include:

class discussions

debates


group work

essay writing

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Are you someone who is interested in argument and debate? Are you interested in some of the philosophical issues in the description above? If so, then this is most likely the course for you. By studying philosophy you will gain an opportunity to fully engage with some extremely challenging questions, while at the same time equipping yourself with valuable skills in critical thinking, analysis and evaluation.


Question Paper – Paper 1 consists of extended essay questions on Knowledge and Doubt and Moral Philosophy. It is 2 hours 15 minutes and is worth 60 marks.

Question Paper - Paper 2 requires candidates to answer a series of questions on each of the three units with short responses. It is 1 hour 45 minutes and is worth 50 marks.

7. Careers

Higher Philosophy can be an extremely useful qualification to have if you are interested in a career in teaching, journalism, broadcasting, law, politics or just about anything else.

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Prince’s Trust - Achieve Aims of the Course

Increase self-awareness and personal motivation

Raise self esteem

Support personal, social and emotional development

Encourage positive group atmosphere

Build on teamwork skills

Maximise achievement

Improve employability skills

Description of the Course

In S5 pupils will undertake a range of activities and outcomes which will provide a basis for working towards National Qualifications.

In S5 you will be taking National Qualifications at National 5 level in Personal Development and Employability Skills.

There are 5 modules which include : -

Personal, Social Development Active Citizenship Enterprise Projects Preparation for Work Life Skills

Learning Experiences

The course is designed to develop the following skills:-

Communication Team work Leadership Presentation Problem Solving Self Awareness Responsibility Enterprising

Furthermore, pupils will be able to:

Make their own choices about what they learn

Take responsibility for setting and achieving their own goals

Build confidence

Get the skills needed to achieve future goals

Gain a qualification in Personal Development and Employability Skills

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How is the course delivered? The course is delivered in partnership with Kevin Gillick, Shetland Islands Council Youth Worker and Mrs Harpe, Teacher of Additional Support Needs. Achieve is based in the youth work room at 1.29 on the first floor. This is a room with a soft seating area for small group discussion and an additional formal work area.

How is the Course Assessed?

There is an accreditation process through SQA at all levels from National 3 to National 4 and 5.

You are required to participate in team based and individual activities, record your involvement and achievements, and produce evidence be submitted to the Prince’s Trust for assessment.

Why study the course? What can pupils gain from the course?

It’s challenging, it’s practical, it’s fun and it can help to plan for your future.

The course is delivered to suit a variety of learning styles.

The course is recognised by employers and Further Education.

It is for pupils of every ability (but there is a recruitment process). Careers

The skills developed in the course are beneficial for all careers and future plans.

Previous club members have progressed into employment by staying on to class 5 and 6 before moving on to university or college. Others have undertaken modern apprenticeships or other training opportunities in the local community.

Entry Requirements

The selection process involves completing an application form telling a bit about yourself and your reasons for wanting to be considered for Achieve. The final selection is decided after a short informal meeting between applicants, and the teacher and youth worker.

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Checkpoint Your Pupil Support teacher will help you plan a course of study for S5 by giving

you information about courses, reviewing your abilities, interests and qualities and discussing options available to you when you leave school.

You should spend time in PSE and at home researching the qualifications and

skills that you are likely to need for any career you have in mind or for college or university. This will have a direct bearing on the subjects that you choose.

Be realistic in your choice of courses for S5. Higher courses are considerably

more demanding than National courses and you may be well advised to follow a mixture of Higher and National courses.

However, pupils who are intending to go to university may have to take a

number of Highers to meet entrance requirements. Try and ensure there is a good balance in your chosen subjects. As far as possible

you should choose a reasonable spread of subjects, although you must ensure that you have included subjects that are essential for a particular job or career you are interested in pursuing.

Overall: Research carefully what is likely to be the best course choices for you.

Be realistic in the choice and level of courses you make.

Make your courses as balanced and varied as possible.

You need to be ready to work really hard in S5 in school and at home to give yourself the best chance of succeeding.

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ANDERSON HIGH SCHOOL CLASS 5 - SUBJECT CHOICE 2021/2022

PUPIL NAME _____________________________________________________________________ DATE OF BIRTH ___________________________________________________________________ CURRENT SCHOOL/CLASS___________________________________________________________ 1. Pupils study 5 subjects in S5. You are expected to study English at either Higher or National

level and 4 other subjects. Information on all subjects is contained in the Options Booklet. 2. Every effort will be made to give you all your choices, but this cannot be guaranteed. It may be

impossible to timetable your preferred combination of subjects, or there may be no class if the number of pupils requesting a subject is too small.

3. If you cannot be given all your choices, you will be informed as soon as possible. 4. There may be some alteration to your courses in August, when SQA results are known, but

there is an expectation that you will complete the courses you have chosen. Your Pupil Support Teacher will be able to help you with this process. ENTER YOUR SUBJECT OPTIONS BELOW:

Subject

Level For official use

1.

English

2.

3.

4.

5.

Your signature at this stage confirms your intention of entering S5 at the Anderson High School, and that you accept the conditions set out above. Completed forms should be with AHS Pupil Support Teachers by Friday 26 February 2021. Pupil signature ________________________________________________ Date _____________ Parent/Carer signature __________________________________________ Date _____________

s4 into s5 options booklet - anderson.shetland.sch.uk

Documents