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S3 Personalisation and Choice Booklet2018

Name_______________________________________________

Class_______________________________________________

Pupil Support Teacher_________________________________

1S3 Options Brochure February 2018

CONTENTS

INTRODUCTION 2

ACCOUNTING 9

ADMINISTRATION & IT 10

ART AND DESIGN 11

BIOLOGY 12

BUSINESS MANAGEMENT 13

CHEMISTRY 14

COMPUTING SCIENCE 15

DESIGN AND MANUFACTURE 16

DRAMA 17

ENGLISH 18

GEOGRAPHY 20

GRAPHIC COMMUNICATION 21

HEALTH AND FOOD TECHNOLOGY 22

HISTORY 24

MATHEMATICS 25

MODERN LANGUAGES 28

MODERN STUDIES 30

MUSIC 31

PHYSICAL EDUCATION 32

PHYSICS 33

RMCE 34

STEPS TO SUCCESS 35

OPTION FORM 36


January 2018

Dear Second Year Pupil,

Since you came to St Andrew’s and St Bride’s High School you have been following a course which covers a wide range of subjects, 18 in total. You are now being given the opportunity to make your course personal to you by giving you a choice of subjects to follow in your third and fourth year.

The move from Second Year into Third Year is a major step in the career of any secondary school pupil. It is the first important decision about your education that you have had to make and it is important that we get this right.

You will be studying fewer subjects, but to a greater depth than you are doing now. It is very important that you, after discussion with your parent/guardians, subject teachers, career officer and guidance teacher, make the right decisions and choices, and work out carefully which programme of study suits you best.

This S3 Personalisation and Choice booklet is designed to give you all the information you need about the courses you can follow. Some of these courses are compulsory, and are known as ‘core’ subjects; others you can choose to study and these are called ‘option’ subjects.

Your ‘core’ subjects are

English Maths Core PE Religious, Moral and Citizenship Education (R.M.C.E.)

I hope you enjoy reading about all the possibilities and are inspired by what is on offer.

With best wishes,

Mrs Mullen

Headteacher


Progression Routes through National courses

S4

Achieve C Pass Achieve

A or B Pass

S5 C pass

Achieve

A or B Pass A or B Pass

S6


National 3

(few)National 5

(Majority of pupils will follow this route)

National 4

(some)

HigherNational 5

HigherNational 5

National 4

Advanced

Higher

INTRODUCTION

Pupils in the current second year (S2) are now preparing for the next stage of their secondary education. The Second Year Options Programme will support pupils as they decide on which courses they will study in Third and Fourth Year (S3 & S4). They will study for the new qualifications designed by the Scottish Qualifications Authority (SQA) which will help our pupils demonstrate the knowledge and skills they will learn at school.

Since the S2 Parents’ Information Evening in January, all S2 pupils have been taking part in a programme as part of their Religious, Moral and Citizenship Education (RMCE) course to support them in making the correct options choices.

This booklet is another important part of this programme. It contains relevant information about each of the subjects available for study in S3 and S4. It is important, therefore, that pupils and parents read all of this information carefully before deciding on their options choices. The Guidance Team will also be available to offer support during this process.

In St Andrew’s and St Bride’s High School, pupils entering S3 will follow a curriculum that includes English, Mathematics, a Modern Language, core RMCE and core PE. Pupils will also make additional subject choices from the Option Sheet that is included in the back of this booklet.

Each subject has a separate entry explaining the content of the courses being offered, the levels of study and the assessment arrangements. The possible progression of study into Fifth and Sixth Year (S5 & S6) is also explained.

Many pupils will not have a firm idea of what they want to do in later life therefore it is important that they should keep the range of subjects chosen as wide as possible in order to leave a choice of career pathways open to them in the future.

S3 Options Programme 2018

S2 Parents’ Information Evening 23 January 2018

The “Real Game” lessons in RMCE January – March 2018

Careers Scotland Class Visits January – March 2018

PlanIt Plus Programme February - March 2018

S2 Report Card 16 February 2018

S2 Parents’ Evening 1 March 2018

Individual Interviews March 2018

Section Lists Finalised for New Timetable May 2018


Who is involved in making options choices?

1. Pupils and their parents / carers;

2. RMCE teachers;

3. Subject teachers and in particular principal teachers (PTs) of a subject in which

there might be an interest;

4. Principal Teachers of Pupil Support:

2A – Mrs Pearson 2B – Mrs Quinn

2C – Mr Shaw 2D – Mr Ferguson

2E – Mr Agnew 2F1 and 2F2 – Mrs D’Arcy

2G – Mr Dickie

5. The Careers Adviser: Ms Fiona Beltrami;

6. The Depute Head Teacher: Mr Alan Cresswell.


The role of the Principal Teacher – Pupil Support

Your child’s Pupil Support teacher will play an important role in supporting him/her in making subject choices. The Pupil Support team is involved in this decision-making process in various ways described below.

The reports which accompany this booklet are reviewed by the Pupil Support teachers and any issues arising are dealt with by them.

Pupil Support teachers attend the S2 Parents’ Night as subject teachers and will also be available in a Pupil Support capacity for consultation. Information from Parents’ Night will generally be dealt with by Pupil Support and it will inform the support provided in the Options process.

Pupil Support teachers deliver the PlanIt Plus Programme (timetable runs February). These sessions guide pupils through the PlanIt website which is an internet resource providing information relevant to Options and careers.

Finally, each pupil will be given an individual interview (March) by his/her Pupil Support teacher at least once to discuss:

the options form (see exemplar at the back of this brochure); specific details of courses for S3/4; career options and subject requirements; academic progress and current performance.

Parents/carers are welcome to attend this meeting.

Once decisions have been made, the form will be sent home with the pupil for further discussion with parents/carers. The form will then be returned to Pupil Support with a parental signature indicating agreement or further discussion will take place in order to finalise decisions.

The role of the Careers Advisers

The Careers Adviser helps your child make decisions and ensures that they are making appropriate choices as well as having thoroughly thought through their decisions. By establishing that pupils are aware of their own abilities and preferences, and of the requirements of a chosen career path, the Careers Advisers supports the pupil in making their option choices.

The role of the parent/carer

Parents can play a key role in this process by encouraging their children to keep their options open and to choose subjects that they are good at and that they are likely to enjoy for a further two years. Parents / carers are of great help when they ask children how they have arrived at their choices. Are they making connections between subjects and jobs? Are they picking the subjects for good reasons to do with their abilities in it, or for the wrong reasons such as liking the teacher or that their friends are taking that subject?

Parents are also invited to visit the PlanItplus and My World of Work websites to see for themselves the support offered to pupils.

7S3 Options brochure January 2017

The Curriculum in S3/S4

The S3 and S4 curriculum provides all pupils with eight subjects, most of which lead to National Qualifications. English, Maths and a Modern Language are Compulsory Subjects for all pupils.

The other five subjects fall into the following categories:

Science (Biology, Chemistry, Physics)

Social Studies (Geography, History, Modern Studies)

Expressive Arts (Art & Design, Design & Manufacture, Drama, Home Economics, Music, PE, Practical Woodwork);

Technology (Accounts, Administration, Computing Studies, Design & Manufacture, Graphics Communications, Home Economics).

These subjects are Elective subjects.

In addition, pupils will take non examined courses in RMCE and PE. RMCE and PE are known as Core subjects. Pupils participate in core PE for 1 period per week and core RMCE for 3 periods per week.

The RMCE programme is designed to assist all pupils to be increasingly able to make an informed and mature response to God in faith and to nurture their Catholic faith. It is recognised that our young people will be at different places in the spectrum of faith development, and some will have stances for living which are independent of religious belief. The RMCE programme supports all children and young people in their personal search for truth and meaning in life, and so it is central to their educational development. With a thorough integrated personal and social education programme, the RMCE curriculum aims to provide all students with the attitudes, skills and abilities necessary to face the many challenges that life presents: Drug and Alcohol Awareness; Health and Hygiene; Citizenship and the Law; Study Techniques for SQA exams. Similarly, by means of the new resource, Called to Love, we offer a coherent programme of relationships and moral education for our young people in a constructive and supportive way. The RMCE programme operates with an extensive network of outside agencies which helps maintain a holistic approach to the curriculum and present it in a way that is both challenging and enjoyable for all.

In the core PE programme pupils will build on the skills learned in S1 and S2 to provide them with an important foundation for engaging in physical activities and sport in preparation for a healthy and fulfilling lifestyle. The emphasis on this programme is coaching through the activity or game.

RMCE Department – Retreats Programme

As part of their ongoing spiritual development programme, all S2 pupils will participate in a day retreat in February. The theme of the retreat is ‘decisions’ which will provide a spiritual dimension to the Options Programme that your child will be engaged in at school this term. Central to the retreat is the fact that pupils are in a peaceful environment outside school where they can reflect on their lives and future.


ACCOUNTING

How classes are arranged

Pupils will be placed into a mixed ability group from the start of S3 and will progress with the broad general curriculum and National 5 outcomes.

Structure of the Course

The course is split into the following three units:

Preparing Financial Accounting Information

This section covers: the role of the financial accountant; recording of entries in ledger accounts for a Sole Trader; preparation of Final Accounts

Preparing Management Accounting Information

This section covers: the role of the management accountant; preparation of cash budgets to assist decision making; preparation of inventory/stock cards, overhead analysis statements and job costing; the calculation of the break-even point using formulae and break-even charts.

Analysing Accounting Information

This section covers: the calculation of profit using contribution as a decision making tool; the calculation of accounting ratios to compare the success of a business over time and

against its competitors.

Accounting - National 5

An externally-marked ICT-based assignment with a mark allocation of just under one-third of the overall mark allocation, plus an externally-administered examination with a mark weighting of just over two-third will determine the overall grade for the course.

Progression in S5/6 for Accounting

Level Achieved in S4 Progression in S5 Progression in S6National 5 Higher

This course will offer pupils a good knowledge and understanding of Accounting that will enable them to progress into Higher and choose and further education, where they can choose from a variety of Business courses.

In terms of career opportunities an Accounting pathway allows pupils to consider a wide range of career choices, for example:

Actuary Accountancy – CA, CIMA, CIPFA Risk Management Accounting Clerk Book-keeping


ADMINISTRATION AND IT NATIONAL 4/NATIONAL 5


Pupils are placed in mixed ability classes over the third and fourth year National 4 and National 5 courses.

Course Content

The course seeks to develop skills in 3 core units:

Administrative Practiceso Pupils will learn about the roles and responsibilities of the organisation including key

legislation e.g. Health and Safety. Pupils will also analyse the Customer Care provided by organisations and the benefits that this may have for the organisations.

o Pupils will also use skills developed to organise and support a small scale event. This could be from a meeting to a day trip.

IT Solutions for Administrators

o Pupils will develop their skills in Word Processing, Spreadsheet and database in order to support the tasks carried out by the organisation.

Communication in AdministrationPupils will develop their skills in communicating and presenting information to customers and other members within the organisation. While working through this unit pupils will develop their skills in presentation information using presentation software and desktop publishing. They will use the internet to research information and will include the use of email, blogs, bulletin boards etc to communicate this information.

Course Assessment

National 4To gain an award at National 4 level, students must demonstrate they have achieved the skills from the 3 core units. This qualification has an additional unit which is an internally assessed task, to organise and support a small-scale event.

National 5

To gain an award at National 5 level students will undertake 2 externally marked assessments (One assignment and one Question Paper). The assignment will be completed during March and will be worth 70 marks and the Question Paper will be completed during the May exam diet. Both assessments will be completed using IT.

Progression in S5/6

Level Achieved in S4 Progression in S5 Progression in S6National 4 National 5 Higher National 5 Higher


ART & DESIGN


Pupils will be placed into a mixed ability group from the start of S3 and will continue with the broad general education and begin both National 4 and National 5 outcomes. There will be a mixture of practical activity and written tasks.

Course Content

The National 4 and National 5 courses are each made up of 2 units.

Unit 1 Expressive

This unit gives the pupils the opportunity to build their drawing skills and express their ideas and feelings by creating a piece of work using a range of art media. They will also have the opportunity to research and analyse the work of selected artists.

Unit 2 Design

This unit introduces the pupils to problem solving and the design process. Pupils will create and produce work which solves a negotiated design brief. They will also have the opportunity to research and analyse the work of selected designers.

Course Assessment

National 4 is internally assessed and is graded on a PASS or FAIL basis. National 5 is assessed externally through submission of the two practical folios and a

written exam.

Progression in S5/6

National Level Achieved in S4 Progression in S5 Progression in S6

NATIONAL 4 NATIONAL 5 HIGHERNATIONAL 5 HIGHER ADVANCED HIGHER


BIOLOGY – National 4 and 5


Pupils will be placed into a mixed ability group from the start of S3 and will continue with the broad general curriculum and begin both National 4 and National 5 outcomes. There will be a mixture of practical activity and written tasks.

Over the course of S3, they will be given the opportunity to show their suitability for focusing on either National 4 or National 5.

For S4, pupils will now be grouped in classes of either National 4 or 5 to allow them to pursue the individual elements of that level. This will include the added value unit.

They are completed in different styles and are assessed differently.

Course content

There are three knowledge units for both National 4 and 5;

Cell Biology – how cells work, grow and divide and how they can be used for our benefit

Multicellular organisms – how groups of cells work together to keep animals and plants alive

Life on Earth – different examples of life on the planet and how they interact and behave

Course Assessment

As well as these three units there is an Added Value Unit for both levels.

In National 5, the added value unit will be assessed by an external exam paper (80% of final mark) set and marked by the Scottish Qualifications Agency (SQA) and an assignment (20% of the final mark).This will then be used to calculate the pupils’ final grade A – D.

In National 4, the added value unit will be assessed by a project completed to SQA specifications and internally marked. National 4 is not a graded course and pupils will only be given pass or fail.

Unit Assessment

These units will be assessed internally in several ways including formative assessment techniques and the more traditional written assessments.

For National 5, key area tests will assess shorter periods of knowledge, and there will also be an end of unit assessment for each unit.

For National 4, internally assessed SQA unit tests need to be passed for each unit to gain a course award.

Progression in S5/6

National Award gained in S4

Progression in S5 Progression in S6

National 4 National 5 Higher Human BiologyNational 5 Higher Human

BiologyAdvanced Higher Biology


Business Management National 4 and 5


Pupils will be placed into a mixed ability group from the start of S3 and will continue with the broad general curriculum progressing to National 4 or 5 in Business Management.

Course Content

The Business course contains three units: Understanding Business, Management of Marketing and Operations, and Management of People and Finance. These core concepts will be explored with reference to current and relevant Business examples from around the world. Pupils will have the opportunity to research real life Business situations and use the case study method to improve both their analytical and communication skills as they participate in group activities.

Aims of the Course

The N5 Business Management Course is designed to enable learners to develop their knowledge of:

marketing strategies used by organisations to promote product/service financial awareness, examining the use of budgeting and profit analysis in

decision-making organisations and how they organise their resources to maximum efficiency how external influences such as climate change have impact on

organisations enterprising skills and attributes by providing pupils with opportunities to explore realistic

business situations and present their findings

How can pupils develop their skills?

Doing the following will help your child to become more skilled in Business Management:

Encourage your child to read business news either in print or online.

Encourage your child to watch the business news and business Encourage your child to watch themed programmes such as

Dragons Den Encourage your child to practise presentations at home

AssessmentThe course assessment is split as follows:

National 4 2 Units Assessments and AVU – to gain subject award, pupils must complete all unit

assessments and the AVU.National 5

Course Assignment – this counts towards 25% of the final mark. The assignment will require learners to apply their research and analytical skills in producing a proposal to improve the effectiveness of a small to medium-sized business.

Final Examination – this counts towards 75% of the final mark. This will allow pupils to demonstrate their business knowledge and understanding.

Progression in S5/6 for Business Management


National Award gained in S4 Progression in S5 Progression in S6National 4 National 5 HigherNational 5 Higher Advanced Higher

CHEMISTRY - National 4 and 5




For S4, pupils may now be grouped in classes of either National 4 or 5 to allow them to pursue the individual elements of that level. This will include the added value unit.


Course content

There are three knowledge units for both National 4 and 5; assessed internally, and graded pass or fail.

Changes and Structure – This involves the study of atomic structure and acids and bases

Nature’s Chemistry – This involves the study of fossil fuels, carbohydrates and combustion

Chemistry in Society – This involves the study of metals, materials and sustainable chemistry.

Course Assessment

As well as these three units there is an Added Value Unit for N4 and an assignment for N5.

In National 5, the assignment will be assessed by an external exam paper (80% of final mark) set and marked by the Scottish Qualifications Agency (SQA) and an assignment (20% of the final mark).This will then be used to calculate the pupils’ final grade A – D.


Unit Assessment


Pupils must pass these unit assessments as well as the added value unit assessments to gain the course award.

Progression in S5/6



National 4 National 5 Higher ChemistryNational 5 Higher Chemistry Advanced Higher

Chemistry


COMPUTING SCIENCE - National 4 and 5



Course Content

Pupils will work through 4 different units across S3 and S4. Pupils will look at why different systems are used then learn how to design, create, test and evaluate different computer systems.

Software Design and Development - Pupils will learn how to how to develop short programs in the most efficient way possible. They will also develop skills in reading and explaining code.

Web Design and Development - Pupils will study how to cod websites using HTML, CSS and JavaScript. They will learn how to read and describe sections of each of these coding languages. Pupils will look at the laws that protect web page content.

Database Design and Development - Pupils will learn how databases are constructed and how to develop flat file and relational databases. Pupils will also use a coding language called SQL to search and sort databases. They will also look at the law that is in place to keep our data safe.

Computer Systems – Pupils will look at how different types of data are stored in different computer systems and how each type of data is processed. They will also investigate safety precautions needed to keep us safe from viruses and hackers.

Course Assessment

Pupils are continually assessed throughout S3 and S4 through homework and class tests. Skills, Knowledge and Awareness of core modules are assessed at National 4 and National 5

National 4This qualification consists of an investigative coursework. This is an internally assessed task which will clearly demonstrate application of knowledge and skills in all units of work. All pupils will complete the National 4 Assessment.

National 5This qualification consists of an externally-marked assignment carrying 31% of the overall grade. The assignment is completed during class time under exam conditions. There is also an externally-administered exam worth the remaining 69% which pupils complete during the SQA exam diet.

Progression in S5/6

National Award gained in S4 Progression in S5 Progression in S6National 4 NPA Games Development

Level 4NPA Games Development Level 5

National 4 National 5 Computing Higher ComputingNational 5 Higher Advanced Higher


DESIGN AND MANUFACTURE

National 4 and 5



Course Content

The Course is practical yet exploratory and experiential in nature. It combines elements of creativity and designing for aesthetic or visual impact with a requirement to consider a product’s function and performance. On completing the Course, learners will have developed design skills, as well as skills in making models, prototypes and products. Learners will also acquire knowledge and understanding of materials and manufacturing processes.

The Course consists of three mandatory Units including Added Value Unit.Each of the component Units of the course is designed to provide progression to the corresponding Units at National 5.In addition to the Course assessment, the Course includes two mandatory Units.Both Units are designed to provide progression for those sitting National 5 to the corresponding Units at Higher.

Design and Manufacture: DesignThis Unit covers the product design process from brief to resolved design proposal. It helps learners develop skills in initiating, developing, articulating and communicating simpledesign proposals.

Design and Manufacture: Materials and ManufacturingThis unit covers the product design process from design proposals to prototype or product. It allows the learners to ‘close the design loop’ by manufacturing their design ideas.

Conditions of Award for National 4

All Units are internally assessed and will be assessed on a pass/fail basis within the centre.SQA will provide external verification, to ensure assessment meets national standards.To achieve the Design and Manufacture (National 4) Course, learners must passall the required Units, including the Added Value Unit.


All Units are internally assessed and will be assessed on a pass/fail basis within the centre.SQA will provide external verification, to ensure assessment meets national standards.To achieve the Design and Manufacture (National 5) Course, learners must pass all Units and complete a Course Assignment (60%) set by the SQA and an external exam (40%).

Progression in S5/6



National 4 National 5 Higher Design & Manufacture

National 5 Higher Design & Manufacture


DRAMA

National 4 and 5

Pupils will be placed into mixed ability groups from the start of S3, continuing with the broad general curriculum. Pupils will begin both National 4 and National 5 outcomes after Christmas of S3. There will be a mixture of practical activity and written tasks.

National 4 and 5 Drama Courses provide opportunities for pupils to be inspired and challenged. These primarily practical courses aim to develop pupil’s performance skills and enable them to further develop their creativity and skills in: problem solving, critical thinking and reflective practice. Pupils are also encouraged to communicate their thoughts, feelings and ideas when devising their own dramas. National 4 and 5 are designed to continually develop pupil’s knowledge, understanding and appreciation of theatre practices and practitioners and to help them develop their understanding of social and cultural influences.

Pupils study Drama at National 4 and 5 Levels. The course consists of 3 units and is completed over 2 years:

Drama Skills (Writing and directing their own scenes) Production Skills (Applying and operating theatre arts) Added Value (At National 4 Practical Assessment- acting or

production role) National 5: Practical Performance Assessment (50%),

Performance Preparation Assignment (10%) and Final Exam Question Paper (50%).

Drama Skills

This Unit helps learners explore and develop performance concepts and ways of communicating ideas to an audience. They will learn how to respond to text, stimulus and context. They will also learn how to interpret role and character. They will learn how to reflect on their own performance and that of others. They will learn how to develop a basic understanding of structure, form, genre and style by creating a drama, and will consider the social and cultural influences on drama.

Production Skills This Unit helps learners to investigate theatre arts, production and technologies and learn how to apply problem solving skills in order to create and design basic production concepts. They will create and present drama using simple theatre arts, production skills and technologies to enhance drama. They will learn how to appreciate stage and performance styles, approaches and conventions, and will consider the social and cultural influences on drama.

Practical Performance Assessment (National 5)

The purpose of the performance is to enable learners to draw on, extend and apply the skills, knowledge and understanding they have learned during the course. The performance will assess the learner’s preparation and performance of a textual extract. This performance element of the course is worth 50% of their overall mark at National 5. The learner may be assessed either in an acting or a production role.

A pupil achieving National 5 may progress to Higher Drama.


ENGLISH National 4 and 5


Classes in S3 English will be mixed-ability groups. Decisions regarding presentation levels will be made in S4 when accumulated evidence of pupil performance has been gathered from S3 and S4 coursework and confirmed by the S4 prelim in December.

Course Content

The National 4 and National 5 courses in English are each made up of TWO components, although only N4 pupils will sit formal SQA internal assessments to confirm achievement of the standard required:

Analysis and Evaluationand Creation and Production

For both National 4 and National 5 courses, the main purpose of the courses is to provide pupils with the opportunity to develop the skills of Reading, Writing and Listening and Talking. This is to enable them to understand and use language.

Pupils will develop their English skills: they will learn to process information, apply knowledge of language in practical and relevant contexts and gain the confidence to undertake new and challenging tasks in a variety of situations, preparing them in terms of Skills for Life and Work.

They will develop the ability to:

listen and talk, read and write, as appropriate to purpose, audience and context; understand, analyse and evaluate texts, as appropriate to purpose, audience and

context; create and produce texts, as appropriate to purpose, audience and context; plan and research, integrating and applying skills as appropriate to purpose, audience and

context; apply knowledge of language.

Curriculum for Excellence courses will, essentially, see pupils engage in all of the areas previously familiar to students of English and the study of literature will remain at the core of the subject. This is the case for both National 4 and National 5.

National 4

Analysis and Evaluation will involve learners developing the skills needed to understand, analyse and evaluate simple but detailed language, through the study of straightforward texts in language, literature and media contexts. At least one Scottish text will be studied.

With regard to Creation and Production, learners will develop talking and writing skills which will allow them to create and produce simple but detailed language in both oral and written form.

When course assessment takes place, learners will be expected to demonstrate knowledge of basic technical accuracy in the creation of texts.

The Added Value unit is mandatory and requires pupils to write a report and evaluate two sources from research conducted in class and at home.


National 5

Analysis and Evaluation will involve learners developing the skills needed to understand, analyse and evaluate detailed language, through the study of a range of texts in language, literature and media contexts. At least one Scottish text will be studied.

With regard to Creation and Production, learners will develop the skills needed to create and produce detailed language in both oral and written form.

When course assessment takes place, learners will be required to demonstrate knowledge and understanding of technical accuracy in the creation of texts. Course Assessment

National 4 pupil performance is internally assessed and two units are graded on a Pass/Fail basis.

National 5 pupil performance is assessed and graded through an internal assessment of the Spoken Language unit (on a Pass/Fail basis) and an external assessment (based on a submitted Folio and an external examination paper). The external assessments determine the final grade attained by pupils.

Progression in S5/S6

Level achieved in S4 Level achieved in S5 Level achieved in S6

National 4 National 5 Higher

National 5 Higher Advanced Higher


GEOGRAPHY



After the fourth year prelim exams, pupils will be recommended to sit either a National level 4 in school or the National level 5 in an external examination from SQA.

Course Content

Geography involves the study of the environment. Environments can be human (landscapes created by people e.g. cities, industry) or the physical environment (landscapes created by nature such as the atmosphere, mountains and rivers). It also involves the study of international issues (international trade and aid, international influence of countries and global warming).

Geography: Physical Environments (National 4/5) Learners will develop knowledge and understanding of the processes and interactions at work within physical environments. Key topics will include location of landscape type; formation of key landscape features; land use management; and weather. Learners will study a selection of landscape types from contexts within Scotland and/or the UK. Landscape types will be drawn from: glaciated upland; upland limestone; coastlines of erosion and deposition; and rivers and their valleys

Geography: Human Environments (National 4/5) Learners will develop knowledge and understanding of the processes and interactions at work within human environments. Learners will study and compare developed and developing countries drawn from a global context. Key topics will include: contrasts in development; world population distribution and change; and issues in changing urban and rural landscapes.

Geography: Global Issues (National 4/5) Learners will develop knowledge and understanding of significant global geographical issues. Key topics will include climate change and sustainability; the impact of world climates; environmental hazards; trade and globalisation; and development and health. Learners will study major global issues and the strategies adopted to manage this.


GRAPHIC COMMUNICATION

National 4 and 5

How classes are arrangedPupils will be placed into a mixed ability group from the start of S3 and will continue with the broad general curriculum and begin both National 4 and National 5 outcomes. There will be a mixture of practical activity and written tasks.

Course Content

The Course is practical yet exploratory and experiential in nature. 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 visual impact and graphics that transmit information.

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

2D Graphic CommunicationThis Unit helps learners develop their creativity and skills within a 2D graphic communication context. It will allow learners to initiate, develop and communicate ideas using graphic techniques

3D and Pictorial Graphic CommunicationThis Unit helps learners develop their creativity and skills within a 3D and pictorial graphic communication context.

In both of the Units, learners will develop an understanding of how graphic communication technologies impact on our environment and society


All Units are internally assessed and will be assessed on a pass/fail basis within the centre.SQA will provide external verification, to ensure assessment meets national standards.To achieve the Graphic Communication (National 4) Course, learners must pass all the required Units, including the Added Value Unit.


All Units are internally assessed and will be assessed on a pass/fail basis within the centre.SQA will provide external verification, to ensure assessment meets national standards.To achieve the Graphic Communication (National 5) Course, learners must passall units and complete a Course Assignment (50%) set by the SQA and an external exam (50%).

Progression in S5/6



National 4 National 5 Higher GraphicsNational 5 Higher Graphics Advanced Higher

Graphics


HEALTH AND FOOD TECHNOLOGY - National 4 and 5

How classes are arrangedPupils will be placed into a mixed ability group from the start of S3 and will continue with the broad general curriculum and begin both National 4 and National 5 outcomes. There will be a mixture of practical activity and written tasks.

This course builds on the experiences and outcomes of both the health and wellbeing and the technologies curriculum areas. Pupils on this course will focus on health, food, lifestyle and consumer issues and develop a range of skills that are transferable to a range of contexts including employment. Practical, experiential learning and assessment activities allow learners to develop knowledge and understanding, confidence, independence and self-awareness.

It will particularly appeal to learners who enjoy learning through practical activity and have an ability to link theory to practice.

There are three mandatory Units in this Course.

Food for Health This Unit develops knowledge of food science, nutrition, dietary needs and advice, as well as lifestyle choices and their impact on health. Practical skills and knowledge in food preparation techniques and safe, hygienic practices are developed through hands on, proactive learning.

Food Product Development

This Unit looks at the science behind foods and ingredients. Pupils participate in a variety of activities that demonstrate the functional properties of food and its uses. Pupils will research, design, make and evaluate food product solutions to meet specified needs.

Contemporary Food IssuesThis Unit allows learners to participate in a range of activities to develop knowledge and understanding of current factors affecting food, lifestyle and wider consumer choices and the skills to apply that knowledge in practical contexts.

HEALTH AND FOOD TECHNOLOGY

ASSESSMENT

National 4

Pupils 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. To achieve the National 4 Health and Food Technology Course, learners must pass all of the required Units, including the Added Value Unit.*


National 5

National 5 demands more depth from the learner in subject-specific knowledge and understanding and a higher level of skill than National 4. All pupils wishing to gain National 5 are required to sit an externally assessed exam paper. The question paper will assess knowledge and understanding from across the course and will assess learners’ ability to apply their knowledge, understanding and skills. They are also required to complete an assignment set and marked by the SQA, this assignment is worth 50% of their final mark.

*Added Value Unit

The Added Value Unit for this Course requires learners at both National 4 and 5 to complete an assignment. The purpose of this assignment is to assess the application of knowledge, understanding and skills from across the units through a problem-solving approach. The task will be flexible to allow for personalisation and choice.

Progression in S5/6

Level Achieved in S4 Progression in S5National 4 National 5 HospitalityNational 5 Higher


HISTORY



After the fourth year prelim exams, pupils will be recommended to sit either a National level 4 in school or the National level 5 in an external examination from SQA.

Course Content

Historical Study: Scottish (National 4/5) Context Chosen: Migration and Empire 1830-1939

In this Unit, learners will develop techniques to use, interpret and evaluate a range of primary and secondary sources in ways which take into account their usefulness and purpose. Learners will be required to study one of a number of specified contexts. Through the context chosen, important themes of Scottish history may be studied from the Medieval, Early Modern or Later Modern period. Learners will develop knowledge and understanding of an important area of historical study.

Historical Study: British (National 4/5) Context Chosen: The Atlantic Slave Trade

In this Unit, learners will develop techniques to explain and present information, drawing conclusions, and generalising where appropriate, about important historical themes and events, Learners will be required to study one of a number of specified contexts. Through the context chosen, important themes of British history may be studied from the Medieval, Early Modern or Later Modern period. Learners will develop knowledge and understanding of an important area of historical study.

Historical Study: European and World (National 4/5): Context Chosen: Free at Last? Civil Rights in the USA, 1918-1968

In this Unit, learners will develop techniques to compare differing historical viewpoints taking into account their content and context. Learners will be required to study one of a number of specified contexts. Through the context chosen, important themes of European and World history may be studied from the Medieval, Early Modern or Later Modern period. Learners will develop knowledge and understanding of an important area of historical study.


MATHEMATICS: CfE 2, 3 & 4 leading to National 3, 4 and 5 courses


Mathematics classes in S3 continue to be set, based on progress made in S2, and pupils start their National Qualifications courses whilst simultaneously satisfying the Broad General Education (BGE) by covering Benchmarks and “experiences and outcomes (Es & Os)” at the corresponding Curriculum for Excellence (CfE) levels, especially if now following a National 3 (N3) or National 4 (N4) course. (Please read the section below called "The Broad General Education (BGE)" if more information is required about Benchmarks and/or Es & Os.) Some pupils will have achieved CfE Level 4 by the end of S2 and so will be working on the National 5 (N5) course without the need to track a corresponding CfE level. Those pupils who start N5 Maths in S3 will not finish the course by the end of S3 - they will continue with that course into S4, albeit that some will finish by January of that year and make a start on some topics from the Higher Maths course.

Similarly, pupils who start N4 Maths in S3 will not finish the course by the end of S3 - they will continue with that course into S4 and might start the N5 Maths course towards the end of the second term that year.

However, pupils who start the National 3 Applications of Mathematics course (previously called the National 3 Lifeskills Mathematics course) may finish it by the end of S3 and can progress to the National 4 Applications of Mathematics course (previously called the National 4 Lifeskills Mathematics course) in S4. However, it is imperative to recognise that pupils who are following an Applications of Mathematics course at N3 or N4 will not be able to progress onto the N5 Maths course until S6 (if at all) since they would be required to study the N4 Maths course in S5 first. The content of the N4 Maths course (e.g. algebra and trigonometry) must be mastered in order to progress onto N5 Maths.

The Broad General Education (BGE)

In S1 & S2, all pupils followed a Broad General Education (BGE), covering work ranging mainly from Level 2 to Level 4 depending on mathematical ability, although some pupils continued to work through earlier levels. As in all subjects, pupils covered various “experiences and outcomes (Es & Os)” - a title which “recognises the importance of the quality and nature of the learning experience in developing attributes and capabilities and in achieving active engagement, motivation and depth of learning, whilst an ‘outcome’ represents what is to be achieved.”Within the Mathematics Es & Os, there are also Numeracy Es & Os which form an important part of the mathematics education of all pupils, as they include many of the numerical and analytical skills required in everyday life. (To access much more information about CfE Levels and their Es & Os, see https://www.education.gov.scot/Documents/numeracy-maths-eo.pdfMore recently, "Benchmarks" have been developed to provide clarity on the national standards expected within each curriculum area at each level. They set out clear lines of progression in numeracy and mathematics from Early to Fourth Levels. Their purpose is to make clear what learners need to know and be able to do to progress through the levels, and to support consistency in teachers’ and other practitioners’ professional judgements. To access much more information about CfE Levels and their Benchmarks, see https://education.gov.scot/improvement/Documents/NumeracyandMathematicsBenchmarks.pdf


https://education.gov.scot/improvement/Documents/NumeracyandMathematicsBenchmarks.pdf

https://www.education.gov.scot/Documents/numeracy-maths-eo.pdf

Further Information about Maths courses in S3

Pupils will continue to develop Maths and Numeracy skills with and without a calculator. All pupils are expected to bring their own scientific calculators to school.

Much more information about all levels of CfE Maths and National Qualifications can be found on our school’s website (www.st-a-and-st-b.s-lanark.sch.uk) and by clicking on “Curriculum”, then “Mathematics” and then on to “Mathematics Homepage”.

Maths Homework, Assessments and Revision Materials

Regardless of which CfE or National course is being followed in S3, all pupils will continue to receive regular homework, often through the departmental website www.mathshomework.wikispaces.comThis website also includes links to revision materials which provide ideal practice for the summative assessments which take place every few months. In addition, there are links to some maths games and puzzles.

Learning and Teaching Approaches On the Learning and Teaching Scotland (lts) website, the document entitled “Curriculum for Excellence Mathematics: Principles and Practice” states:

“Mathematics is important in our everyday life, allowing us to make sense of the world around us and to manage our lives. 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.

Mathematics plays an important role in areas such as science or technologies, and is vital to research and development in fields such as engineering, computing science, medicine and finance. Learning mathematics gives young people access to the wider curriculum and the opportunity to pursue further studies and interests.

Learning mathematics develops logical reasoning, analysis, problem-solving skills, creativity and the ability to think in abstract ways. It uses a universal language of numbers and symbols which allows us to communicate ideas in a concise, unambiguous and rigorous way.”

Consequently, we wish pupils to experience success in mathematics and develop the confidence to take risks, ask questions and explore alternative solutions without fear of being wrong. It is hoped that they will enjoy exploring and applying mathematical concepts to understand and solve problems, explaining their thinking and presenting their solutions to others in a variety of ways. There will be an emphasis on collaborative learning which will encourage pupils to reason logically and creatively through discussion of mathematical ideas and concepts.

Our mathematics teachers will use effective questioning and discussion, using misconceptions and wrong answers as opportunities to improve and deepen pupils’ understanding of mathematical concepts.

The experiences and outcomes encourage learning and teaching approaches that challenge and stimulate children and young people and promote their enjoyment of mathematics. To achieve this, teachers will use a variety of approaches, including:

planned active learning which provides opportunities to observe, explore, investigate, experiment, play, discuss and reflect

learning collaboratively and independently


http://www.mathshomework.wikispaces.com/

http://www.st-a-and-st-b.s-lanark.sch.uk/

opportunities for discussion, communication and explanation of thinking developing mental agility using familiar, relevant contexts and experiences making links across the curriculum to show how mathematical concepts are applied in a

wide range of contexts, such as those provided by science – this will involve formal interdisciplinary learning at times

using technology in appropriate and effective ways building on the principles of Assessment is for Learning, ensuring that pupils understand

the purpose and relevance of what they are learning developing problem-solving capabilities and critical thinking skills.


MODERN LANGUAGES FRENCH/SPANISH

We aim to continue with developing the pupils’ broad general education and at the same time, start to gain the skills and knowledge required for the National 4 and National 5 outcomes. There will be a mixture of practical activity such as Talk as well as Reading, Listening and Writing tasks encompassing a wide variety of topics and areas across the contexts of Society, Learning, Employability and Culture.

N4 - Course Content

At N4, all aspects of language will be developed. It is a skills based course comprising 3 Units:

Understanding Language (Listening and Reading); Using Language (Talking and Writing); and Added Value Unit.

In these areas, pupils will become capable of understanding and using the language required for them to cope in situations and contexts relating to the broad themes of Society, Learning, Employability and Culture.

N4- Course Assessment

At N4 the course is internally assessed by the class teacher. There is no external assessment or final examination. Candidates have to secure a pass in the three units mentioned above to obtain an overall award at N4. The Added Value Unit consists of an assignment focusing on challenge and application. In this unit, learners will be required to provide evidence of their ability to apply and integrate their language skills.

N5 - Course Content

At N5, all aspects of language will be developed. This is a skills based course centred around Understanding Language (Reading & Listening) as well as Using Language (Talking & Writing)

In these areas, pupils will become capable of understanding and using the language required for them to cope with situations and contexts relating to the broad themes of Society, Learning, Employability and Culture.

National 5 Course Assessment

The assessment of Listening in the final exam is in two parts and is made up of a short monologue and a conversation, each recording being followed with questions in English.

Reading will consist of three texts based on the themes above, again with questions in English.

Talking will involve candidates preparing a presentation in the language and also a discussion in the language with their teacher.

Writing will be a Job Application letter in response to an advert in the language, made up of 6 instructions or bullet points in English (4 of which are predictable). Pupils then write their application in French/Spanish based on these. Pupils must also complete an additional writing assignment by writing a short essay on a certain topic.

All pupils will be given the opportunity to reach their full potential in the language and they will be presented at the appropriate level based on the professional judgment of their teachers.


Progression in S5/6

Level achieved Progression In S5 S6

National 5 Higher Advanced Higher

National 4 National 5 Higher


MODERN STUDIES



Course Content

Democracy in Scotland and the United Kingdom (National 4/5) In this Unit, the focus will be on the use of straightforward sources of information in order to detect and explain bias and exaggeration. Learners will develop a knowledge and understanding of the UK’s political structure including the place of Scotland within this structure. Learners will then have a choice of contexts for study which will be drawn from either the Scottish political system or the UK’s political system. Learners will develop a knowledge and understanding of the main institutions and organisations which make up political life in their chosen context. They will develop knowledge and understanding of the ways in which society is informed about, able to participate in and influence the political system. They will develop an understanding of their rights and responsibilities in contemporary democratic political society.

Social Issues in the United Kingdom (National 4/5) In this Unit, the focus will be on the use of straightforward sources of information in order to make and justify decisions. Learners have a choice of social issues within Scotland and the UK. Contexts for study will focus on either social inequality or crime and the law. In the social inequality context, learners will focus on a specific aspect of contemporary social inequality in the UK. They will develop knowledge and understanding of the causes and consequences of social inequality and attempts by government, other organisations and individuals to tackle it. In the crime and the law context, learners will focus on the causes of crime, the impact of crime on individuals and society and the role of individuals, the police, the legal system and the state in tackling crime.

International Issues (National 4/5) In this Unit, the focus will be on the use of straightforward sources of information in order to draw and justify conclusions. Learners have a choice of contexts for study. Contexts for study can be either a socio/economic and political study of another contemporary society or an international issue. The study of a contemporary society will focus upon recent socio/economic issues in a major world power and a study of its political system. The study of an international issue will focus on a significant recent issue, its causes and consequences, and attempts at resolution.


MUSIC


Pupils will be placed into a mixed ability group from the start of S3 and will continue with the broad general curriculum and begin National 3, National 4 and National 5 outcomes. There will be a mixture of practical activity and written tasks.

Performing and creating music will be the prominent activities for all learners. Through these activities pupils develop their vocal/instrumental skills, explore different styles of music through listening and appreciating and use their imagination and skills to create musical ideas and compositions. The use of ICT will enhance compositions, performances and understanding of how music works.

Performing

Pupils will all have gained some experience of performing using a variety of classroom or other instruments by the end of the second year.

“Pupils will give confident performances of more technically demanding vocal and/or instrumental music, using performance directions, musical notation, and/or playing by ear”.

Composing

Pupils also have the opportunity to discover, create and compose their own music

The basic rudiments of music notation is covered throughout the course in order that music reading skills are built up and then reinforced through practical work.

“Pupils will learn to compose/create more sophisticated music for their chosen instrument/voice using a variety of techniques. This may include the use of music technology/computer notation

software”.

Listening

Pupils also have the opportunity to discover different styles of music through listening. This is a skill which is developed with practice

“Pupils will learn to listen to a range of music and identify features and concepts. They will give constructive comments on their own and others’ work, including the work of professionals”.


http://images.google.co.uk/imgres?imgurl=http://projects.cbe.ab.ca/AlexFerg/showcase07-08/rehakclassblog1/ist2_2113889_vector_music_instruments.gif&imgrefurl=http://projects.cbe.ab.ca/AlexFerg/showcase07-08/rehakclassblog1/default7.htm&usg=__w-EHsUY4UxG008fj54nZR_Yw-XM=&h=380&w=380&sz=38&hl=en&start=2&itbs=1&tbnid=NZCD2_qRa6smcM:&tbnh=123&tbnw=123&prev=/images?q=instrument&hl=en&sa=X&gbv=2&tbs=isch:1

PHYSICAL EDUCATION


Pupils will be placed into a mixed ability group from the start of S3 and will continue with the broad general curriculum and begin both National 4 and National 5 outcomes. There will be a mixture of practical activities and written tasks.

Purpose and aims of the course:

The main purpose of the Course is to develop, demonstrate and improve practical and performance skills in physical activities. By engaging in practical activities, pupils can demonstrate initiative, decision making and problem solving. Pupils will also have the opportunity to develop team building skills and enhance their ability to compete, co-operate and collaborate.

Course content

There are three mandatory units to the National 4 & National 5 Courses.

Practical Performance - The Course will provide pupils with the opportunity to participate in a range of individual and team activities. Pupils will have to achieve a minimum competence in two of these activates to pass the practical component. Pupils undertaking National 5 P.E. will be assessed in two “one off” practical performance which accounts for 50% of their overall grade.

Factors Impacting on Performance - Pupils will also study and analyse factors which can impact positively or negatively on engagement and performance in physical activities. Pupils will reflect on and monitor the development of their personal performance and this will be internally assessed on a pass/fail basis.

Added Value Unit – In this unit pupils will have the opportunity, through a practical activity, to extend and apply the skills and knowledge developed throughout the Course and to implement approaches which have positively impacted on their performance. This unit is internally assessed on a Pass/Fail basis at N4 but this unit is externally assessed at N5 and is worth 50%.

Progression in S5/6



National 4 National 5 Higher PENational 5 Higher PE


PHYSICS - National 4 and 5



Classes


For S4, pupils may now be grouped in classes of either National 4 or 5 to allow them to pursue the individual elements of that level. This will include the added value unit.


Course content

There are three knowledge units for both National 4 and 5; assessed internally, and graded pass or fail.

Space and Dynamics – This involves the study of forces, motion and the universe

Waves and Radiation – This involves the study of waves and biological effect of radiation

Electricity and Energy – This involves the study of energy conservation, electrical applications and heat.

Course Assessment

As well as these three units there is an Added Value Unit for N4 and an assignment for N5.

In National 5, the added value unit will be assessed by an external exam paper (80% of final mark) set and marked by the Scottish Qualifications Authority (SQA) and an assignment (20% of the final mark). This will then be used to calculate the pupils’ final grade A – D.


Unit Assessment


Pupils must pass these unit assessments as well as the added value unit assessments to gain the course award.

Progression in S5/6



National 4 National 5 Higher PhysicsNational 5 Higher Physics Advanced Higher

Physics


RELIGIOUS, MORAL AND CITIZENSHIP EDUCATION

The new syllabus for Catholic religious education in Scotland, This Is Our Faith, now governs the teaching of religious, moral and citizenship education in St Andrew’s and St Bride’s. This is the first religious education syllabus to be originated wholly in Scotland and designed to meet the needs of young people in Scotland.

The RMCE programme provides young people with opportunities to develop their knowledge and understanding of the Catholic faith and commit to beliefs, values and actions in a positive response to God’s invitation to faith. Recognising that our young people will be at different places in the spectrum of faith development, we support all young people in their personal search for truth and meaning in life.

Similarly, the RMCE curriculum aims to provide all students with the necessary attitudes, skills and abilities to face the many challenges that life presents by covering topics like: Drug and Alcohol Awareness; Health and Hygiene; Citizenship and the Law; Study Techniques for SQA exams.

The RMCE programme operates with an extensive network of outside agencies which helps maintain a holistic approach to the curriculum and present it in a way that is both challenging and enjoyable for all.


Steps to Success

This course offers imaginative ways of developing, recording and certificating a wide range of young people’s personal qualities, abilities and achievements, as well as introducing them to new activities and challenges. The Steps to Success course is aimed at pupils who would benefit from participation in challenges aimed at developing skills in communication, working with others, problem solving, application of number and ICT. S3 Course – ASDAN Bronze Award and John Muir Award

The John Muir Award is an environmental award scheme focused on promoting educational, social and personal development through outdoor learning and involvement in conservation activities. Pupils participate in four challenges to gain the award.

Discover a wild placeExplore the wild placeConservation activityShare learning experience

In the Asdan Bronze Award students select a number of challenges from the thirteen modules that make up the personal development programme of the Bronze Award. They compile a portfolio of evidence to show what they have learned and track their skill development. The modules are:

Communication World of Work

The Community Science and Technology Sport and Leisure The Wider World Home Environment Expressive Arts The Environment Beliefs and Values Number Handling Combined Studies Health and Survival

Pathway into S4

In S4 pupils work towards achieving the Certificate of Personal Effectiveness qualification (COPE) at Level 1. This qualification sits on the Scottish Credit and Qualification Framework (SCQF) at Level 4. The COPE course comprises of 6 Modules:

Citizenship and Community Independent Living

The Environment Health and Fitness

Work Related Learning and Enterprise International Links

By building a Portfolio of Evidence as they complete various challenges, the pupils will record their development in the following skills: Working with Others, Improving own Learning and Performance, Problem Solving, Planning and Carrying out a Piece of Research, Communication through Discussion and Oral Presentation.

Assessment


https://www.google.co.uk/imgres?imgurl=http://www.brookfield.camden.sch.uk/_files/images/3EC4BE4384572E9C6B5975506DB0BDFF.png&imgrefurl=http://www.brookfield.camden.sch.uk/page/?pid=116&h=779&w=780&tbnid=2DyK_xWg4g-kbM:&docid=yKet23wY0DnIXM&ei=fai9VpeQNIWaU-fwg5AM&tbm=isch&ved=0ahUKEwjXwumh9_HKAhUFzRQKHWf4AMIQMwhVKDAwMA

Students are required to plan and review their work at key points, explaining how they have developed their skills. After students’ portfolios have been internally moderated, pupils will be presented for external moderation through ASDAN. Pupils receive certificates following successful moderation.


ST ANDREW’S AND ST BRIDE’S HIGH SCHOOLCurriculum for Excellence

S3 COURSE CHOICE FORM 2018NAME: CLASS: .All pupils study as core:Languages English - 4 periods and Modern Languages - 3 periods Mathematics - 5 periodsReligious, Moral & Citizenship Education (RMCE) - 3 periods Health & Wellbeing (Physical Education) - 2 periods

SOCIAL SUBJECTS

3 Periods

SCIENCE

3 Periods

EXPRESSIVE ARTS

3 Periods

TECHNOLOGY

3 Periods

PERSONALISATION

3 PeriodsSocial Subjects with a focus on

Geography

History

Modern Studies

Sciences with a focus on…

Biology

Chemistry

Physics

Environmental Science

Expressive Arts with a focus on …Art & Design

Design and Manufacture

Drama

Health and Food Technology

Music

Physical Education

Technologies with a focus on ...Accounting

Administration & IT

Chemistry

Computing Science

Design and Manufacture

Graphic Communication

Practical Woodwork

Health and Food Technology

Business ManagementArt & DesignChemistryComputing ScienceDramaGeographyHistoryModern StudiesGraphic CommunicationPhysical EducationDancePhysicsSpanish

Choice

Career Choice

PARENT/CARER (Signature):

PUPIL (Signature): DATE:_____________

PUPIL SUPPORT NOTES