Maxwelltown High School

Curriculum for Excellence

S2 Option Choice Booklet for S3 CfE

2017-2018

Subjects in S3 - Important information At the end of S2, you will be asked to choose TEN options in S3, from subjects in Science, Social Studies, Expressive Arts, Languages and Technologies and also some Wider Achievement Options. S3 option choices will help you prepare for any subjects you plan on choosing in S4, perhaps even into S5/6 and should be linked to your career plans for the future. The work in S3 will be at third and fourth level CfE experiences and outcomes. You should take time to read the information in this booklet. You should also discuss your subject choices with your parents or carers and your pupil support teacher. It is very important that you discuss your ideas with your parents / carers and that you begin to think about your future career plans. It can be tempting to choose subjects because of friendship groups or particular teachers. Don’t! Friendships and teachers change so it’s important to choose subjects that you enjoy and that may help you in the future. S3 is an important year - make the most of it by making good choices. This booklet contains information about your subject option choices, the core subjects of Maths, English, PE, PSE and PECS as well as information about the Wider Achievement Options that are available to you.

Sciences

Biology Biodiversity and interdependence Learners will develop an understanding of how organisms are interrelated at local and global levels and about the positive and negative impact of the human population on the environment. Body systems and ceils Learners will develop their knowledge and understanding of the structure and function of organs of the body, experience the use of technology in monitoring health and improving the quality of life and develop informed views on the moral and ethical implications of controversial biological procedures. Inheritance Starting with observations of similarities and differences between individuals, learners develop their understanding of how organisms develop and pass on genetic information to the next generation.

Chemistry Processes of the planet Learners explore the changing states of matter and the physical and chemical processes which influence Earth’s atmosphere and oceans to build up an integrated picture of the dynamic nature of Earth. Properties and uses of substances Learners will explore the properties of different substances and how they can be changed so as to develop their understanding of the connection between structure and properties. Earth’s materials Learners develop their knowledge and understanding of substances that make up the Earth’s surface. Properties, uses and methods of extraction of such materials are explored. Chemical changes Learners will develop an understanding of chemical changes and the processes which take place in the environment and in the laboratory. They will discover about the environmental impact of these changes.

Physics Energy sources and sustainability Learners will explore the types, sources and uses of energy and about how energy is transferred and conserved. Space Learners will discover the Earth’s position within the universe while developing a sense of time and scale. They will develop their understanding of how our knowledge of the universe has changed overtime and explore ideas of future space exploration and the likelihood of life beyond planet Earth. Forces Learners first develop an understanding of how forces can change the shape or motion of an object. Electricity Knowledge about electricity begins with knowing how to use it safely. Learners then apply their knowledge to the process of designing, constructing, testing and modifying. Vibrations and waves Learners explore the nature of sound, light and radiations in the electromagnetic spectrum. They then explore how different waves relate to the environment and how their use in health, medicine and communications.

In third year science all learners will be given the choice of opting for two specialist science subjects in

which, for each subject, they will receive two classes per week.

For those learners wanting to do all three science subjects then they must make sure that they pick

chemistry and physics as their main science subjects and they will be able to opt for Biology as their

optional choice. They will also receive two classes in this subject.

Technologies

Information Communication technology (ICT) The role of the department is to provide resources and training in Information Communications Technology for every member of the school community, and to offer a wide variety of courses for those who want to specialise in the study of Software Design, Computer Systems and Information Science and their effects on society. As well as the practical skills needed to be able to use modern Information Communications Technology, we encourage the development of Problem Solving and Analysis, to enable students to have a creative role in a modern technological society.

Our course in years 1 to 3 covers Internet safety, programming, animation, computer systems, web design and digital image editing. We also offer options in game design and video editing.The S3 ICT course progresses to SQA Computing Science or Administration and IT courses at N3/N4/N5 or Higher. Computing Science teaches pupils how computers and programs work as well as involving coding. Administration & IT allows pupils to learn how to use business software and how IT is used in business

Home Economics The S3 Home Economics Course covers a range of contemporary food and health issues which affect the consumer. The topics covered are:-

Food Hygiene and Safety A knowledge and understanding of nutrition and planning and preparing dishes to meet the guidelines Planning and preparing foods which meet the needs of individuals with special dietary requirements Adapting and cooking recipes Food labelling and packaging

The progression from S3 into Senior Phase :- N4/N5 Hospitality Practical Cookery N5/Higher Health and Food Technology. Craft Design and Technology (CDT) Our S3 Technical course is a mix of the skills involved in Design and Manufacture, Graphic Communication and Practical

Woodworking, where pupils are exposed to challenges, experiences and outcomes at third and fourth level CfE. Each of

the topics of the Technical Broad General Education is designed to spark imagination and creativity in our pupils while

embedding important skills of planning, problem solving and evaluation. All pupils are challenged to produce work of the

highest standard at a level appropriate to his/her own ability. Skills are developed throughout the course but primarily

through a wide range of practical work and ICT skills in the computer suit. By the end of the S3 Technical course pupils

will have a wide knowledge of understanding of Design and Manufacture, Graphic Communication and Practical

Woodworking and allow them to make an informed choice of which subjects to pursue in the senior phase.

In the senior phase pupils will have the option to choose the following subject areas at National 4/5: Design and

Manufacture and/or Practical Woodworking

Expressive arts

Art and design

Art and Design offers learners a wide range of opportunities to develop their creativity and to deepen their experience and enjoyment of the subject. The S3 course is intended is the final stage of BGE Art & Design but is also the transition year where learners are prepared with the necessary skills to be able to meet the requirements of N4 and N5 courses in S4. Pupils will experience increased personalisation and choice and produce artwork using a range of different materials, including, paint, pastel, printmaking and many others. Their studies of the works of artists and designers enhance their enjoyment and deepen their knowledge and understanding of Art and Design. The S3 course is split into units to give a taster of each of the elements that make up a National course. Learners will work towards a design unit and an expressive unit. By the end of S3 learners will feel prepared and ready to embark on a National Course in S4.

Dance

Through dance, learners have rich opportunities to be creative and to experience inspiration and enjoyment. Creating and performing will be the core activities for all learners. Learners develop their technical skills and the quality of their movement, and use their imagination and skills to create and choreograph dance sequences. They will use a variety of stimuli to support the creation of the dance including videos, music, props and photos. They further develop their knowledge and understanding and their capacity to enjoy dance through evaluating performances and commenting on their work and the work of others. Pupils will be videoed using the green screen and have the opportunity to develop their ICT skills through adapting the video. Drama Learners will have the opportunity to develop their practical skills –developing characters and plots and devising dramas from different genres such as panto, children’s theatre, comedy, musical and serious drama. They will also get hands on experience of theatre production skills – lighting, sound, costume, make-up, set, choreography and directing. Through drama, learners develop many transferable skills. Skills developed include leadership, problem-solving, decision-making, evaluating, and effective team work and communication. These skills are important in the drama studio and classroom but are essential for life, learning and work. These skills are built through:

• Pupils choosing a drama game to teach to their peers;

• Picking their own themes to research and develop into dramas, e.g. Stand up and be counted;

• Performing to peers and younger audiences, e.g. a pantomime of the group’s choice such as The Wizard of Oz and Peter Panto!

Opportunities Learners are given opportunities to be involved in theatre trips and to work with professional theatre companies. Recent trips in 2016-17 have included “Billy Elliot” at The Edinburgh Playhouse and workshops with Glasgow’s Royal Conservatoire of Scotland. Progression Progression is to National 3, 4 or 5 and Higher in the senior phase (S4-6).

Music In Music in S3 pupils will choose two instruments to work on. This should be their best instruments from S1/2. By doing this, it prepares pupils for the demands of National Courses. Pupils will be encouraged to prepare a programme for both instruments and perform to the class teacher and/or the rest of the class as performing skills is a prominent activity for this course. Pupils will also be encouraged to listen to a wide range of music from different styles and cultures. They will be asked to identify musical concepts from this music. This prepares pupils for the Understanding Music parts of the National Courses. Pupils will also have the opportunity to create their own music using some of the music software available in the department. PE - Performance Improvement

The S3 PE performance option is designed to analyse and aim to improve performance levels of specifically chosen activities which encourage pupils who intend to pursue a pathway in Certificated PE to achieve better performance marks in National 5 and Higher PE. The activities chosen will involve specific drills to improve performance levels and designed to enhance skill level. The course will be practically based and is for those who find practical performance a challenge or who want to achieve the highest possible mark for performances in National PE courses in the senior phase. Pupils will analyse initial performance and be involved in 6 week training programmes aimed at improving practical ability.

Social studies

In Modern Studies will learn about the differences

and features of democracies and dictatorships before

moving onto a depth study of Terrorism

In Geography learners will study climate change,

weather and climactic regions, Hazards and then

learn about research methods and will conduct an

environmental survey.

In History learners will study the story of the

development of medicine and its impact on the

human population before undertaking a depth study

on the First World War.

Learners will have the opportunity to take two Social studies options of geography, modern studies or history. They will choose a major and a minor subject which will be a twenty and ten week course respectively. For the remaining ten weeks all learners will embark upon an inter-disciplinary project which will include skills and knowledge in all the social studies subjects and preparation for independent research projects which are a feature of SQA National 4 and 5 courses.

Languages

Modern Languages This option is aimed at pupils who enjoy working with modern languages – mostly French, but also an introduction to

Spanish and German - and are keen to develop their skills in the senior phase in National 4, 5 and Higher. This course will

be 3 periods per week in modern languages.

Pupils will learn about modern languages and culture, looking at film, song, food and healthy lifestyles, for example.

They will improve their understanding of grammar in their talking, listening, reading and writing skills. Secure

knowledge of grammar, commitment to learning new vocabulary and a willingness to develop pronunciation in speaking

languages, especially French, are central to further progression.

Progression Progression is to National 4 or 5 in the S4 and S5 and Higher in S5-6.

Languages and Communication

This option allows pupils to continue with modern languages for 1 period per week and to spend 2 periods per week

developing the communication skills of talking, listening, reading and writing. Here are some examples of topics to be

studied:

• Learning about the language and culture of other countries through sport, film, music, food …

• Digital literacy and research skills

• Scots language and culture

• Media Studies – e.g. film study, film making, analysing and creating film posters

• Pupils will further improve their co-operation through group work and effective communication skills.

Progression

This course allows for progression to National 3 or 4 French in S4.

English and Literacy

(Core subject)

In S3 English, learners continue to develop the key skills of analysis and evaluation, creation

and production across their reading, listening, talking and writing. Learners are given

opportunities to develop their effective communication skills for learning, work and life. They are encouraged to think

and work independently, with partners, and in small groups.

A range of texts and tasks are used to develop understanding and analysis of listening and reading skills. These include

documentaries, film clips, adverts, newspapers and literature. Films studied include “School of Rock” and literature

texts enjoyed recently have been “Holes”, “Noughts and Crosses” and poetry and short stories by a range of writers.

Learners in English are encouraged to create and produce their own texts in a range of different forms; for example,

adverts, personal writing, short stories and persuasive talks linked to “Dragons’ Den” or “Room 101”.

Progression

Learner pathways are clear in S3. As we move towards S4, learners are encouraged to work with increasing

independence and engage in the type of tasks assessed at N3, N4 or N5 in S4, so they are fully prepared for the

challenges of assessments in the senior phase and can demonstrate effective communication skills across all subjects

and beyond the classroom.

Mathematics (Core subject)

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 children and young people access to the wider curriculum and the opportunity to pursue further studies and interests. Mathematics equips us with many of the skills required for life, learning and work. As pupils move from S2 into S3 in Mathematics they shall continue with a broad general education which covers ten topic areas. These are Numbers 1, Numbers 2, Algebra 1, Algebra 2, Measurement 1, Measurement 2, Angles, Symmetry and Transformation, Time, Money and a year-end research based project. Courses are split into three main levels however, differentiation within the levels is provided as well as flexibility to move between the levels where this is deemed suitable.

The mathematics framework as a whole includes a strong emphasis on the important part mathematics has played, and will continue to play, in the advancement of society, and the relevance it has for daily life.

Wider Achievement Options

Cadets

Working in partnership with the cadets, you will have the opportunity to develop your team work and leadership skills. You will experience a variety of activities, including the Duke of Edinburgh Award, and will have the opportunity to attend a number of cadet camps throughout the year. You will find out more about all types of uniformed services, including the police, paramedic and army services, and you will improve your level of physical fitness.

CREST Bronze Award

Via a Sustainable Communities Challenge (CITB) - students are invited to develop a housing plan for a 2000m2 site including ten homes, parking, green space and other features. Students must use a minimum of three sustainable materials and three techniques which make the homes more sustainable to run. Students will need to do 10+ hours of project work and complete either a CREST Bronze workbook or a CREST Bronze student profile. Students will have the opportunity to visit the new school during the construction phase.

Enterprise

Do you want to improve your personal development skills, team skills, improve your problem-solving skills and develop your leadership and presentation skills? If so enterprise is the course for you! We will be undertaking the tenner challenge but there are lots of other activities we can look at to find the best project for the enterprise group. We will be carrying out a variety of business activities as each groups sets up a company, uses real money to take calculated risks, and hopefully each company will make a profit. If you choose enterprise you must be prepared to work hard, be creative and pick yourself up and move on if there is a setback. Try something different in the enterprise company! John Muir Award

The John Muir Award is an environmental award scheme. If you choose this option, you will spend most of the time

outdoors, finding out about nature and wildlife, and how to look after it. This would lead to a Discovery Award which

has four challenges - Discover, Explore, Conserve and Share which would take at least 24 hours (2 periods per week for

12 weeks plus a outdoor learning task)

Sports Leader (SALTIRE)

The Sports leader award encourages pupils to take responsibility and develop leadership skills through planning and

delivering a range of activities to both peers and primary pupils. The course will allow pupils to develop skills such as

organisation, communication, confidence and self-esteem alongside planning and self-review. Throughout the course

pupils will have the opportunity to record hours towards a Saltire Award. The course sets the foundations to allow the

pupils to progress on to complete the Sports Leaders Award during their Senior Phase.

XL

XL is linked to the Princes Trust and works on many aspects including personal and social development, life skills, active citizenship, enterprise projects and preparation for work. Some of the skills you would develop include teamwork, leadership, how to manage money and budget and work experience. There will also be the opportunity to participate in community projects and fund raising activities in school.

Youth Achievement

This option would mean working on a Dynamic Youth Award by completing a whole school project, working as part of a

team, taking a leadership role and helping others. Depending on how much you are involved, this could be a 1* award

(5-15 hours), a 2* award (16-30 hours) or even a 3* award (30+ hours).

PECS (Core subject) Experiences and outcomes Learning through religious and moral education enables me to:

• recognise religion as an important expression of human experience

• learn about and from the beliefs, values, practices and traditions of Christianity and the world religions selected for study, other traditions and viewpoints independent of religious belief

• explore and develop knowledge and understanding of religions, recognising the place of Christianity in the Scottish context

• investigate and understand the responses which religious and non-religious views can offer to questions about the nature and meaning of life

• recognise and understand religious diversity and the importance of religion in society

• develop respect for others and an understanding of beliefs and practices which are different from my own

• explore and establish values such as wisdom, justice, compassion and integrity and engage in the development of and reflection upon my own moral values

• develop my beliefs, attitudes, values and practices through reflection, discovery and critical evaluation

• develop the skills of reflection, discernment, critical thinking and deciding how to act when making moral decisions

• make a positive difference to the world by putting my beliefs and values into action

• establish a firm foundation for lifelong learning, further learning and adult life.

Physical education, physical activity and sport (Core Subject) Physical education Physical education provides learners with a platform from which they can build physical competences, improve aspects of fitness, and develop personal and interpersonal skills and attributes. It enables learners to develop the concepts and skills necessary for participation in a wide range of physical activity, sport, dance and outdoor learning, and enhances their physical wellbeing in preparation for leading a fulfilling, active and healthy lifestyle. They encounter a variety of practical learning experiences, including working on their own, with a partner and in small and large groups, and using small and large equipment and apparatus, both outdoors and indoors. Learning in, through and about physical education is enhanced by participating on a regular basis in a wide range of purposeful, challenging, progressive and enjoyable physical activities with choice built in for all learners. Physical activity and sport In addition to planned physical education sessions, physical activity and sport take place in the classroom, in the school, during travel such as walking and cycling, in the outdoor environment and in the community. Learning in, through and about physical activity and sport is enhanced by participating in a wide range of purposeful and enjoyable physical pursuits at break times, lunchtimes, within and beyond the place of learning. The experiences and outcomes are intended to establish a pattern of daily physical activity which, research has shown, is most likely to lead to sustained physical activity in adult life. Experiences and outcomes should also open up opportunities for learners to participate and perform at their highest level in sport and, if interested, pursue careers in the health and leisure industries. Physical activity and health Learners develop an understanding of their physical health and the contribution made by participation in physical education, physical activity and sport to keeping them healthy and preparing them for life beyond school. They investigate the relationship between diet and physical activity and their role in the prevention of obesity. The experiences and outcomes are intended to establish a pattern of daily physical activity which, research has shown, is most likely to lead to sustained physical activity in adult life. Physical activity and sport take place in addition to planned physical education sessions, at break times and lunchtimes in and beyond the place of learning.

Qualifications

S3 pupils will not be sitting any examinations – they will make choices for their examination subjects next year. However, it is important to note the information below which will help in the decision making process for S4. Qualifications have changed in Scotland - Intermediate 1, Intermediate 2 and Standard Grades are no longer offered, from now on these qualifications will be called National Qualifications, and most students will be sitting at either National 4 or National 5 levels. To see how these qualifications fit into the Scottish Credit and Qualifications Framework (SCQF), please see the table below:

SCQF level Old qualification New qualifications

12 Doctorate Doctorate

11 Masters Masters

10 Honours Degree Honours Degree

9 Ordinary Degree Ordinary Degree

8 Higher National Diploma (HND) Higher National Diploma (HND)

7 Advanced Higher Advanced Higher

6 Higher Higher

5 Intermediate 2 or Standard Grade Credit

National 5

4 Intermediate 1 or Standard Grade General

National 4

3 Access 3 or Standard Grade Foundation

Access 3

2 Access 2 Access 2

1 Access 1 Access 1

For more information regarding Curriculum for Excellence (CfE), SCQF levels and Qualifications, please talk to your son or daughter’s teacher, or browse the following websites:

• Education Scotland (www.education.gov.scot/parentzone)

• National Parent Forum Scotland (http://www.npfs.org.uk)

• ParentZone (www.parentzone.org.uk)

• SQA (www.sqa.org.uk)