PLHS Where Now Senior Phase 2013-14

Preston Lodge High School

Choices for the Senior Phase

2013-2014

Course advice for students moving into S4, S5 or S6

ALL COURSES AND LEVELS ARE OFFERED SUBJECT TO THE AVAILABLITY OF SUITABLE STAFFING, ACCOMMODATION AND BUDGET.

Choices for the Senior Phase Contents

Welcome 1 Curriculum Diagram 2013/14 7 Educational Maintenance Allowance 8 Curricular Area – Expressive Arts Subjects Art and Design National 4 9 Art and Design National 5 10 Art and Design Higher 12 Art and Design Advanced Higher 14 Portfolio Art Studies 15 Drama National 4 16 Drama National 5 17 Drama Higher 18 Music National 4 19 Music National 5 20 Music Higher 21 Music Advanced Higher 22 Curricular Area – Health and Wellbeing

Subjects Health & Food Technology National 5 23 Hospitality National 4 and 5 24 Fashion & Textiles Technology National 4 25 Health & Food Technology Higher 26 Practical Cake Craft National 5 27 Personal & Social Development 28 Physical Education National 4 29 Physical Education National 5 30 Physical Education Higher 31 Physical Education Advanced Higher 32 SQA Personal Development Award National 3 or 4 33 Curricular Area – Humanities

Subjects Geography National 4/5 34 Geography Higher 36 Geography Advanced Higher 38 History National 4 or National 5 39 History Higher 40 History Advanced Higher 41


Choices for the Senior Phase Modern Studies National 4 or 5 42 Modern Studies Higher 44 Modern Studies Advanced Higher 45 People & Society National 3 46 Philosophy Higher 48 Religious Moral and Philosophy Studies National 4 50 Religious Moral and Philosophy Studies National 5 52 Religious Moral and Philosophy Studies Higher 54 Religious and Moral and Philosophical Studies Advanced Higher 55 Sociology Higher 57 Curricular Area – Languages

Subject s English National 3 59 English National 4 60 English National 5 61 English Higher 62 English Advanced Higher 63 Curricular Area – Modern Languages

Subjects French National 4/5 64 French Higher 65 French Advanced Higher 66 German National 4/5 67 Spanish National 4 68 Curricular Area – Numeracy

Subjects Life Skills Mathematics National 3 or 4 69 Mathematics National 4 70 Mathematics National 5 71 Mathematics Higher 72 Mathematics Advanced Higher 74 Curricular Area – Science

Subjects Biology National 4 75 Biology National 5 76 Biology Higher/Human Biology Higher 77 Biology Advanced Higher 78



Chemistry National 4 79

Chemistry National 5 80 Chemistry Higher 81 Chemistry Advanced Higher 82 Physics National 4 83 Physics National 5 84 Physics Higher 85 Physics Advanced Higher 86 Curricular Area – Technologies

Subjects Accounting National 5 87 Administration and IT National 4 88 Administration and IT National 5 89 Administration Higher 90 Business National 4 91 Business National 5 92 Business Management Higher 93 Business Management Advanced Higher 94 Computing Science National 4 95 Computing Science National 5 96 Computing Studies Higher 98 Computing Advanced Higher 99 Design and Manufacture National 4 103 Design and Manufacture National 5 104 Economics National 5 100 Economics Higher 102 Graphic Communication National 4 106 Graphic Communication National 5 107 Graphic Communication Higher 108 Graphic Communication Advanced Higher 109 Practical Craft Skills National 3 110 Product Design Higher 111 Opportunities Outwith School for the Senior Phase 2013-14 112 Hospitality and Tourism Academy 127 Leadership Challenge 128 Young Applicants in School Scheme 129 Appendix 1: Our Curriculum Rationale 130 Appendix 2: Our S4 Curriculum 131 Appendix 3: Introducing National 4/5 qualifications into S5 and S6 133


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Welcome Welcome to our S4-6 Senior Phase Choice Guide. Parents and carers who have been following our recent parental consultation will be aware that we are now moving Curriculum for Excellence into a new Senior Phase which encompasses three year groups. Our new model offers exciting opportunities which have previously not existed in Scottish education. We also think our model will make our Senior Phase a very vibrant and positive learning experience for all of our young people. I am often asked at the moment whether S4, S5 and S6 students will all be treated in the same way now that we have a three year Senior Phase. When it comes to learning that will certainly the be case. All students will encounter interesting and worthwhile learning experiences in classes with a wider variety of age groups. However, there will still be differences. S6 students, for example, will retain certain free time privileges. Our Senior Phase students are now one large group of learners, but the best elements of our previous approaches remain in place. A very important set of choices now face all students in S3, S4 and S5. I very much hope this guide, and various parental and student meetings over the coming month will help all young people to make the right choices for their future. Please do contact your child’s guidance teacher or Head of House if you would like to discuss anything at all, and I look forward to seeing you at one of the forthcoming events.

Gavin Clark February 2013


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Timeline All families should be aware of the following key dates over the coming month. We think that our programme will allow all young people to make good choices, but please do contact the school if you would like any individually tailored advice. S3 Timeline Monday 25 February Assemblies to students on new structure.

Course choice booklets available to families electronically or, where required, in paper format.

Friday 1 March Reports distributed to parents/carers.

w/b 4 March Wednesday 6 March

Individual guidance interviews with students. Student Options Event in school time which will give every young person the opportunity to meet with guidance staff and subject teachers and further explore the opportunities and choices available.

Parental information event (7.00 pm) where hard copies of this course choice

booklet will be distributed.

w/b 11 March Parents’ Evening (13 March). This is a key opportunity to find out how your child is performing in their subjects. Individual guidance interviews continue.

Monday 18 March Subject choices due on this date. S4/5 Timeline w/b 18 February Assembly on new structure for all S5 students (21 February).

Individual guidance interviews in PSE time for S4 students. Guidance discussions in PSE for S5 students and targeted support for individual students.

w/b 25 February Assembly on new structure for all S4 students (25 March). Course Choice Information Evening for parents/carers and students (25 February). Individual guidance interviews in PSE time for S4 students. Guidance discussions for S5 in PSE and targeted support continues.

w/b 4 March Individual guidance interviews continue in PSE time for S4 students. Guidance discussions for S5 continue in PSE and targeted support continues.

w/b 11 March Individual guidance interviews continue in PSE time for S4 students. S5 reports distributed (14 March). Further class and individual discussions for S5 students.

w/b 18 March Individual guidance interviews continue in PSE time for S4 students. Targeted interviews for S5 continue in PSE time. Subject choices due (22 March)


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Two important decisions Following our recent parental consultation we made two important decisions that affect our Senior Phase. Further consideration of these decisions appears in Appendix 1. Those decisions are; We will offer all of our S4 students up to six certificated subjects which they will study for four hours per week. For most students these subjects will be one year National 4 or National 5 qualifications (the replacement for Intermediate and Standard Grade qualifications) although there will be much clearer opportunities for some students to embark on two year courses of study at Higher level.

Where relevant, students entering S5 and S6 in session 2013/14 will sit National 4/5 qualifications rather than Intermediate 1/2 qualifications. Highers and Advanced Highers remain unchanged across the country for the next academic year. Nationally, S4 students will all be sitting National 3/4/5 qualifications next year and bringing S5 and S6 students into those courses will allow us to provide a more diverse and relevant curriculum for all of our students.

Returning to School – a choice for S4 and S5 students The decision to return to S5 and S6 at school after reaching the statutory leaving date is one that calls for a mature and committed attitude to work. Students wishing to return to school to continue voluntary study are normally expected to have demonstrated in previous years that they are capable of benefiting from the programmes that the school can offer. While personal choice and negotiation are now increasingly important in determining individual programmes of study in the Senior Phase, the school will ensure, through curricular guidance, that breadth, balance and progression are sustained, and that the workload undertaken is appropriate to the ability and aspirations of each student. What is the “Senior Phase”? The Senior Phase of Curriculum for Excellence encompasses S4 through to S6. Our S1-3 curriculum provides all students with a Broad General Education, which means that students are ready by S4 for entry into National Qualification courses. These new courses start in August 2013, and our certificated courses open to students in session 2013/14 will be as follows:

National Qualification Detail

National 3 Broadly equivalent to Access 3, these courses have no end-of-year examination and student achievement is judged through ongoing in-school assessment.

National 4 Broadly equivalent to Standard Grade General level or Intermediate 1, these courses have no end-of-year examination and student achievement is judged through ongoing in-school assessment. These courses have four hours of in-class study per week.

National 5 Broadly equivalent to Standard Grade Credit level or Intermediate 2. There is an end-of-course examination at this level. These courses have four hours of in-class study per week.

Higher These qualifications remain the same for the time being, although they will be adjusted once National 3,4 and 5 courses have been introduced. These courses are suitable for students who have achieved Standard Grade 1 or 2 or Intermediate 2 at A or B grade in S4, or who have successfully undertaken an appropriate programme of study in S5. Some Higher courses are also


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appropriate as new subjects, taken over one year for students with a proven record of ability. At Higher level in particular, certain subjects may request a higher level of qualification than these baseline qualifications. Such higher expectations will be based on SQA advice regarding pass rates. One year Higher courses have five hours of in-class study per week. Two year Higher courses have four hours of in-class study.

Advanced Higher Again, these courses currently remain the same although adjustments will be made in future. These courses are suitable for students who have obtained good Higher Grade passes and who intend progressing to Higher Education courses. Many Advanced Higher courses do not run for the full five period allocation, and time allocations are based on staffing and student uptake. As a starting point, the school offers three periods to each Curricular Area for an Advanced Higher course. This is adjusted in light of the above.

What is the purpose of a new Senior Phase? Some of the government’s guiding principles that inform our S4-6 curriculum structure apply to all schools in Scotland. A summary of those guiding principles is:

• To reduce the quantity of unnecessary assessment which students undertake. • To ensure that qualifications are taken at the appropriate stage for the individual young person over

the three years of the Senior Phase. • To remember that the majority of students now stay on to at least S5, so it is no longer appropriate to

view S4 in isolation or to see presentation for qualifications in S4 as a “given” for each learner in each subject.

• To ensure that young people who leave at the end of S4 or Christmas of S5 are appropriately catered for in terms of qualifications.

• To produce a “bespoke senior phase model” or, in other words, a model designed to meet the needs of a school’s young people.

Our Curricular Model There has been much debate across Scotland about the right “curricular model” that schools should adopt. We have been charged with developing the model that best meets the needs of young people at Preston Lodge High School. It is our firm conviction that our S1-3 Broad General Education followed by an integrated three year Senior Phase best allows Preston Lodge High School to meet the requirements of Curriculum for Excellence and the needs of our students. You may have seen this model described as “3+3” in the national press. In session 2013/14 only S5 and S6 students will be sitting examinations for Higher and Advanced Higher courses. However, by 2015-16 we will have a fully integrated S4-6 Senior Phase where classes will comprise S4, 5 and 6 students sitting National 4s, 5s, Highers or Advanced Highers. A key aspect of the Senior Phase is the greater possibility of two year courses of study. This might involve a student sitting a Higher course over S4 and S5, perhaps bypassing the National 5 examination, or it might equally involve an S5 student sitting a National 5 qualification over two years with an end of course examination in S6. In essence, there is much more flexibility in an S4-6 Senior Phase which will ensure that students are sitting the right courses in the right way. It is very helpful at this stage if students are able to plan their programme of study over two years and thus avoid over-stretching themselves in S4 or S5 and then having difficulty in finding a structure for their studies in S5 or S6. It should also be borne in mind that universities and colleges offer places on the basis of Higher results, and it is thus advantageous to achieve the best possible grades at the first single sitting, whether this be in S5 or S6.


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Availability of Courses Please note that provision of all classes is dependent on availability of staffing, accommodation and the interest of sufficient numbers of students. Recommended previous experience This section of each Higher or Advanced Higher subject entry describes the previous experience that is likely to be necessary in order to successfully complete a particular course. Where a Curricular Area has suggested that more than a simple pass at a previous NQ level is required this will be based on SQA statistical analysis identifying likely success rates. In some circumstances this recommended experience may be waived to accommodate individual student requirements. Students who must return to S5 Some students, whose sixteenth birthday falls after 30 September will be obliged to continue their education, regardless of their own wishes. For these students there are 3 main options: They may apply for a full-time one-year course in a college of Further Education, starting in August. Full

details of the best way to go about this can be obtained from Guidance staff. It should be noted that a promise to complete the course is required.

They may follow an appropriate school-based programme. They may choose a period of extended work experience. Full details of the best way to go about this can

be obtained from Guidance staff. Support for Learning The Support for Learning Curricular Area will continue to be available for students who have previously received assistance (or who now feel they require it) with examinations or particular learning needs. Students should feel free to contact Mrs Hoban to negotiate tutorial times that will be mutually convenient. The “Learning Zone” can provide some experience for senior students who are considering teaching as a career. Interested seniors will be given the opportunity to assist junior students with their learning and will gain an insight into the work of a teacher. Mrs Hoban organises peer support training for those senior students interested in this work. Leadership Opportunities We are very proud of the leadership opportunities that we offer all of our students at Preston Lodge High School. S6 students perhaps have the most opportunities with commitment to the Prefect System, Library supervision, the House System, Paired Reading and the S1 PL Challenge offering direct opportunities for the development of leadership skills. Many other formal and informal opportunities are also available to our S6 students. S5 students also have a wide opportunity to develop their leadership skills, but their commitment is sometimes necessarily limited by the significant workload of Higher courses. Nevertheless, many of our S5 students take on Prefect responsibilities and a number of other leadership opportunities across our curriculum. Last year all our S5 students were able to obtain an accredited SQA unit in Leadership at the start of the year.


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We are now actively looking at ways we can increase leadership opportunities for our S4 students. As the youngest participants in our new Senior Phase it is important that they are able to develop their thinking and skills around leadership as soon as possible. Opportunities outwith school for the Senior Phase Do please take the opportunity to find out about the opportunities outwith the school that our Senior Phase offers in 2013-14. The section at the end of this booklet outlines various college, vocational and leadership opportunities. I would draw particular attention to the opportunity open to all S5 students to participate in the East Lothian Hospitality and Tourism Academy. This nationally recognised programme is a very significant opportunity for all young people to develop employment and leadership skills, and this year’s pilot Academy has been an enormous success. Final thoughts Finally, students should be quite clear what they are aiming for when they move into the Senior Phase, what the school has to offer them, and above all what is required of them in terms of commitment to study at home and in school.


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Subject

Depts

Periods 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

Free Choice

SE

SE

1 Year 1 Year 1 Year 1 Year 1 Year

Higher Higher Higher Higher Higher

SE

S5

S6 S6

S4 S4

Curriculum Diagram 2013/14

Science Exp Arts RE

English,

Mod Lang

S5

L

2

LMaths Language Science

Language Health & Wellbeing Science

Health & Wellbeing

Maths Language Health & Wellbeing

Exp Arts

Exp Arts

S3L

2

L

Maths

S2

S1 PL Chall

RE S3Soc Su

RE S2

Tech

L

2

L

Bus Ed,

CDT,

Computing

RE

S1

I

T

V

TechOption

A

Option

B

Tech

Whole

School

Curricular Areas

Soc Su

I

T

V

I

T

V

Maths HE, PE, SE ScienceArt, Drama,

Music

Soc Su

Geog, Hist,

Mod St

Option A Option B Option C Option D Option E

1 Year or 2 Year

Option F

1 Year or 2 Year 1 Year or 2 Year 1 Year or 2 Year 1 Year or 2 Year 1 Year or 2 Year

New S4 will study 6 courses from a range of

1 year National 4 (4 hours per week)

1 Year National 5 (4 hours per week)


2 Year Higher (4 hours per week) New S5 will study up to 6 courses, from a range of




2 Year Higher (4 hours per week)

1 Year Higher (5 hours per week) New S6 will study up to 5 courses from a range of



1 Year Higher (5 hours per week)

1 Year Advanced Higher (3 – 5 hour per week)

Open University YASS


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Educational Maintenance Allowance (EMA) The Educational Maintenance Allowance (EMA) is available to 16 year olds and also subsequent years (S5/6) who show reasonable promise of successfully completing a sound programme of study. If you are 16 years of age or over before 30 September 2013 you may be eligible for an EMA from the beginning of the school term (August 2013). If you are 16 years of age between 1 October 2013 and 29 February 2014, you may be eligible for an EMA from January 2014. For those eligible for full year award, if the application is not submitted by 30 September 2013, the award can only be made from the week it is received by the Local Authority. For those eligible from January 2014, the application must be submitted by 28 February 2014. Award holders are expected to attend school throughout the standard school session. For S5/6 they must complete more than 21 hours per week of timetabled study. Eligibility depends on the family’s income. Current income thresholds are:

£0 - £20,351 – for households with one dependant child - £30 £0 - £22,403 – for households with more than one dependant child - £30 The EMA is a weekly payment paid directly to the student. The threshold and allowance figures may be subject to change. The Scottish Government reserves the right to review the EMA programme at any time. Application forms are available from Services for People (Education). They will send the application forms directly to all age eligible pupils. This is usually in May/June for pupils eligible from the start of the school term and in October/November for those eligible in January. More information is available from Services for People (Education), John Muir House, Haddington, EH41 3HA. The Careers Adviser Choosing courses can often be difficult. Whether considering staying on at school, going to college, university or entering employment or training, our Careers Adviser, Gill Pert, is available to discuss ideas, provide guidance and offer impartial advice. Students should refer to Skills Development Scotland site, My World of Work. Following this students can arrange to see their Careers Adviser by requesting an appointment through their Guidance Teacher. Gill is normally in school two days each week and she is based in the Library. As well as students requesting appointments themselves, Gill works closely with Guidance Teachers who make referrals to her and she also tries to offer an appointment to S4 and S5 pupils prior to them leaving school. Every Tuesday, from 1.15 – 1.45pm, Gill holds a lunchtime drop-in service. If students have a quick question or would like help to find information in the Careers Library, they should come along to the drop-in session. No appointment is needed. Gill also attends S4 and S5/6 Parents Evenings to answer any questions on option choices and careers. When not in school, Gill can be contacted at the Skills Development Scotland Centre, Adam Ferguson House, Station Road, Musselburgh, EH21 7PQ. The opening hours are Monday-Thursday 9am – 5pm and Friday 10am – 5pm. Telephone Number – 0131 665 3120. Email address – [email protected]

mailto:[email protected]


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Curricular Area: Expressive Arts

Subject: Art and Design National 4

Aims of the Course:

The aim of the Course is to provide a broad practical experience of art and

design.

Learners will have the opportunity to use a variety of art materials,

techniques and processes to express their thoughts, observations and

feelings and to solve problems through design.

The course work will add to and improve to their range of skills and a broad range of choices

should provide something for every individual learner to become involved in and progress.

The Course Contains two activities

Expressive activity

The general aim is to express a point of view or feeling by using art materials to make pictures,

and objects which reflect the learners own ideas on any given subject.

The course will improve and develop a range of skills and an awareness of processes and working

methods through demonstration by staff and the study of professional artists work.

Design activity

Working from given or chosen brief, learners will learn to use the methods of professional

designers to analyse the needs of the end user and to provide appropriate and practical

solutions to the given problem.

The course will also include the Practical added value unit. This unit encourages the learner to

use the skills processes and techniques learned in either the expressive or design activities to

undertake a more challenging piece of work. This more ambitious work should display the

learner‘s ability to apply the knowledge gained. This is a natural progression for the learner and

a welcome opportunity to put the learning into context.

Course assessment

At the end of the course the learners present a sequenced folio of work which is checked

against evidence requirements set by SQA.

The learner is deemed to have completed or failed to complete the course at this point.

The completed course is the checked against national published SQA standards by Preston

Lodge HS art staff. The SQA then visit the centre to check that the learners work is is in line

with national standards.

This is known as moderation.


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Subject: Art and Design National 5

Aims of the Course

The aim of the Course is to provide opportunities for learners to

develop their thoughts and ideas before exploring how they can use art design media equipment

and materials creatively and expressively. They will develop their problem solving skills and will

be encouraged to explore the creative use technology when developing and producing art and

design work.

Learners will have the opportunity to use a variety of 2D and 3D art materials, techniques and

processes. The course allows learners to develop their practical skills and to investigate how

artists and designers create and develop their ideas.

Critical thinking skills and reflective skills are also developed in support of learners own work.

Course Content

Expressive activity folio 1

The general aim is to express a point of view or feeling by using art materials to make pictures,

and objects which reflect the learners own ideas or views on any given subject. The learner will

select and use art materials techniques and or technology to produce a range of plans and

sketches for artwork. The learner will reflect and select pieces to be more fully explored

leading to a finished artwork .

The course will improve and develop a range of skills and an awareness of processes and working

methods through demonstration by staff and through the critical study of professional artists‘

work.

The learner will be required within the expressive activity to undertake written critical

evaluation and appreceiation of the work of artists and to review edit and present their own

work for assessment. An evaluation including the things which inspired and influenced their

creative choices and decisions will be part of the presentation folio.

Design activity folio 2

Working from a given or chosen brief, students will learn to use the methods of professional

designers to analyse the needs of the end user and to provide appropriate and practical

solutions to the given problem. The learner will engage with design issues; testing and developing

their solutions; with a view to providing a designed solution which solves the problem. The

learner will undertake to critically analyse and evaluate the work of designers.

Again the learner will be required to review edit and present their work for assessment.

The learner should include an evaluation; describing the things that inspired their own work

and influenced their creative choices and decisions; in the design folio.


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Course Assessment

Implicit in both these activities is the practical Added Value unit present in National 4

courses

This area of activity allows the learner to be awarded a national 4 level in the event of a narrow

failure to achieve at national 5.

At the end of the course the learners present a sequenced portfolio of work including one

piece of finished Expressive work and one finished Design solution this portfolio will be sent to

the SQA for marking.

There will also be a question paper set as an external exam which allows the learner to

demonstrate their knowledge and understanding in written form of art and design practise.

Marks (200) expressive activity 80 design activity 80 and written exam 40


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Subject: Art and Design Higher

Recommended previous

Experience: Intermediate 2 in Art and Design A or B

Aims of the Course

Art and Design promotes aesthetic understanding, visual awareness, knowledge and appreciation.

It encourages students to use a range of media and technology to understand, appreciate and

respond to their world in creative visual and non-visual way. It promotes creative thinking,

innovation and enterprise, and encourages self-reliance, initiative, problem solving and the

development of personal opinions and imagery.

Course Content

Continuous assessment will ensure pupils are advised of appropriate presentation level

throughout the course.

Design Activity

using the design method to

identify a design brief

investigate and gather knowledge and appropriate skills

consider possibilities, ideas and problems

produce solutions, present an outcome

evaluate the process and outcome

Expressive Activity

identify a theme or area of interest

investigate skills, resources, materials

develop, visualise and compose ideas

produce finished work as outcome

Art & Design Studies

identify area of study

investigate artists and designers 1750 - present

express knowledge and opinion

analyse, compare, contrast ideas images and objects

compose findings in essay format


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Course Assessment

Evidence Presented to SQA –

Design Activity (Practical)

From a Portfolio of coursework - present. 3 x A2 sheets of work

Expressive Activity (Practical)

From a Portfolio of coursework – present. 3 x A2 sheets of work

Art & Design Studies

An expressive folio of written investigation and analysis of art work.

A Design Folio of written investigation and analysis of art work as preparation for a 2 hour

written exam displaying knowledge of visual arts and design.

General Comments

We are always pleased to speak to pupils who have not studied Art and Design to give them

advice on 1 or 2-year Higher courses in S5/6. Critical activity, the close study of the history of

Art and Design means that a considerable amount of home based work is required. Ability in

English is a strength. Drawing ability is also an advantage at this level. The course offers an

opportunity for students to express themselves, solve visual and functional problems and to

work directly with materials and equipment in a satisfying and enjoyable way.


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Subject: Art and Design Advanced Higher


Experience: Higher Art and Design A or B or by consultation

Aims of the Course

To promote aesthetic understanding, visual awareness, knowledge and appreciation

using a range of media and technology.

To understand, appreciate and respond to the world in creative visual and non visual

ways.

To promote creative thinking, innovation and enterprise.

To encourage self-reliance, initiative, problem solving and the development and

personal opinions and imagery.

Course Content

The course comprises of

Expressive Activity - 80 hours and either

Design Activity - 40 hours or Art & Design Studies - 40 hours

Course Assessment

Expressive Activity - 70% of course assessment

Design Activity or Art & Design Studies - 30% of course assessment.

General Comments

Students who wish to apply for colleges of Art & Design, Architecture etc should expect to

devote extra time for college portfolio presentation. Tuition time is available by arrangement

during self-study time. A good portfolio is the essential part of a college application.


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Subject: Portfolio Art Studies


Experience: By negotiation with the Art & Design Curricular Area.

Usually Higher Art and Design Grade A, B or C.

Aims of the Course

To build a portfolio of work for entrance to colleges of Art, and Art based careers in general

which require practical evidence of students ability.

Course Content

A holistic approach to the student, building on strength and our knowledge of the further

education requirements in the subject. Students often naturally evolve towards Advanced

Higher.

Course Assessment

Continuous and internal.

General Comments

This is an exam free course designed to extend the range of skills and subject matter offering

the student a range of art activities under the guidance of the art staff. This is a course for

students building a portfolio for entrance to colleges of art, further education and art based

careers in general.

Students should expect to devote as much available time as possible to the portfolio as college

entry is uniquely based on the quality of work and evidence of development shown. Good Higher

certificates will get the application accepted by a college. A good portfolio is essential for

entry; the practical work is the real evidence of ability.


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Subject: Drama National 4

Aims of the Course

National 4 Drama provides opportunities for learners to develop skills creating and presenting

drama. This Course focuses on the development and use of a range of drama skills and production

skills to present drama.

Course Content

Drama Skills: The aim of this Unit is to provide learners with the skills and knowledge to create

and present drama through the exploration and use of drama skills. Learners will respond to

stimuli, generate ideas and use drama skills to portray character. Learners will explore the

social and cultural influences on drama. They will learn how to reflect on their use of drama

skills and the drama skills of others.

Production Skills: The general aim of this Unit is to provide learners with knowledge of

production skills. They will use these skills to enhance drama when presenting. Learners will work

with others in the following production areas: acting, lighting, sound, costume, props and make-

up. They will learn how to reflect on their progress and that of other learners.

Performance Added Value Unit: The aim of this Unit is to enable the learner to provide

evidence of added value for the National 4 Drama Course through the successful completion of

a performance which will allow the learner to demonstrate application and challenge.

Course Assessment

Prepare for, participate in and reflect on a drama performance in a selected role. A formal

evaluation will be carried out by the pupils which shows their ability to identify strengths and

areas of improvement. Internally assessed and moderated by the SQA.

Prepare a portfolio and work through associated assignments. Internally assessed and moderated

by the SQA.


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Subject: Drama National 5

Aims of the Course

National 5 Drama provides opportunities for learners to develop skills creating and presenting

drama. This Course focuses on the development and use of a range of drama skills and production

skills to present drama.

Course Content

Drama Skills:

The aim of this Unit is to provide learners with the skills and knowledge to create and present

drama through the exploration and use of drama skills. Learners will respond to stimuli, generate

ideas and use drama skills to portray character. Learners will explore the social and cultural

influences on drama. They will learn how to reflect on their use of drama skills and the drama

skills of others.

Production Skills: The general aim of this Unit is to provide learners with knowledge of

production skills. They will use these skills to enhance drama when presenting. Learners will work

with others in the following production areas: acting, lighting, sound, costume, props and make-

up. They will learn how to reflect on their progress and that of other learners.

Course Assessment

Prepare for, participate in and reflect on a drama performance in a selected role. A formal

evaluation will be carried out by the pupils which shows their ability to identify strengths and

areas of improvement.

Question paper externally assessed by the SQA.

Prepare a portfolio and work through associated assignments. Internally assessed and moderated

by the SQA.

General Comments

Students will also be required to complete the Music Performance Added Value Unit (National

4). Should a candidate fail to pass the external examinations at National 5 then on completion of

the added value unit a National 4 course award will be awarded.


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Subject: Drama Higher


Experience: Intermediate 2 course award in Drama (Grade

A or B)

Standard Grade Drama (Credit 1 or 2)

Aims of the Course

investigate relationships, issues and topics

gain knowledge and understanding of aspects of theatre

develop acting and directing skills and contribute to a presentation

experience theatrical performance.

Course Content

Investigative Drama involves the exploration of a chosen issue, topic or theme through drama,

leading to the devising of a theatrical presentation which can be performed to an invited

audience.

Study of a Text in its Theatrical Context involves the exploration of the storyline and

relationships in the chosen play but also examines how the play would have been performed when

it was written and how it might be performed to an audience of today. Students will also study

and perform an acting role from the text.

Contemporary Scottish Theatre involves the exploration of identified trends and issues in

contemporary Scottish theatre through workshops, discussion and research based on a selection

of plays. Students will also study and perform one acting role from a chosen play.

Course Assessment

General Comments

Elements of the Higher course will be supported by relevant theatre visits, some of which may

be in the evening. A day‘s Acting workshop is also scheduled into the course. These parts of the

course are optional but strongly recommended. Written homework is an integral part of the

course.


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Subject: Music National 4

Aims of the Course

The aim of this course is to provide a broad practical experience of performing and creating

music whilst developing the related knowledge and understanding of music. Course activities

allow learners to work independently or in collaboration with others, and can help learners to plan

and organise, to make decisions and to take responsibility for own learning.

Course Content

Performing skills

The aim of this Unit is to develop and refine performing skills on two selected instruments, or on

one instrument and voice.

Understanding Music

The aim of this Unit is to develop learners‘ knowledge and understanding of music, music

concepts and musical literacy.

Composing Skills

The aim of this Unit is to allow learners to experiment with using a range of compositional

methods and music concepts in creative ways.

Music Performance Added Value Unit

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

4 Music Course.

Course Assessment

Performing skills

Various performances to an audience over the school year. Internally assessed and moderated by

the SQA.

Understanding Music

Internal assessment of concept and literacy knowledge in May and moderated by the SQA.

Composing Skills

Internally assessed and moderated by the SQA.

General Comments

The minimum standard required in performing skills is equivalent to Associated Board grade 2.


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Subject: Music National 5

Aims of the Course

The aim of this course is to provide a broad practical experience of performing and creating

music whilst developing the related knowledge and understanding of music. Course activities

allow learners to work independently or in collaboration with others, and can help learners to plan

and organise, to make decisions and to take responsibility for own learning.

Course Content

Performing skills

The aim of this Unit is to develop and refine performing skills on two selected instruments, or on

one instrument and voice.

Understanding Music

The aim of this Unit is to develop learners‘ knowledge and understanding of music, music

concepts and musical literacy.

Composing Skills

The aim of this Unit is to allow learners to experiment with using a range of compositional

methods and music concepts in creative ways

Course Assessment

Performing skills:

8 minute performance to an external examiner in February/March.

Understanding Music:

External assessment of concept and literacy knowledge in May.

Composing Skills

Internally assessed and moderated by the SQA.

General Comments

Students will also be required to complete the Music Performance Added Value Unit (National

4). Should a candidate fail to pass the external examinations at National 5 then on completion of

the added value unit a National 4 course award will be awarded.

The minimum standard required in performing skills is equivalent to Associated Board grade 3.


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Curricular Area Expressive Arts

Subject: Music Higher


Experience: Grade 1 or 2 in Standard Grade Music. Pupils who

have not sat Standard Grade will be individually considered.

Aims of the Course

To encourage students with a range of musical interests to realise their musical potential.

To develop skills in performing, inventing and listening.

Course Content

Music: Performing

o Performance on two instruments or one instrument and voice or on one

instrument and accompanying

Music: Performing with Technology

o Performance on one instrument/voice and MIDI Sequencing folio or sound engineering and production folio

Music: Composing

Music: Listening

All course units are available individually for students wishing to take less than the full course

award.

Course Assessment

Performing - Live recital of solo/group performances in February/March of

year of exam.

Technology – An audio recording or MIDI file externally assessed by SQA.

Written paper award 1 hour.

Composing - Audio folio of inventions with score or performance plan assessed

by class teacher and moderated by SQA.

Listening - Written paper award 1 hour. Internal unit assessments must also

be passed.

General Comments

Performing Level - Standard equivalent to Grade IV Associated Board.


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Subject: Music Advanced Higher


Experience: Higher Grade Music at A or B.

Aims of the Course

To encourage students with a range of musical interests to realise their musical potential.

To develop skills in performing, inventing and listening.

Course Content

Music: Performing

o Performance on two instruments or one instrument and voice or on one

instrument and accompanying.

Music: Performing with Technology

o Performance on one instrument/voice and MIDI Sequencing folio or sound engineering and production folio.

Music: Composing

Music: Listening and Commentary

All course units are available individually for students wishing to take less than the full course

award.

Course Assessment

Performing - Live recital of solo/group performances in February/March of

year of exam.

Technology – An audio recording or MIDI file externally assessed by SQA.

Written paper award 1 hour.

Composing - Audio folio of inventions with score or performance plan assessed

by class teacher and moderated by SQA.

Listening - Written paper award 1 hour. Internal unit assessments must also

be passed. A 1500 word commentary internally assessed.

General Comments

Performing Level - Standard equivalent to Grade V Associated Board.


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Curricular Area: Health and Wellbeing

Subject: Health & Food Technology National 5


Experience: Grade 1 or 2 in Standard Grade Home

Economics. National 5 Health & Food

Technology

Aims of the Course

The course will give the students the opportunity to develop and make informed food & consumer

choices throughout their future regarding their Health & Wellbeing. This will be delivered in a

challenging and enjoyable manner through practical and experiential learning.

By undertaking this course students will be able to work at the appropriate pace and level to

meet their individual needs.

Course Content

The students will study three mandatory units: (Note – often through practical activity)

1. Food Product development

Explain how their food products are developed

Develop food products to meet specific needs

2. Food for Health

Explain the relationship between food, health and nutrition

Make food products to meet dietary needs

3. Contemporary Food Issues

Explain consumer food choices

Make food products which take into consideration food choices

Course Assessment

End of unit tests - short answer questions and one design activity.

Technological Project - externally assessed.

External written exam - 1 1/2 hour

General Comments

This course involves a variety of teaching approaches both within and outwith school, including

work/visits with industry partners and visiting speakers

Higher Health and Food Technology/Science is acceptable as entry qualification for most

university and college courses. The experience of Higher would be useful for many professions

such as nutrition, dietetics, hospitality industry, food technology, nursing, teaching, retail, local

government and social and environmental health services.

Students must be prepared to pay towards the cost per dish cooked; to help cover the cost of

food.


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Subject: Hospitality National 4 & 5

Aims of the Course

This course aims to develop an understanding of the use and choice of

equipment, materials, and procedures used in food and the link between food and health; develop

good organisational skills, and provide a wide experience in all aspects of food to help develop

creative and aesthetic skills.

Course Content

The students will study three mandatory units:

Cookery skills, Techniques and Processes

This introduces students to all the practical skills and techniques required in the

hospitality industry e.g. cuts of vegetables, cookery terms, piping and garnishes. The

students will cook set dishes to develop their understanding and skill level to achieve an

exceptionally high standard of presentation.

Understanding and using ingredients

This introduces students to current food issues around sourcing sustainable foods,

recognising local & seasonal produce and using it in creating their dishes.

Organisational Skills for cooking

Students will be challenged while undertaking practical activities to develop their time

management, literacy & numeracy, organisational, evaluation and reflective skills.

Course Assessment

National 4 - All units will be internally assessed and verified at local level

National 5 - Units are assessed according to learning outcomes most of which are practically

related. A written assessment is used where appropriate. Final assessment consists of each

student cooking a set three course meal for 4 people in 2½ hours. This may be

externally verified by SQA.

General Comments

By undertaking this course students will be able to work at the appropriate pace

and level to meet their individual needs.

Students will undertake practical activities for a maximum of two periods per week, supported

by related theory in the remaining time.

This course offers a variety of teaching approaches including links to the Hospitality Industry;

work with local chefs, competition work, plus planning and running a number of catered school

events.


food. They may cook two dishes per week.


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Curricular Area: Health & Wellbeing

Subject: Fashion & Textiles Technology National 4

Aims of the Course:

Fashion and Textile technology is a new and exciting course at Preston Lodge

suitable for students with an interest in creating their own unique designs

from initial concept through to finished product. Students will learn through

practical tasks and follow the creative process of textile and fashion product development.

They will have the opportunity to explore textile technology, garment assembly, methods of

decoration and find out more about the every changing world of fashion and textile design.

Course Content

The course consists of 3 mandatory units of study:

Textile Technologies

This Unit provides students with the opportunity to develop basic knowledge of textile

technologies. This will include the characteristics and properties of fibres, yarns and fabrics.

Item Development

This Unit provides students with the opportunity to develop fashion/textile items. They will

work to a given brief to plan, manufacture and evaluate fashion/textile items.

Fashion Choices

Students will work to a given brief to plan, manufacture and evaluate fashion/textile items with

a particular focus on issues that affect fashion choice for individuals and society.

Course Assessment

The course will be assessed through a practical project where pupils will plan, design,

manufacture and evaluate a textile item from a given brief that will draw together the skills and

knowledge gained from studying the 3 key units above. Items made could be either ‗home

furnishings‘ or ‗a clothing garment‘, this will be dictated by the brief.

General Comments

―Do you have an idea in mind when you go shopping but you can never quite find exactly what you

are looking for?‖ This course will provide you with the knowledge, practical

skills and confidence to go ahead and make it yourself!

This course offers progression to National 5 and Higher Fashion and

Textile technology

Students must be aware of cost – choice of items being made will determine

how much. There will be a minimal payment for additional accessories.


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Subject: Health & Food Technology

Higher (1 or 2 year option for 2013/14)

Aims of the Course

The course will give the students the opportunity to develop and make informed

food & consumer choices throughout their future regarding their Health &

Wellbeing. This will be delivered in a challenging and enjoyable manner through

practical and experiential learning.

By undertaking this course students will be able to work at the appropriate pace and level to

meet their individual needs.

Course Content

The students will study three mandatory units: (Note – often through practical activity)

1. Food Product development

Explain how their food products are developed

Develop food products to meet specific needs

2. Food for Health

Explain the relationship between food, health and nutrition

Make food products to meet dietary needs

3. Contemporary Food Issues

Explain consumer food choices

Make food products which take into consideration food choices

Course Assessment

End of unit tests - short answer questions and one design activity.

Technological Project - externally assessed.

External written exam - 1 1/2 hour

General Comments

This course involves a variety of teaching approaches both within and outwith school, including

work/visits with industry partners & visiting speakers

Higher Health and Food Technology/Science is acceptable as entry qualification for most

university and college courses. The experience of Higher would be useful for many professions

such as nutrition, dietetics, hospitality industry, food technology, nursing, teaching, retail, local

government and social and environmental health services.


food.


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Subject: Practical Cake Craft National 5

Aims of the Course

Practical Cake craft delivers the technical and creative skills and knowledge required to allow

students to competently bake, cover and decorate a range of cakes to a professional standard.

Students will be introduced to a range of techniques and encouraged to consider shape, texture

and colour in order to create unique cake designs.

Course Content

The course has 2 mandatory units of study:

Cake Baking

This unit allow students to practise a broad range of techniques and processes to bake a range

of commercially available cakes and other bake goods.

Cake finishing

The aim of this Unit is to equip students with the ability to creatively finish cakes and other

baked items. This will involve the use of a range of cake coverings and decorative finishes. The

diversity in tools and equipment will allow students to be creative and experimental in their

approach to practical tasks.

Course Assessment

Course assessment will take the form of a practical activity drawing on the knowledge,

understanding and skills developed across the Course. The activity will require students to

extend their knowledge, understanding and skills in the context of baking and finishing a cake

from a design brief.

General Comments

Students will be involved in a variety of practical tasks, many developing techniques to use in

their final creations. Over the course of the year they will be making approximately 4-5 cakes.

In addition they will be developing skills through smaller baked items.

It offers candidates the opportunities for an integrated, hands-on skill development, with exit

paths to employment or progression into further and/or Higher education.

Students must be prepared to pay towards the cost per dish cooked;

to help cover the cost of food. They may cook two dishes per week.


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Subject: Personal & Social Development


Experience: No entry requirements

Aims of the Course

To prepare pupils for employment, life, Further and Higher Education as well as continuing their

personal and social development. We aim to provide pupils with an opportunity to take

responsibility for their own work/learning and develop self-reliance.

Course Content

Through a varied programme, which builds on work done in S1 – S4, outside speakers as well as

Pastoral Support (Guidance) staff are involved in delivering the course, which includes

Finance Management

Preparation for University/College/Work

Preparation of Curriculum Vitae/Application forms for employment

Issues relating to health and well being

Young people and the law

Speaker programme for Independent Living

The following opportunities are available and pupils are encouraged to attend

* Further and Higher Education conventions

* College/University Open Days

* Careers/Employment conventions

*A small charge is usually made towards paying for transport (coach) for organised opportunities

such as careers of Higher/Further Education conventions.


29


Subject: Physical Education National 4

Aims of the Course

To develop and demonstrate movement and performance skills in physical activities. By engaging

in physical activities learners can demonstrate initiative in decision making and problem solving.

This course also encourages learners to develop a positive attitude towards a healthy lifestyle

and the contribution physical activity makes to this.

Course Content

Performance Skills Unit:

Pupils will demonstrate a range of movement and performance skills in Physical activities.

Factors Impacting on Performance Unit:

Pupils will demonstrate:

Knowledge of factors that impact on personal performance in physical activities

Develop personal performance in physical activity.

Review the performance development process.

Added Value Unit:

Pupils will prepare for and carry out a performance in a physical activity.

Course Assessment

Performance

The learner will be required to demonstrate movement and performance skills in straightforward

contexts.

Factors Impacting on Performance

The learner will demonstrate knowledge of factors that impact on performance, in physical

activities, demonstrating that they can monitor, record and reflect on the development of

personal performance.

Added Value

Learners will integrate, extend and apply skills and knowledge that they have learned through a

performance to show their ability to prepare for, carry out and reflect on performance in

physical activity.

General Comments

All assessments are pass or fail.

Pupils will be required to do some home study


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Curricular Area Health and Wellbeing

Subject Physical Education National 5

Aims of the Course

To develop and demonstrate movement and performance skills in physical activities.. By

engaging in practical activities learners can demonstrate initiative, decision making and problem

solving. The course encourages learners to develop positive attitudes towards a healthy lifestyle

and provides opportunities to support the way that individual attitudes, values and behaviours

are formed.

Course Content

Physical Education Performance Unit

Learners will demonstrate

A comprehensive range of movements and performance skills in physical activities.

Factors impacting on Performance Unit - learners will be able

to:

demonstrate knowledge and understanding of factors that

impact on performance in physical activities.

develop personal performance in physical activities

evaluate the performance development process.

Course Assessment

All units are internally assessed and will be graded A-D

Performance- 60%

This will provide evidence of the learner‘s ability to plan, prepare for and effectively perform

and evaluate personal performance.

Portfolio 40%

This will provide evidence of the process involved in performance development. It will assess the

learner‘s ability to integrate and apply knowledge and understanding across the units.

General Comments

Pupils will be expected to do home study


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Subject: Physical Education Higher


Experience: Intermediate 2 course award in Physical Education and English

Intermediate 2 A or B/Credit pass in Reading and Writing

Aims of the Course

Performance is the prime focus of the course

To build and expand upon previous performance experiences.

To improve standards of personal performance.

To engage in critical and imaginative practice.

To develop knowledge and understanding and analyse and evaluate

competences in an integrated way.

Course Content

Students will study 2 mandatory component units.

Performance Unit - the student will be required to extend his/her performance in a minimum of

2 selected activities.

Analysis and Development Unit: Structures and Strategies, Skills and Techniques, Preparation

of the Body, Appreciation of Action. Three of the above will be studied through appropriate

activities.

Course Assessment

Assessment is both internal and external. In order to be awarded a Higher PE, students have to

pass all internal units as well as the external assessment.

40% Performance will be assessed in 2 activities. Each activity will be marked out of 20.

60% Analysis and Development of Performance - written two and a half hour exam and must

achieve learning outcomes in one area of analysis

General Comments

Homework will be given out on a weekly basis and all course deadlines must be met.


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Subject: Physical Education Advanced Higher


Experience: Higher Physical Education pass

Aims of the Course

This course provides students with the opportunity to explore key aspects of performance. The

course aims to develop student‘s knowledge and understanding of the nature and demands of

quality performance. Although the main focus is on personal performance the course provides

opportunities to develop an awareness of current issues associated with performance.

Course Content

Three mandatory components are taught in an integrated way:

Performance: One activity is studied and focuses upon the development and refinement of technique.

Perspectives of Performance: This unit extends pupils knowledge, understanding and appreciation of the overall nature and

demands of quality performance.

Analysis & Development Unit: Students engage in an in depth study of the factors which may affect personal performance.

Course Assessment

No final exam

Internal: The student must achieve all the component units of the course

External: Dissertation and practical performance

Students need to be self-motivated and able to work

independently


33


Subject: SQA Personal Development Award National 3 or 4

Aims of the Course

The main purpose of the personal development award is to provide an opportunity for learners to

develop the skills and self-knowledge to prepare them for successful transitions in life. This

course will provide opportunities for hands on learning which will allow students to reflect on

their progress in turn helping build confidence, resilience and self-esteem.

Course Content

The Personal Development Award (Life Skills) will allow learners the opportunities to

develop a range of skills for learning, skills for life and skills for work through participation in

one or more projects. These projects will take place both in and out with school.

Students will develop practical abilities and in turn develop task management and interpersonal

skills by completing the following units: Self in Community, Self and Work and Practical

Abilities.

Learners are able to focus on their own development needs and with support they are able to

set targets and identify tasks to address these needs. Active learning will be promoted and

learners will work collaboratively to discuss plan and implement their ideas as part of individual

and group projects.

Previous Preston Lodge groups have organised and held a variety of entrepreneurial and

community events these have included a Christmas Fayre, lunch for staff and a bake sale within

school. They have visited Cockenzie Primary School with a Sport Relief Scootathon and

presented a drama sketch on mining in Prestonpans to Harlawhill Day Care Centre. The ideas for

these projects have come from the students and they were responsible for planning and

organising these events.

The groups have also worked with the East Lothian Ranger Service on environmental projects

including cutting back buckthorn at Longniddry Bents and helping to transform a footpath at

Woodhall Ormiston. They have also taken part in Forest School activities at Gosford Woods.

This course would be suitable for learners who want to improve their employability potential.

This award receives 18 SCQF credit points at SCQG Level 3 and it has 3 mandatory units.

At SCQF Level 4 the award receives 24 credit points and it has 4 mandatory units.


34

Curricular Area: Humanities

Subject: Geography National 4/5

Aims of the Course

In the 21st century, with growing awareness of the impact of human

activity upon the environment and scarce resources, the study of Geography develops positive

life-long attitudes of environmental stewardship, sustainability and global citizenship. Learners

will develop:

a range of geographical skills and techniques

detailed understanding of the ways in which people and the environment interact in

response to physical and human processes at local, national and international level.

detailed understanding of the changing world in a balanced, critical and sympathetic way

a geographical perspective on environmental and social issues

an interest in, and concern for, the environment leading to sustainable development

Course Content

Geography: Physical Environments

Key topics include: location of landscape type (Upland Glaciated & Coastal or Upland Limestone &

Rivers); formation of key landscape features; land use management and sustainability; and

weather.

Geography: Human Environments Learners will study and compare developed and developing countries drawn from a global context.

Key topics include: contrasts in development; world population distribution and change; and issues

in changing urban and rural landscapes.

Geography: Global Issues Key topics 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 these.

Field Work There is a practical field work element to this course where learners will develop an

understanding of practical techniques and the gathering of primary and secondary data.

Course Assessment

For Nat 4 pupils will research and present their findings on a geographic topic of their choice

for the Added-Value unit. This can be presented in whichever format best suits the individual

pupil‘s learning style. For Nat 5, pupils can again choose any geographic topic to research. This

will be assessed by a piece of extended analytical writing, produced under exam conditions.


35

General Comments This course or its cnits may provide progression to:

The Higher Geography course or its units

The Higher Environmental Science course or its units

Further study, employment and/or training


36


Subject: Geography Higher


Experience: Grade 1 or 2 in Standard Grade Geography, History, Modern

Studies or RMPS

Grade A in Intermediate 2 Geography, History, Modern Studies

or RMPS

Aims of the Course

The Higher Geography course is designed to be relevant to

everyday life with an emphasis on developing skills. It is also a

logical progression from Standard Grade Geography and is

considered for entry to both Science (BSc) and Arts (MA) courses

at university. Geography is highly relevant to a wide range of

careers. The course is designed to:

contribute to students' general education in an interesting

and challenging way

promote an increasing awareness of multi-cultural societies and environmental issues

develop thinking skills, promote debate and discussion

You will also learn how to apply a range of methods and techniques for presenting, analysing and

interpreting information about these topics. Opportunities for fieldwork will also be included in

the course.

Course Content

Core Topics Physical Environments Human Environments Environmental Interactions Atmosphere Population Geography Rural Land Resources

Hydrosphere Rural Geography Development and Health

Lithosphere Industrial Geography

Biosphere Urban Geography

Course Assessment

Assessment is mainly based on the external examination which comprises 2 papers

Paper I Physical & Human Environments 1 hour 30 minutes Paper II Environmental Interactions 1 hour 15 minutes

You will also have three internal unit assessments throughout the course. Each unit assessment

lasts 45 minutes and to achieve a pass you must obtain at least 25/50 (50%).

General Comments

It is possible for S6 pupils to return to the Curricular Area if they have tackled other Highers

in S5.


37

There is also the possibility of studying this course if the student has successfully completed a

Standard Grade or Intermediate 2 course in any of the other Social Subjects, achieving

satisfactory grades.


38


Subject: Geography Advanced Higher


Experience: You should have a Grade A or B at Higher Geography

Aims of the Course

This course is excellent preparation for university study and will prepare you well for your first

year for whichever course you study. Remember, Geography can be studied as an Arts (MA) or a

Science (BSc) degree at university and is highly relevant to associated subjects such as

Environmental Science, Geology and Land Management

Course Content

Unit 1: Geographical Method and Techniques (30%). This unit covers three skill areas:

Fieldwork Methods and Techniques

Statistical Awareness

The Production and Interpretation of Maps and Diagrams

Unit 2: The Geographical Study (40%)

You have to choose a local geographical area to investigate. You are expected to plan, collect,

analyse, evaluate and present information in a 3,000 word report on your chosen area. The

report must be no more than 25 A4 sides of paper.

Unit 3: Geographical Issues (30%)

You will study two geographical issues (one human and one physical issue) in this unit. You will

have to produce a critical evaluation essay for one of the two areas studied. The essay must be

no more than 12 A4 sides of paper.

Course Assessment

Unit 1: Geographical Methods and Techniques

This unit will be assessed by a folder of evidence built up through the year as well as a final

external written paper of two hours' duration. You will have to answer questions on decision

making/problem solving, map interpretation and a data handling exercises.

Units 2 & 3: The Geographical Study/Geographical Issues

A folio consisting of the Geographical Study and an essay on one entire evaluation of an issue

will be presented for external marking. There will be an internal unit assessment for each part

of the folio.

General Comments

Homework Requirements: The majority of your fieldwork and research will need to be collected

in your own time. Smaller fieldwork exercises or practice exam questions will also be given.


39


Subject: History National 4 or National 5

Aims of the Course

Through the successful completion of this course, important skills for learning, life and work are

developed. These skills include: researching, understanding and using a range of straightforward

information/evidence on historical issues; communicating, by a variety of means, conclusions

based on evidence; evaluating a limited range of straightforward sources of information; and

presenting straightforward information about important historical themes and events.

Course Content Section 1: Historical Study: Scottish

The Era of the Great War, 1910–1928

Scots on the Western Front

Domestic impact of war: society and culture

Domestic impact of war: industry and economy

Domestic impact of war: politics

Section 2: Historical Study: British

The Atlantic Slave Trade, 1770–1807

The Triangular Trade

Britain and the Caribbean

The captive‘s experience and slave resistance

The abolitionist campaigns

Section 3: Historical Study: European and World

Hitler and Nazi Germany, 1919–1939

Weimar Germany, 1919-29

Nazi rise to power, 1929–1933

Nazi control of Germany

Nazi social and economic policies

Course Assessment

For Nat 4 pupils will research and present their findings on a history topic of their choice for

the Added-Value unit. This can be presented in whichever format best suits the individual pupil‘s

learning style. For Nat 5 pupils can again choose any history topic to research. This will be

assessed by a piece of extended writing, produced under exam conditions.


40


Subject: History Higher


experience: Grade 1 or 2 in Standard Grade History, Geography, Modern

Studies or RMPS / ‗A‘ Grade at Intermediate 2 History or

another Social Subject. English – Standard Grade 1 or 2 / Int 2

‗A‘ or B at Higher.

Aims of the Course

To promote understanding of continuity and change, and the nature of causation and

consequences.

To promote awareness of major historical issues and related areas of debate.

To develop the ability to think independently and make informed judgements based on

historical evidence.

To promote active participation in the learning process, involving independent study

and participation with others.

Course Content

British unit: Britain and Ireland 1900-1985

A study of the growing divisions in Ireland after 1900 in terms of identity and the development

of tension leading to conflict and civil war, attempts to resolve the conflict and the continuation

of strife, illustrating the themes of identity, authority and conflict.

European & World unit: USA 1918 – 1968 A study of the growing tensions in American society, focusing on racial divisions, economic

difficulties, the growth of federal powers and the struggle for civil rights, illustrating the

themes of ideology, identity and rights.

Scottish unit: Scotland and the Impact of the Great War 1914 - 1928

Scots on the Western Front

Impact of the Great War on people at home in Scotland

Impact of the Great War on the Scottish economy and industry

Impact of the Great War on political developments in Scotland

Course Assessment

Internal - one end of unit exam given when each unit is complete. External - examination in 3

papers which are all externally marked.

Paper 1 - 2 essays 1 hour 20 minutes

Paper 2 - source based questions on a special topic - 1 hour 25 minutes.

Third Part - extended essay (accounts for 30% of overall grade): independent research, then

written in class under exam conditions - 2 hours.

General Comments

The course does require commitment from the student, namely regular reading and willingness to

complete written assignments. A pass at Higher is a well-recognised qualification for entry into

university and is welcomed by employers.


41


Subject: History Advanced Higher


Experience: A pass in Higher History, preferably an A or B

Aims of the Course

Critical analysis of historical research, including evaluating primary and other evidence

Participating in debate and discussion, through which attitudes of open-mindedness and

tolerance are fostered.

Organising and analysing lines of argument.

Adopting a structured approach to the research of a historical issue.

Constructing and sustaining lines of argument which reflect the complexity of the issues

they address.

Presenting conclusions in a clear way, while reflecting the complexity of the issue under

consideration.

Course Content

Historical Study: Georgians & Jacobites, 1715 – 1800 A study of political integration and economic growth in Scotland in the eighteenth century, of

tensions in Scottish society and of the diverse cultural achievements of the period, illustrating

the themes of conflict, culture and improvement.

The assimilation of the Highlands; the origins of Jacobitism and the 1715 rebellion; the

distinctive features of the Gaeltacht; the course of the 1745-46 Jacobite rising;

changes in Highland society after the ‘45.

Growing wealth: trade after the Union; the tobacco lords; agricultural improvement;

urban development; changing standards of living.

Political stability: the government of Scotland after the Union; the nature and

importance of the Kirk and other Churches; the Dundas despotism; unrest during the

period of the French Revolution.

Cultural achievements of the Englightment: education and attitudes towards

improvement; history, philosophy, social commentary; contacts with England and Europe;

architecture, painting, literature; poetry and the languages of Scotland.

Historical Research: Dissertation

This unit will allow the candidate to carry out independent research on the content of a Field of

Study studied in the Historical Study Unit. The candidate will develop the investigative skills of

planning, reading, analysing and presenting. Dissertations should be a maximum of 4,000 words in

length, excluding referential footnotes and bibliography.

Course Assessment

Internal Unit assessment of Historical Study unit

External 2 essays (50 marks)

3 Source-based questions (40 marks)

Dissertation (50 marks)


42


Subject: Modern Studies National 4 or 5

Aims of the Course

The purpose of Modern Studies is to develop the learner‘s knowledge and understanding of

contemporary political and social issues in local, Scottish, United Kingdom and international

contexts.

Course Content

Democracy in Scotland and the UK:

Learners will develop a knowledge and understanding of the UK political structure including the

place of Scotland within this and the debates around this arrangement.

Social Issues in the UK:

Learners will study social issues in Scotland and the UK. The context for this study will be

crime and the law.

International Issues:

Learners will develop a detailed knowledge and understanding of international

issues. The context for this study will be a study of a significant world power.

In this case the USA.

Course Assessment

All Units will be assessed internally on a unit-by-unit basis.

Component 1 — question paper 60 marks

Component 2 — assignment 20 marks

Question Paper:

♦ detecting and explaining exaggeration or selectivity in the use of facts using a limited range of

sources of information

♦ making and justifying a decision using a limited range of sources of information

♦ drawing and supporting conclusions using a limited range of sources of information

♦ giving detailed descriptions and explanations with some analysis

Component 2 —assignment

♦ choosing, with minimum support, an appropriate Modern Studies topic or issue

♦ collecting relevant evidence from at least two sources of different types

♦ evaluating the effectiveness of two research methods used, commenting on their strengths

and weaknesses where appropriate

♦ applying Modern Studies skills to the evidence collected

♦ drawing on knowledge and understanding to explain and analyse key features of the topic or

issue


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♦ reaching a well-supported conclusion, supported by evidence, about the topic or issue

The assignment will have 20 marks (25% of the total mark).

General Comments

To support your work you should be prepared to:

contribute your views to the teacher and other students

participate in group and individual tasks

read newspapers to raise awareness of current social issues

watch news/current affairs programmes on TV


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Subject: Modern Studies Higher


Experience: Grade 1 or 2 at Standard Grade, Modern Studies, Geography,

History or RMPS

An A or B at Intermediate 2 English

Aims of the Course

To develop knowledge and understanding of social, political and economic issues in the UK and

other countries.

To develop enquiry skills and reporting techniques.

Course Content

Political issues in the UK – Government of Scotland, Electoral System, Voting Behaviour

Social issues in the UK – Health and Wealth in the UK

International issues – The People‘s Republic of China

Course Assessment

Internal An assessment (NAB) given at the end of each unit (3 in total)

External Exams Paper 1 - Four essay questions on above themes

Paper 2 - Decision Making Exercise (DME)

General Comments

To support your work in Higher Modern Studies you should be prepared to:


read newspapers and periodicals to raise awareness of current affairs/issues

make use of Modern Studies related websites



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Subject: Modern Studies Advanced Higher


Experience: Grade A or B at Higher Modern Studies

Aims of the Course

Advanced Higher Modern Studies is concerned with developing the candidate‘s knowledge and

understanding, evaluative and investigative skills in relation to Modern Studies topics.

Candidates undertaking Advanced Higher Modern Studies will develop an understanding of the

importance of sound evidence, both qualitative and quantitative, gathered in a disciplined and

ordered way, as the basis of their work. They will also evaluate critically a variety of political

and social science research methods, and they will carry out independent research to develop

their investigative skills (planning, researching, analysing and presenting) with reference to one

of the Study Themes in the syllabus.

Course Content

Candidates will study Law and Order and Research Methods This

Course is suitable for candidates who wish to progress to degree

courses such as Politics, Sociology, Law and/or another social science.

Course Assessment

Internal 3 NABs

External Exams 2 Essay Questions (Exam Paper)

Dissertation

General Comments

To support your work in Higher Modern Studies you should be

prepared to:


read newspapers and periodicals to raise awareness of current affairs/issues

make use of Modern Studies related websites


strong independent work ethic to aid with the completion of the dissertation


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Subject: People & Society National 3

Aims of the Course

People and Society is a flexible and inter-disciplinary course offering

learners the opportunity to study themes, issues and topics of interest and

relevance to them. It develops a range of skills as well as knowledge and understanding of people

and society from across subject disciplines, drawing on the social studies, health and wellbeing,

and religious and moral education curriculum areas.

This course enables learners to engage in cross-curricular study of topics and issues, using

methods and resources from Geography, History, Modern Studies and RME.

Course Content

Learners will develop skills through choosing, with guidance, key ideas for study which will allow

them to acquire a straightforward knowledge and understanding of people and society.

The course allows learners to develop a broad understanding of people and society by completing the following units:

Investigating Skills In this Unit, learners will develop a range of straightforward investigating skills, including

choosing suitable sources of information for investigation, collecting information from sources,

using a range of methods of enquiry, and organising information.

Comparing and Contrasting In this Unit, learners will develop straightforward skills of using information to compare and

contrast, and to find similarities and differences in and between societies

Making Decisions In this Unit, learners will develop straightforward skills of using information to make decisions.

Learners will weigh up information to help them make informed decisions

Added Value Unit: People and Society: Assignment In this Unit, learners will choose an issue for personal study drawn from the key ideas studied in

the course. They will research their chosen issue and present their findings. Learners choose

an issue of their choice. They research the issue and present it in the media of their choosing.

Course Assessment

To achieve the National 4 People and Society Course, learners must pass all of the Units

(assessed internally through Unit Assessments), and the Added Value Unit.


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General Comments

This course or its units may provide progression to:

National 4/5 Geography, History, Modern Studies & RME

further study, employment and/or training


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Subject: Philosophy Higher


Experience: The study of philosophy requires

the ability to reason in a critical

manner

Aims of the Course

The Course aims to allow candidates to:

♦ develop critical thinking skills which are of importance in all areas of human life and discourse

♦ develop knowledge and understanding of philosophical techniques, issues, positions and

concepts which are relevant in many areas of human life and discourse

♦ develop analytical and evaluative skills which will allow them to examine the reasoning and

assumptions on which the positions and theories they study are based

♦ present your own ideas and opinions in a reasoned and structured manner

♦ gain insight from the ideas and opinions of others which may conflict with their own

♦ engage personally with a range of important questions and issues in order to inform their own

ideas and opinions in a way which contributes to personal and social development

Course Content

1. Epistemology (the study of knowledge and belief):

The Unit is divided into two Sections and a brief overview of each Section appears below:

Section 1:

♦ Why are knowledge claims a problem in philosophy?

♦ What is knowledge?

♦ Can knowledge claims be justified?

Section 2:

In this Section of the Unit there is a choice of option to be studied:

♦ Option A: Descarte

OR

♦ Option B: Hume

Candidates must study all mandatory content in relation to their chosen option.

The positions adopted by each philosopher are based on reasoning and assumptions which can

only properly be understood by examining the writings of the relevant philosopher.

2. Moral Philosophy:

There are two Sections in this Unit and candidates must study ALL content in BOTH sections:

Section 1:

♦ The theory of Utilitarianism as illustrated by the ideas of Jeremy Bentham and John Stuart

Mill.

♦ The theories of Immanuel Kant.

Moral Philosophy:

Section 2:


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Candidates focus on the question ‗What are we doing when we claim that an action is morally

right?‘ and investigate an emotive response to this question.

3. Critical thinking in philosophy:

In this Unit candidates develop an understanding of the nature of arguments and some of the

characteristics of effective and ineffective arguments. Candidates then use this understanding

to

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

Candidates must study all content. A brief summary of the content of the Unit appears below:

Candidates gain an understanding of the nature of arguments and of some of the terms and

concepts needed to critically analyse and evaluate arguments in a philosophical manner. The

content is studied under two headings which are:

Understanding the nature of arguments.

Reliable and unreliable arguments.

4. Metaphysics (Higher)

In this Unit candidates study one metaphysical debate from a choice of two. The relevant

metaphysical debates are:

Debate 1: Is there a rational basis for belief in God?

Debate 2: Do we have free will?

Course Assessment

Type of Assessment Knowledge and

Understanding

Analysis and Evaluation

Unit Assessment 60% of the marks available 40% of the marks available

Course Assessment 50% of the marks available 50% of the marks available

General Comments

Philosophy focuses on the dual objectives of providing citizens with practical skills and

knowledge related to employment, and broader intellectual and social skills which enable them to

participate fully in society and lead rich, fulfilling lives. It is also recognised that these broader

skills are increasingly important as societies become more complex and ideologically diverse.

Scottish society today has been influenced by a wide variety of cultures and traditions, and it is

therefore important that all its citizens are able to develop and express their own values and

perspectives in a reasoned way.


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Subject: Religious Moral and Philosophical Studies National 4


Experience: Prior learning and experience, relevant experiences and outcomes

will provide an appropriate basis for doing this course.

Aims of the Course

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

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

Basic factual knowledge and understanding of religious and philosophical responses to

moral questions

Basic factual knowledge and understanding of religious and philosophical responses to

contemporary religious debates

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

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

ability to express beliefs and views in a reasoned manner .

Course Content

Unit: Morality and Belief

Looking at and understanding moral questions:

Is abortion right in society?

Should doctors have a view on abortion?

Is the decision for abortion the same for everyone?

What are the religious and non-religious views?

Discussion and debate will be used to form our own views

and discuss the rights and wrongs of religious and non-

religious views.

Unit: Religious and Philosophical Questions

How did the world begin?

Does life have any meaning?

Can religion have a place in society?

What are the view of Richard Dawkins?

Understand the views and impact of science.

We will look at both the religious and non-religious views of the

world. In this unit we will look at how the world began and if

science or religion has the correct ideas. Discussions and

debates will be held on whether or not people have any purpose

or meaning in their own lives.


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Unit: World Religion

What is the importance to the world of religion?

What are the major world religions?

Why is Christianity so important to so many people?

What impact does this have on those who do not follow a religion?

What informs religious worship in modern society?


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Subject: Religious Moral and Philosophical Studies National 5


Experience: Prior learning and experience, relevant experiences and outcomes

will provide an appropriate basis for doing this Course.

Aims of the Course

The Course aims to allow candidates to:

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

♦Knowledge and understanding of the main beliefs and values of one world religion

♦Basic factual knowledge and understanding of religious and philosophical responses to moral

questions

♦Basic factual knowledge and understanding of religious and philosophical responses to

contemporary religious debates

♦The ability to reflect on, and investigate, religious, moral and philosophical questions

♦A range of skills including investigation, analysis, straightforward evaluation, and the ability to

express beliefs and views in a reasoned manner .

Course Content

Morality and Belief Unit:

Looking at and understanding moral questions:

Is abortion right in society?

Should doctors have a view on abortion?

Is the decision for abortion the same for everyone?

What are the religious and non-religious views?

Discussion and debate will be used to form our own views

and discuss the rights and wrongs of religious and non-religious views.

Unit: Religious and Philosophical Questions

How did the world begin?

Does life have any meaning?

Can religion have a place in society?

What are the view of Richard Dawkins?

Understand the views and impact of science.


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We will look at both the religious and non-religious views of the world. In this unit we will look at

how the world began and if science or religion has the correct ideas. Discussions and debates

will be held on whether or not people have any purpose or meaning in their own lives.

Unit: World Religion

What is the importance to the world of religion?

What are the major world religions?

Why is Christianity so important to so many people?

What impact does this have on those who do not follow a religion?

What informs religious worship in modern society?

Mandatory Unit Coverage:

Judaism

Beliefs:

Nature of God

Nature of human beings

A Chosen People — the Covenant

The Messiah

Judgement

Practices:

Living according to the Torah

Shabbat

Yom Kippur

Worship


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Subject: Religious, Moral and Philosophical Studies Higher


Experience: Standard Grade RMPS at Grade 1 or 2.

Intermediate 2 RMPS, or

Intermediate 2 Social Subject at an ‗A‘ Pass

Studying Higher English would be of benefit.

Aims of the Course

To allow candidates to:

develop a philosophical approach to the study of beliefs, values and issues which are

important in the world today

develop analytical skills in relation to sacred writings, beliefs and values of world religions

formulate reasoned and structured responses to religious, moral and philosophical issues

Course Content

Christianity : Belief and Science

World Religion : Buddhism

Morality in the Modern World : Gender Issues/War and Peace/Medical Ethics/Crime and

Punishment.

Course Assessment

Internal

Written answers to structured questions – 3 hours in total

External

2 papers, 15 minute break in between

Paper 1 – 1hr 50 minutes, Paper 2 – 55 minutes

General Comments

Candidates who gain the Course award will develop the skills of analysis and evaluation which are

of relevance in a wide variety of subject areas. Candidates will also be in an ideal position to

develop as mature members of society who can contribute from a position of understanding,

tolerance and respect for others.


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Subject: Religious, Moral and Philosophical Studies Advanced Higher


Experience: A Pass in Higher RMPS, preferably on A or B

Aims of the Course

To allow candidates to:

extend and develop their knowledge and understanding of aspects of religion, morality

and philosophy.

Respond to certain religious, moral and philosophical questions through a process of

enquiry, debate, analysis and evaluation, particularly in relation to the weighing up of

detailed evidence, developing complex arguments and presenting balanced and coherent

conclusions.

Complete a dissertation on an issue which will enable them to demonstrate planning,

organising and investigating skills, particularly in the use of primary and secondary

sources, and evaluate the aims and objectives of their investigation.

Continue to reflect upon their own life experiences, and develop their personal beliefs

and values.

Course Content

Two mandatory units

One optional unit

Unit 1 Philosophy of Religion: Topics Studied

The Cosmological Argument for the existence of God.

The Design Argument for the existence of God.

Presumptions of Atheism.

Understanding Atheism.

Unit 2 Personal Research – independent

Research on an issue chosen from the content of the Advanced Higher course. They will develop

the investigative skills of organising, analysis, evaluation and presenting.

Unit 3 (Optional) Religious Experience

The main features of religious experience today.

Mystical experiences

Personal experiences

Secular perspectives on religious experience eg psychological (Freud), and sociological

(Bryan Wilson).


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Course Assessment

Internal

Unit assessment on Philosophy of Religion and Religious Experience.

External

Exam paper – questions based on the Philosophy of Religion and the optional unit (60 marks)

Dissertation based on the Personal Research Unit (40 marks).


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Subject: Sociology Higher


Experience: Grade 1 or 2 at Standard Grade Geography, History, Modern

Studies or RMPS

An A or B at Intermediate 2 English or a ½ in Reading and Writing

for Standard Grade English

Aims of the Course

use key sociological concepts and theories to understand human social behaviour

develop awareness of cultural and social diversity

use key sociological concepts and theories to understand cultural and social diversity

understand the extent to which social stratification can lead to social inequality

understand that sociology is based upon evidence that is collected in a disciplined way

understand and analyse sociological ideas and evidence

demonstrate evaluative skills

understand the interdependence of individuals, groups, institutions and societies

take part in debate regarding the nature of sociology

develop communication and other core transferable skills

Course Content

Studying Human Society: The Sociological Approach:

All sociology rests upon concepts, theories and methods, which characterise its distinctive

approach in explaining human social behaviour. The Unit introduces a variety of sociological

theories and their particular explanations of human social behaviour. It includes an analysis of

structural and action theories. It also establishes the link between those theories and the

appropriate research methods and strategies that may be adopted to provide evidence for

sociologists. In this way, it distinguishes sociological knowledge from common sense or personal

opinion and establishes the nature of sociological problems.

Understanding Human Society 1:

This Unit focuses on the sociological understanding of two substantive areas of human social

behaviour. These two areas are the sociology of class stratification and the sociology of

education. Whilst the Unit focuses on the UK, wherever possible cross-cultural or comparative

studies may be used for purposes of comparison. We will study topic 1: Sociology of class

stratification and topic 2: Sociology of education.

Understanding Human Society 2:

The Unit is divided into four topic areas and candidates must study two of these topics. Whilst

the Unit focuses on the UK, wherever possible cross-cultural or comparative studies may be used

for purposes of comparison. We will study topic 2, Sociology of welfare and poverty and topic 3,

the Sociology of crime and deviance.

Course assessment structure

The Course assessment at Higher consists of a question paper which is made up of three

sections and lasts 2 hours and 40 minutes.


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General Comments

To support your work in Higher Sociology you should be prepared to:


read newspapers and periodicals to raise awareness of current social issues and

sociological theories



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Curricular Area: Languages

Subject: English National 3

Aims of the Course To provide learners with the opportunity to develop Listening,

Talking, Reading and Writing skills in familiar contexts.

Course Content

2 Units:

Unit 1: Producing Language

Learners who complete this Unit will be able to:

1 Produce simple written texts

2 Take part in simple spoken interactions

Unit 2: Understanding Language

Learners who complete this Unit will be able to:

1 Understand, analyse and evaluate simple written texts

2 Understand, analyse and evaluate simple spoken language


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Aims of the Course To develop learners‘ confidence and skills in Reading, Writing,

Talking and Listening.

Course Content

4 Units:


Learners will study literature, language and the mass media, and complete a personal reading

programme. Two outcomes:

1. Analyse a piece of written text

2. Analyse a piece of spoken text

In addition, learners will be taught how to plan and write literature essays but not formally

assessed in this skill.

Creation and Production

Learners will produce Writing pieces in various genres and perform a talk. Two outcomes:

1. One piece of writing, any genre

2. One extended talk, with questions from the audience.

Literacy

No specific outcomes, but learners must meet the standards of Literacy required to pass Units

1, 2 and 4.

Added Value

A research project, where learners have to demonstrate the application of skills taught in the

other Units. Learners have to choose a task, carry out research and present their findings

either in writing (700-800 words) or by doing a presentation (at least 5 minutes, not including

questions).


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Aims of the Course To develop learners‘ confidence and skills in Reading, Writing,

Talking and Listening and to be able to apply these skills in

unfamiliar contexts.

Course Content

2 Units:


Learners will study literature, language and the mass media, and will complete a personal reading

programme. Two outcomes:

1. Analyse a piece of written text

2. Analyse a piece of spoken text

In addition, learners will be taught how to plan and write literature essays in preparation for the

final exam.

Creation and Production

Learners will produce Writing pieces in various genres and take part in a spoken interaction. Two

outcomes:

1. One piece of writing, any genre

2. One spoken interaction

Course Assessment

Candidates have to pass the Outcomes in each Unit before progressing to the external exam.

Exam

Question Paper (2 hours 30 minutes):

Section 1

Close Reading

Section 2

Critical Reading: one literature essay and one Scottish set text extract with questions.

Folio (submitted to the SQA before the final examination):

Two pieces of extended Writing from different genres.


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Subject: English Higher


Experience: Grade 1 or 2 in Standard Grade English in Reading and Writing,

or a grade A/B pass at Intermediate 2.

NB Students with a C pass at Intermediate 2 in S5 will not

normally be accepted onto the Higher course.

All English courses follow the same framework and cover similar key skill areas. However,

individual courses are differentiated in terms of the level of difficulty presented by the

literature texts and the level to which pupils are expected to perform.

Aims of the Course

To extend the student‘s competence in language.

To offer more advanced study of literature.

To develop more sophisticated language handling skills.

To develop the student‘s ability to express opinions and ideas in a structured and critical

way.

Course Content

Students will be given the opportunity to show their competence in 3 areas of study:

Unit 1 - Language study (which includes essay writing and close reading skills).

Unit 2 - Literary Study (which includes responses to literature and Textual Analysis of

Literature).

Unit 3 – Writing Folio: Students plan, write and redraft two pieces of imaginative, personal

or discursive writing which are submitted to the SQA for assessment.

Course Assessment

Assessment is both internal and external. In order to be awarded Higher English, students have

to achieve a pass in each of the three units as well as a pass in the external assessment.

External Exam - this is made up of two papers.

Paper 1 Close Reading

Paper 2 Critical Essay


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Subject: English Advanced Higher


Experience: Pass in Higher English

Aims of the Course

To explore a wide range of literature.

To offer students an opportunity to explore ideas and feelings related to texts and topics.

To encourage greater personal autonomy in study.

Course Content

Students of Advanced Higher English will be given the opportunity to show their competence in

the following areas of study:

Unit 1 An extended specialist study on two or three texts of the student's choice

Unit 2 Literary study of at least 2 different genre

Unit 3 Creative Writing or Textual Analysis

Course Assessment

Assessment is both internal and external. In order to be awarded Advanced Higher English,

students must be awarded a pass in each of the 3 units as well as a pass in the external exam.

External Exam

Paper 1: Critical Essay on literature

General Comments

While some of the elements of the course (dissertation and literature) are compulsory, there is

wide choice available to explore personal interests and build on individual strengths.


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Curricular Area: Modern Languages

Subject: French National 4/5

Aims of the Course

The main purpose of the course is to develop the necessary skills in order to understand and use

French in everyday situations. The ability to speak a foreign language can increase employment

opportunities across Europe and beyond.

A foreign language is often an entrance requirement for university courses.

Course Content

Language is learned through the themes of Society, Learning, Employability and Culture.

Students will learn their language through a wide range of media (text, songs, film clips, MP3

files and other contemporary materials). The course enables learners to enhance their

enjoyment of other cultures, improves communication skills and encourages creativity.

Course Assessment

Assessments are balanced across the four skills (Listening/Reading/Writing/Talking), allowing

students to maximise their strengths and building on the knowledge gained in previous years.


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Subject: French Higher


Experience: Credit passes in all four elements at Standard Grade or

Intermediate 2 pass at A or B.

Aims of the Course

Higher French aims to develop and deepen the skills already acquired in S1-S4. A sound

knowledge of grammar is established and translation skills are developed. Students work

towards fluency in spoken French and learn how to manipulate the language for a variety of

purposes. Students are also introduced to the language of the work place.

Students interested in working or teaching abroad (e.g. TEFL) would benefit from studying a

foreign language at Higher level.

A foreign language is an asset in many lines of work such as travel, tourism, business, education,

engineering, industry and journalism. Colleges and universities often combine the study of a

foreign language with another subject and incorporate a year abroad as part of the course to

broaden student experience.

Course Content

The Higher French course comprises of two units:

Language – covering a variety of themes such as Lifestyles, Education and Work and the Wider

World.

Language in Work – developing their knowledge of the language of the world of work.

Course Assessment

NABs as an integral par of the course

Speaking assessment in March

SQA external course assessments in May.


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Subject: French Advanced Higher


Experience: Pass at Higher French

Aims of the Course

The aim of the Advanced High French course is to enable students to use the language

independently in increasingly competent, flexible and confident ways.

Advanced High French will allow students with a flair and enthusiasm for language to explore

further their interest. This course is also an excellent stepping stone for those wishing to study

at university.

From Advanced Higher, students will be in a position to pursue further foreign language study or

to use the foreign language in a variety of ways, which might include:

Study abroad in a range of subjects as part of a British degree

Use of the skills acquired to learn additional foreign languages

Interaction with speakers of the language in a work context or foreign travel

Access to literature and media in the foreign language for personal enjoyment

Teaching their mother tongue at home or abroad (e.g. TEFL)

Course Content

The Advanced Higher French course comprises of two units:

Language – topics include: The Environment; Immigration; Media; European Issues; Education.

Extended Reading/Viewing – (i) students have the opportunity to study a French novel and watch

the story unfold on film (ii) students choose a Background Topic to research independently

Course Assessment

Internal Assessments External Assessments

NABs as an integral part of the language

unit

One essay in French on the novel

Speaking assessment in

February/March

Folio in English (one essay based on

the novel and one essay on a

Background topic of student‘s choice)

SQA external course assessments in

May


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Subject: German National 4/5

Aims of the Course

The main purpose of the course is to develop the necessary skills in order to understand and use

German in everyday situations. The ability to speak a foreign language can increase employment

opportunities across Europe and beyond.

A foreign language is often an entrance requirement for university courses.

Course Content

Language is learned through the themes of Society, Learning, Employability and Culture.

Students will learn their language through a wide range of media (text, songs, film clips, MP3

files and other contemporary materials). The course enables learners to enhance their

enjoyment of other cultures, improves communication skills and encourages creativity.

Course Assessment

Assessments are balanced across the four skills (Listening/Reading/Writing/Talking), allowing

students to maximise their strengths and building on the knowledge gained in previous years.


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Subject: Spanish National 4


Experience: No previous knowledge/qualifications required

Aims of Course

Spanish can be taken as a qualification in itself or can be a stepping stone towards further

language qualifications

A foreign language is an asset in many lines of work such as travel, tourism, hospitality and

business. Colleges and Universities often combine the study of a foreign language with another

subject and incorporate a year abroad as part of the course to broaden student experience.

Course Content

The National 4 Spanish course comprises of three units:

Language/Language in Work/Transactional Language

Course Assessment

Internal assessment as an integral part of the course

Speaking assessment in March

SQA external course assessments in May


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Curricular Area: Numeracy

Subject: Lifeskills Mathematics National 3/4

Aims of the Course

The purpose of the Lifeskills Mathematics Course is to motivate and challenge learners by

enabling them to think through real-life situations involving mathematics and to form a plan of

action based on logic.

The Course develops confidence in being able to handle mathematical processes and information

in a range of real-life contexts. The Course also enables learners to make informed decisions

based on data presented in a variety of forms.

The mathematical skills within this Course are underpinned by numeracy and are designed to

develop learners‘ skills in mathematical reasoning relevant to learning, life and work.

The difference between the Lifeskills 3 and the Lifeskills 4 course is in the level of complexity

of the tasks given.

Course Content

The course consists of three units:

o Managing finance and statistics

o Geometry and measures

o Numeracy

Course Assessment

Each unit above will be assessed at the end of the unit with a unit assessment (NAB). In

addition, there will be a final ―value added‖ assessment at the end of the course for National 4

level only.


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Curricular Area Numeracy

Subject: Mathematics National 4

Aims of the Course

The aims of this course are to further develop the skills in number, patterns, relationships and

measure studied in S1 - 3 which will allow a student to develop mathematical and problem solving

skills which will be relevant to learning, life and work.

Course Content


Mathematics: expressions and formulae

Mathematics: relationships

Numeracy skills and application

Course Assessment


addition, there will be a final course assessment at the end of the course (This is called the

―value added unit‖)


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Subject: Mathematics National 5

Aims of the Course

This Course is designed to develop the learner‘s skills in using mathematical language, to explore

mathematical ideas, and to develop skills relevant to learning, life and work in an engaging and

enjoyable way. It will build on prior learning and develop:

operational skills in algebra, geometry, trigonometry and statistics

reasoning skills of investigation, problem solving, analysis and application

some numeracy skills in number processes and information handling

Course Content


o Mathematics: Expressions and Formulae

o Mathematics: Relationships

o Mathematics: Applications

Course Assessment


addition, there will be a final external SQA course assessment (graded A to D) at the end of the

course.

Additional information:

This course carries a commitment to regular practice of skills and applications at home


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Subject: Mathematics Higher


Experience: Standard Grade Mathematics at Grade 1 or 2 or Intermediate 2

at level A or B

Aims of Course

Higher Mathematics has the particular objective of meeting the needs of students at a stage of

their education where career aspirations are particularly important. The course has obvious

relevance for students with interests in fields such as commerce, engineering, sciences and

technologies where the mathematics learned will be put to direct use. For other students, the

course can be an important component of an entry requirement to a Higher Education institution.

All students taking the Higher Mathematics course, whatever their career aspirations should

acquire an enhanced awareness of the importance of mathematics to technology and society in

general.

Course Content

Compulsory Units

Mathematics 1 (Higher) and Mathematics 2 (Higher)

Properties of the straight line Polynomials and quadratic theory

Functions and graphs Basic Integration

Basic differentiation Trigonometric equations

Recurrence relations Equation of the circle

Optional Units

Mathematics 3 (Higher) or Statistics (Higher) (Subject to availability)

Vectors in 3 dimensions Exploratory Data Analysis

Further calculus Discrete probability distributions

Logarithms and exponential Continuous probability distributions

Trigonometric relationships Two variable statistics

Course Assessment

Each unit will be internally assessed upon completion. In the final examination, students will

either sit a paper assessing Mathematics 1 (Higher), 2 (Higher) and 3 (Higher) or one assessing

Mathematics 1 (Higher), 2 (Higher) and Statistics (Higher).

General Comments

The Higher Mathematics course, which contains Mathematics 1 (Higher), 2 (Higher) and 3

(Higher) is designed to meet the needs of students who wish to progress to Advanced Higher

Mathematics either in S6 or in Further Education.

The Higher Mathematics course, which contains Mathematics 1 (Higher), 2 (Higher) and

Statistics (Higher) form the basis of a course designed to meet the needs of students whose

interests lies in areas of work and study where statistical concepts and techniques are


73

important. Students who are currently in S5 should seek advice from their teacher as to the

most appropriate course of action should they wish to study mathematics in S6.


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Subject: Mathematics Advanced Higher


Experience: Pass in Higher Mathematics, preferably grades A or B

Aims of the Course

This course will enhance and broaden the mathematical knowledge already gained in Higher

Mathematics. The course offers breadth and depth of mathematical experience, providing the

student with a heightened awareness of the power of mathematics and its important applications

in society.

Course Content

Advanced Higher Mathematics consists of two compulsory units Mathematics 1 (AH) and

Mathematics 2 (AH) which extend previous knowledge of algebra and calculus, and introduce

matrices, complex numbers and number theory.

There are also four optional units from which one must be chosen. These are Mathematics 3

(AH) which extends knowledge gained in the first two units, providing a deeper treatment of

pure mathematics; Statistics 1 (AH), Numerical Analysis (AH) and Mechanics (AH) which

examine these areas of applied Mathematics. A student considering a mathematical

degree/career should consider the Advanced Higher Applied course for which another three

units are to be completed. These options can be discussed with your Maths teachers.

Course Assessment

Each unit is assessed and accredited internally. The opportunity to sit a prelim will be provided

in February. The external exam is of three hours duration consisting of short questions and

extended response questions.

General Comments

This course is essential for any student considering a degree course with a mathematical base

such as engineering or science subjects, as well as Mathematics itself. In addition, the course

achieves relevance to the areas of computer science, biological and social sciences, medicine,

business and management.


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Curricular Area: Science

Subject: Biology National 4

Aims of the Course

This course is for those pupils who have been successful with ‗Core‘ work in Science, but have

not yet mastered the ‗Challenge‘ areas of Biology. This course builds a foundation towards

studying National 5 Biology and other Sciences in future years. Course Content

The three units of the course are:

Cell Biology – cell division and its role in growth and repair; DNA, genes and chromosomes;

therapeutic use of cells; properties of enzymes and use in industries; properties of

microorganisms and use in industries; photosynthesis — limiting factors; factors affecting

respiration; and controversial biological procedures.

Multicellular organisms – sexual and asexual reproduction and their importance for survival of

species; propagating and growing plants; commercial use of plants; genetic information; growth

and development of different organisms; and biological actions in response to internal and

external changes to maintain stable body conditions.

Life on earth - animal and plant species‘ dependency on each other; impact of population growth

and natural hazards on biodiversity; nitrogen cycle; fertiliser design and environmental impact

of fertilisers; and adaptations for survival and learned behaviour in response to stimuli linked to

species survival.

Each unit will allow students to research topical science issues, apply scientific skills and

communicate information related to their findings, which will develop skills of scientific literacy.

Course Assessment

Each unit is assessed internally by means of a written test, a scientific report of a piece of

experimental work that has been carried out and an investigative report on a topical area of

science covered. There is also an added value unit assessment that is an extended investigative

report on a topical area of science covered that may cover more than one unit of work.

The course has no final exam and is internally assessed with verification from the SQA. Home

study is an essential part of the course and will include pieces of reading, research, written

exercises and revision


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Subject: Biology National 5

Aims of the Course

This course is for those pupils who want to study Biology beyond National 4 level. This course

builds a foundation towards studying Higher Biology and other Sciences in future years.

Course Content


Cell Biology – cell structure; transport across cell membranes; producing new cells; DNA and the

production of proteins; proteins and enzymes; genetic engineering; photosynthesis and

respiration.

Multicellular organisms – cells, tissues and organs; stem cells and meristems; control and

communication; reproduction; variation and inheritance; the need for transport; and effects of

lifestyle choices on animal transport and exchange systems.

Life on earth - biodiversity and the distribution of life; energy in ecosystems; sampling

techniques and measurement of abiotic and biotic factors; adaptation, natural selection and the

evolution of species; and human impact on the environment.



Course Assessment



science covered. The unit assessments are a requirement of the course. There is also a final

external exam at the end of the course set by the SQA. The external exam will determine the

grade achieved. Home study is an essential part of the course and will include pieces of reading,

research, written exercises and revision.

General Comments

This course requires a significant level of Literacy and Numeracy skills.


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Subject: Biology Higher / Human Biology Higher

Recommended Previous

Experience: Standard Grade Biology with Knowledge and

Understanding and Problem Solving at Grade 1 or 2

or Successful completion of year 1 of the two year higher

course or a pass at Intermediate 2 Biology at A or B

Aims of the Course

The course aims to stimulate interest in Biology. It provides the opportunity for students to

acquire knowledge and understanding of biological concepts, facts, ideas and techniques. It

should also give students an understanding of the applications of Biology in society, industry and

caring professions.

Course Content

The course has three 40-hour units:

Higher Biology Higher Human Biology

Genetics and Adaptation Cell Function and Inheritance

Cell Biology The Continuation of Life

Control and Regulation Behaviour, Populations and the Environment

Course Assessment

To gain a Biology Higher students must pass the internal assessments and the external

assessments.

Internal assessment:

Each unit has one assessment which must be passed in order to be credited with the unit.

end of unit assessment

In addition students must successfully complete one experimental report

External Assessment (SQA)

One examination paper of 2 hours 30 minutes duration.

General Comments

Biology Higher can lead to university or further education courses in a number of different

subjects eg Biology; Microbiology; Environmental Studies; Marine Biology; Agriculture; Brewing.

It can also open the door to a number of careers such as Medicine, Nursing, Pharmacy,

Environmental Management, Dentistry, Forensic Science etc.


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Subject: Biology Advanced Higher


Experience: A/B at Biology Higher /Human Biology Higher

Aims of the Course

This course will lead to a deeper understanding of Biology. It explores the social, cultural and

economic relevance of the subject. There is ample scope for practical study and individual

investigation. Students will develop study skills which will serve them well if they proceed to

University.

Course Content

Cell and Molecular Biology (1 Unit) - Basic ultra structure of cells of all types and the

interaction of molecules within them. Advances in DNA technology eg forensic uses, gene

therapy and transgenic plants and animals.

Environmental Biology (1 Unit) - Study of ecosystems together with the influences of the

human species on the environment.

Physiology, Health and Exercise (0.5 unit) Individual investigation (0.5 unit)

Course Assessment

Internal assessment Three end of unit assessments

One report on an experiment

External assessment (SQA) One examination paper of 2 hours 30 minutes duration (80%)

One investigation report (20%)

General Comments

Advanced Higher Biology can lead to university or further education courses in a number of

different subjects eg Biology; Microbiology; Environmental Studies; Marine Biology; Agriculture;

Brewing. It can also open the door to a number of careers such as Medicine, Nursing, Pharmacy,

Environmental Management, Dentistry and Forensic Science etc.


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Subject: Chemistry National 4

Aims of the Course


not yet mastered the ‗Challenge‘ areas of Chemistry. This course builds a foundation towards

studying National 5 Chemistry and other Sciences in future years.

Course Content:


Chemical changes and structure – rates of reaction, atomic structure, energy changes of

chemical reactions, and acids and bases.

Nature‘s chemistry – fuels, hydrocarbons, everyday consumer products and plants for products.

Chemistry in society - metals and alloys, materials, fertilisers, nuclear chemistry and chemical

analysis.

Course Assessment




report on a topical area of science covered that may cover more than one unit of work. The

course has no final exam and is internally assessed with verification from the SQA.

Home study is an essential part of the course and will include pieces of reading, research,

written exercises and revision.

General Comments:

Due to the use of numeracy skills in this course, a recommendation for National 4 Maths (or

above) is desirable.


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Subject Chemistry National 5

Aims of the Course:

This course is for those pupils who want to study Chemistry beyond

National 4 level. This course builds a foundation towards studying Higher

Chemistry and other Sciences in future years.

Course Content:


Chemical changes and structure – rates of reaction, atomic structure and bonding, reaction

quantities and acids and bases.

Nature‘s chemistry – homologous series, everyday consumer products and energy of fuels.

Chemistry in society - metals, properties of plastics, fertilisers, nuclear chemistry and chemical

analysis.



Course Assessment:



science covered. The unit assessments are a requirement of the course. There is also a final

external exam at the end of the course set by the SQA. The external exam will determine the

grade achieved.



General Comments:

This course requires a significant level of Literacy and Numeracy skills.


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Subject: Chemistry Higher


Experience Grade 1 or 2 in Standard Grade

Chemistry

Or A/B at Intermediate 2 Chemistry.

Standard Grade Maths, Grades 1 – 2

or A/B/C at Intermediate 2 Maths

Aims of the Course

The course is an extension to Standard Grade Chemistry and will show how the quality of

everyday life is influenced by chemical processes. The course aims to give pupils a grounding in

the knowledge and theory needed for tertiary education or industry.

The course aims to improve thinking processes by analysing trends and patterns, develop the

scientific method of working, improve numeracy and presentation of information and continue to

develop practical skills such as experimentation, observation, measurement and recording.

Course Content

The course consists of three units: Chemistry Matters, The World of Carbon and Chemical

Reactions. Many of these units rely on a good level of knowledge from earlier study.

The topics are taught by a mixture of teacher-centred and pupil centred learning, and involve

practical work. This practical work includes Prescribed Practical Activities (3 per unit) one of

which from each unit is used for assessment purposes.

Course Assessment

Assessment is a mixture of internal and external assessment, covering 3 learning outcomes.

These are Outcome 1 - Knowledge and Understanding; Outcome 2 - Problem Solving; and

Outcome 3 - Collecting and Analysing Information from experiments. Outcomes 1 and 2 are

assessed in each unit in school by an end of unit test and a prelim exam in term 2. Outcome 3 is

assessed for each unit through Prescribed Practical Activities. The external assessment is by a

single examination paper of 2 1/2 hours including multiple choice/grid questions and extended

answer questions.

General Comments

Homework is an essential part of the course and is given regularly. Regular study is needed for

end of topic tests. To gain the award of the course, the pupil must achieve all the component

units of the course and the external assessment.

The course is designed to be covered in 120 hours of study and this means that rapid progress

through the topics will be needed. Hard work and regular attendance is needed throughout the

course.


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Subject: Chemistry Advanced Higher


Experience: Higher Grade Chemistry at A or B grades

Higher Maths

Aims of the Course

The course aims to further develop knowledge and understanding of physical and natural

environments, to develop important practical skills and to improve the skill of independent study,

essential in a wide range of occupations and education experiences.

Course Content

The theory of the course consists of three units of work: Electronic structure and the Periodic

Table (0.5 Credits); Principles of Chemistry Reactions (1 Credit); Organic Chemistry (1 Credit).

These three topics develop knowledge from previous levels of study and will provide information

of modern developments in Chemistry. Within these topics there are 12 compulsory experiments

known as Prescribed Practical Activities (PPAs). A practical investigation lasting 20 hours and

worth 0.5 Credits makes up the unit 4 of the course.

Course Assessment

Assessment is a mixture of internal and external assessment, similar to the pattern of Higher

Chemistry. Outcome 1 (Knowledge and Understanding) and outcome 2 (Problem Solving) are

assessed at the end of each theoretical unit by a NAB. Three PPAs (one from each unit) and the

chemical investigation need to be written for assessment purposes. There may be a prelim

examination. The final examination will assess outcomes 1 and 2 and will include knowledge of

the PPAs

General Comments

Hard work, regular attendance, commitment and motivation are essential for this course. The

ability to work independently is important and this skill should improve as confidence and

laboratory skills improve.


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Subject: Physics National 4

Aims of the Course


not yet mastered the ‗Challenge‘ areas of Physics. This course builds a foundation towards

studying National 5 Physics and other Sciences in future years. Course Content: The three units of the course are:

Electricity and energy – generation of electricity, electrical power, electromagnetism, practical

electrical and electronic circuits, gas laws and the kinetic model.

Waves and radiation - wave characteristics, sound, electromagnetic spectrum and nuclear

radiation.

Dynamics and space - speed and acceleration, relationships between forces, motion and energy,

satellites and cosmology.



Course Assessment





The course has no final exam and is internally assessed with verification from the SQA.




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Subject: Physics National 5

Aims of the Course

This course is for those pupils who want to study Physics beyond National 4 level. This course

builds a foundation towards studying Higher Physics and other Sciences in future years.

Course Content: The three units of the course are:

Electricity and energy – energy transfer, heat and the gas laws

Waves and radiation - waves and nuclear radiation.

Dynamics and space - kinematics, forces and space.



Course Assessment:





The course has no final exam and is internally assessed with verification from the SQA.



General Comments:

This course requires a significant level of Literacy and

Numeracy skills.


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Subject: Physics Higher


Experience: Grade 1 or 2 in Standard Grade Physics

or Grade A/B at Intermediate 2 Physics

and

Standard Grade Maths, Grades 1 - 2

or A/B/C at Intermediate 2 Maths

Aim of the Course

The Higher Course follows on from Standard Grade and Intermediate 2 Physics developing the

topics previously introduced. It aims to give a deeper insight into the structure of the subject

and to encourage pupils to engage in experimental work. Higher Physics is a subject which should

be of relevance and interest to any pupil in S5 or 6, whether or not they intend to follow a

career with a scientific basis. The study of Physics requires, and helps to develop, imagination,

common sense, thoughtful observation and degrees of creativity.

Course Content

The 3 units of the course are:

Mechanics and the Properties of Matter

Electricity and Electronics

Radiation and Matter

Course Assessment

Each unit is assessed internally by a written test and there is an assessment of a practical

experiment.

The course is assessed by one 2 1/2 hour examination paper set and marked by SQA.


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Subject: Physics Advanced Higher

Recommended Previous

Experience: Grade A or B in Higher Physics

and Grade A or B in Higher Mathematics

Aims of the Course

The course aims to provide a challenging experience for those wishing to study Physics at a deep

level and to assist students towards an understanding of the use of mathematical models and

techniques for describing the behaviour of nature. An opportunity for engaging in some

independent research is a part of the course.

Course Content

The four units of the course are:

Mechanics

Electrical Phenomena

Wave Phenomena

Investigation

Course Assessment

Other than the investigation, each unit is assessed internally by a written test and there is an

assessment of a practical experiment.

The investigation is assessed by the maintenance of an experimental "day book", and a written

report.

The course is assessed by a 2 1/2 hour examination set and marked by the SQA.

General Comments

Advanced Higher Physics is a course suitable for those students who wish to study any Science

or Engineering course at University, as well as those students who do not wish to continue study

at University.


87

Curricular Area: Technologies

Subject: Accounting National 5

The course consists of 3 units:

Preparing Financial Accounting Information

In this Unit, learners will develop the knowledge and

understanding relating to the preparation of financial accounting information for external use,

and have the ability to apply the accounting concepts and techniques associated with the

preparation of such financial accounting information.

Preparing Management Accounting Information

In this Unit, learners will develop the knowledge and understanding of internal accounting

information and the ability to prepare such information, using a range of basic accounting

techniques. The information produced will be used by management in making decisions about the

future planning and control of the business.

Analysing Accounting Information

In this Unit, learners will develop the skills, knowledge and understanding relating to the

interpretation and analysis of accounting information. The information will be used to assess the

organisation‘s current financial position and performance and assist with decision making and

planning.

Assessments

Both Unit and Course Assessments

There will be 3 unit assessments for:

Preparing Financial Accounting Information

Preparing Management Accounting Information

Analysing Accounting Information

Course Assessment:

Component 1 — question paper 80 marks

Component 2 — assignment 40 marks

Total marks 120 marks


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Subject: Administration and IT National 4

There are 3 units

Administrative Practice

The purpose of this Unit is to give learners a basic introduction to administration in the

workplace. Learners will begin to appreciate key legislation affecting employees, key features of

good customer care and the skills, qualities and attributes required of administrators. The Unit

will also enable them to apply this basic understanding in carrying out a range of

straightforward administrative tasks required for organising and supporting small-scale events.

IT Solutions for Administrator

The purpose of this Unit is to develop learners‘ basic skills in IT and organising and processing

simple information in familiar administration-related contexts. Learners will use the following IT

applications: word processing, spreadsheets and databases, to create and edit simple business

documents. The Unit will allow emerging technologies to be incorporated so as to ensure that its

content remains current and relevant.

Communication in Administration

The purpose of this Unit is to enable learners to use IT for gathering and sharing simple

information with others in familiar administration-related contexts. Learners will develop a

basic understanding of what constitutes a reliable source of information and an ability to use

appropriate methods for gathering information. They will also become able to communicate

simple information in ways which show a basic awareness of its context, audience and purpose.

The Unit will allow emerging technologies to be incorporated so as to ensure that its content

remains current and relevant.

Assessments:

There will be 3 Unit Assessments and a course Assessment:

Unit Assessments:

Administrative Practices

IT Solutions for Administrators


Course Assessment:

Added Value Unit. The purpose of this Unit is to draw on the knowledge, understanding and

skills developed in the other 3 units. Learners will undertake practical administration- and IT-

based tasks to organise and support a small-scale event or events.


89


Subject: Administration and IT National 5



The purpose of this Unit is to give learners a broad introduction to

administration in the workplace. Learners will develop an

understanding of key legislation affecting both organisations and employees, the benefits to

organisations of good customer care and the skills, qualities and attributes required of

administrators. The Unit will also enable them to apply this understanding in carrying out a range

of administrative tasks required for organising and supporting events.


The purpose of this Unit is to develop learners‘ skills in IT, problem solving and organising and

managing information in largely familiar administration-related contexts. Learners will select

the following IT applications — word processing, spreadsheets, databases — and will use them to

create and edit business documents. The Unit will allow emerging technologies to be

incorporated so as to ensure that its content remains current and relevant.


The purpose of this Unit is to enable learners to use IT for gathering and sharing information

with others in largely familiar administration-related contexts. Learners will develop an

understanding of what constitutes a reliable source of information and an ability to identify and

use the most appropriate methods for gathering information. They will also become able to

communicate information in ways appropriate to its context, audience and purpose. The Unit will

allow emerging technologies to be incorporated so as to ensure that its content remains current

and relevant.

Assessments:

There will be 3 Unit Assessments and a Course Assessment:

Unit Assessments




Course Assessment

Assignment. The purpose of the assignment is to draw on the knowledge, understanding and

skills developed in the other 3 units. Learners will undertake practical administration- and IT-

based tasks to organise and support an event or events. (100 marks)


90


Subject: Administration Higher


Experience: Administration Intermediate 2 Grade Aor B

Aims of the Course

Administration is a vocational course, designed to help gain employment in an office environment

or progress to further or higher education. Study of this course will give transferable skills

which would help you in any chosen area of study.

Course Content

The course consists of two areas of study:

Administrative Services

Information Technology for Management

This course reflects the rigours of the modern office, including using technology to process and

produce information and perform research. Time management is a key component of this course.

In addition the student is required to have an appreciation of the law as it relates to the

workplace.

Course Assessment

Learning Outcomes pertain to the following areas:

Administrative Services – 5 outcomes

Information Technology for Management – 3 outcomes

In addition there is an external examination

General Comments

Very useful skills for ALL in the age of Information Technology.


91


Subject: Business National 4

The course consists of 3 units

Business in Action

In this Unit, learners will carry out activities that will give them an

appreciation of how and why businesses develop and operate in

today‘s society. Learners will develop skills and knowledge and understanding relating to the role

of business and entrepreneurship within society, and of the actions taken by business to meet

customers‘ needs. Learners will discover how businesses are organised by exploring the

functional activities, such as marketing, finance, operations and human resources, and applying

their understanding of these areas to support business planning and decision making.

Influences on Business

In this Unit, learners will carry out activities that will give them an appreciation of the impact

that a range of internal and external influences has on business decision making. Learners will

investigate stakeholders‘ influence on businesses and will acquire skills and knowledge and

understanding relating to the financial, economic, competitive and social environment in which

businesses have to operate. This will provide learners with a growing understanding of how these

influences can affect business survival and success.

Added Value Unit: Business Assignment

In this Unit, learners will draw on and apply the skills, knowledge and understanding they have

gained from across the other Units of the Course. This will be demonstrated by an assignment.

The criteria for the assignment will be sufficiently flexible and open to allow for a degree of

personalisation and choice as to the aspect of business to be investigated and how the findings

may be presented.

Assessments

There will be unit and course assessments:

Unit Assessments:

Business in Action

Influences on Business

Course Assessment:

Added Value Unit


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Subject: Business National 5

The course will consist of 3 units

Understanding Business

In this Unit, learners will be introduced to the business environment. Learners will develop

relevant skills, knowledge and understanding by carrying out learning activities relating to the

role of business organisations and entrepreneurship in society, using real-life contexts. It

introduces learners to the main activities associated with businesses and other organisations.

The Unit will allow learners to explore issues relating to the external environment in which

organisations operate and their effects on organisational activity, decision making and survival.

Management of People and Finance

In this Unit, learners will develop skills, knowledge and understanding relating to the internal

issues facing organisations in the management of people and finance. Learners will carry out

activities that will enable them to grasp theories, concepts and processes relating to human

resource management. This will allow them to demonstrate an understanding of how to manage

people in order to maximise their contribution to an organisation‘s success. Learners will also

follow basic theories, concepts and processes relating to financial aspects of business in

preparing and interpreting financial information in order to solve financial problems facing

businesses.

Management of Marketing and Operations

In this Unit, learners will develop skills, knowledge and understanding relating to the importance

to organisations of having effective marketing and operations systems. The Unit will allow

learners to carry out activities that introduce them to the processes and procedures

organisations use in order to maintain quality and competitiveness. Learners will demonstrate an

understanding of how marketing can be used to communicate effectively with consumers,

maximise customer satisfaction, and enhance competitiveness. Learners will explore and identify

the processes and procedures required to produce goods or services to an appropriate standard

of quality.

Assessments - There will be 3 unit assessments and course assessments

Unit Assessments:

Understanding Business

Managing People and Finance

Management of Marketing and Operations

Course Assessments:

Question Paper – 70 marks

Assignment – 30 marks


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Subject: Business Management Higher


Experience: Intermediate 2 Business Management at Grade A or B

Crash Higher – English Intermediate 2 Grade A or B

or English Standard Grade 1/2 in Reading and Writing

Business Management is a dynamic and stimulating course designed to provide students with the

skills and techniques needed in the successful management of all types of organisations. The

skills required in, for example, the management of an engineering firm, can be equally applied to

any other business

Course Content

The course is divided into 2 main areas:

Business Enterprise The role of business enterprises in contemporary society. This includes areas such as

stakeholders, types of business, sources and uses of information and IT in a business context.

Business Decision Areas Involves decision-making marketing, human resource management (including employment

legislation), methods of production and IT in a business context.

Course Assessment

Business Enterprise has 4 learning outcomes relevant to areas studied.

Business Decision Areas has 4 learning outcomes relevant to areas studied.

There is, in addition, an external examination comprising of 2 essays and a case study.

General Comments

Pupils considered fit to undertake this subject at this level are likely to be the managers of the

future. Isn't it a good idea, then, to learn these skills at the earliest stage - in school?


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Subject: Business Management Advanced Higher


Experience: Higher Business Management A or B pass

Course Content

The syllabus is divided into 2 parts:

The Management Context

Trans (multi) national companies, growth, problems and benefits for companies, home and host

countries; European Union – CAP, Single European Market, Social Chapter, the euro; current

business issues such as ethics, environmental issues, government involvement. Management

principles: Role of managers; schools of management thought; methods of increasing motivation;

team formation and effectiveness; leadership theories and factors affecting leadership style.

Changes: Causes; force field analysis; stages; management of change and the effect of

organisational culture on change.

Candidates should be familiar with the writings of Fayol, Mintzberg, Belbin and Elton Mayo, and

with the systems and contingency theory.

Business Investigation

Internal organisation; functional activities; objectives; stakeholders; ways of making decisions

including structured decision-making model; use of forecasts; market research techniques and

project financial statements; sources of information; methods of data collection; time

management and personal qualities needed to facilitate self-employment.

Course Assessment

Unit 1 The Management Context – 3 learning outcomes

Unit 2 Business Investigation – business report externally marked (submitted April)

Deadline dates: the two units will run simultaneously and require to be completed by the

beginning of May.

There will be an internal assessment approximately every four weeks.

General Information

The Business Investigation will require to be completed mainly in students‘ own time and this will

form the bulk of the homework relative to this course.

Due to the large subject content, the Curricular Area expects that a great deal of investigative

work will be done in the student‘s own time for optimal success to be achieved.


95


Subject: Computing Science National 4


Software Design and Development

The aim of this Unit is for the learner to develop basic knowledge,

understanding and practical problem-solving skills in software

design and development. Learners will develop basic computational thinking and programming

skills through practical tasks using appropriate software development environments across a

range of contemporary contexts. These tasks will involve simple features and straightforward

contexts. They will also develop an understanding of how data and instructions are stored in

binary form and how programming underpins computer applications. Learners will also explore

the impact of contemporary software-based applications on society or the environment.

Information System Design and Development

The aim of this Unit is for the learner to develop basic knowledge, understanding and practical

problem-solving skills in information system design and development. Learners will implement

practical solutions using appropriate development tools to create databases, web-based

information systems, multimedia information systems (and/or hybrids of these). These tasks will

involve simple features and straightforward contexts. Learners will also develop an

understanding of basic computer hardware, software, connectivity and security issues through a

range of practical and investigative tasks.

Computing Science Assignment

This Unit requires the learner to apply skills and knowledge from the other Units to analyse and

solve an appropriate challenging computing science problem.

Assessments

Unit Assessments:



Course Assessment

Added Value Unit. The assignment will outline a broad problem specification, with descriptions

of one or two computing problems set within a defined context. There will be a structured task

sheet, describing what the learner is required to do for each stage of the assignment and what

evidence is required.


96


Subject: Computing Science National 5



The aim of this Unit is for the learner to develop knowledge, understanding

and practical problem-solving skills in software design and development

through appropriate software development environments. Learners will

develop their programming and computational thinking skills by implementing

practical solutions and explaining how these programs work. These tasks will involve some

complex features and both familiar and new contexts, which will require some interpretation on

the part of the learner. Learners will also develop an understanding of how data and instructions

are stored in binary form, basic computer architecture and awareness of different

contemporary software development languages/environments.


The aim of this Unit is for the learner to develop knowledge, understanding and practical

problem-solving skills related to information system design and development through a range of

practical and investigative tasks. Learners will apply computational thinking skills to implement

practical solutions using a range of development tools and to develop an understanding of the

technical, legal and environmental issues related to one or more information systems. Tasks will

involve some complex features and familiar and new contexts, which will require some

interpretation on the part of the learner.

Assessments

Unit Assessments:



Course Assessment:

The question paper will have two sections and 90 marks (60% of the total mark). Approximately

50% of the marks will be awarded for questions related to Software Design and Development,

and 50% to Information Systems Design and Development.

Time Allowed: 1 hour and 30 minutes.

Section 1 will have 20 marks and will consist of short answer questions assessing breadth of

knowledge from across both Units.

Section 2 will have 70 marks and will consist of approximately 6–8 extended response questions,

each with approximately 8–12 marks. Questions will assess application of understanding rather

than direct recall, include extended descriptions and explanations, and be more integrative,

drawing on understanding of one or more topics across the Units. Questions related to

programming will either use a form of ‗pseudocode‘ or allow candidates to answer in any

appropriate language.


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Course Assignment:

The assignment will have 60 marks (40% of the total mark).

The assignment will assess learners‘ skills in analysing a problem (10 marks), designing a solution

to the problem (10 marks), implementing a solution to the problem (20 marks), testing (10 marks)

and reporting on that solution (10 marks).

The assignment will outline a broad problem specification, with descriptions of one or two

computing problems set within the context. There will be a structured task sheet, describing

what the learner is required to do for each stage of the assignment and what evidence is

required.


98


Subject: Computing Studies Higher


Experience: Grade 1 or 2 in Standard Grade Computing

or Intermediate 2 Computing

Aims of the Course

The aims of the course are to

provide candidates with knowledge and understanding of underlying fundamental computing

concepts, with regard to the operation and organisation of computer systems as a basis of

the assimilation of future developments.

develop in candidates an appreciation of the applicability and potential of computer

systems

develop in candidates skills of analysis, synthesis, evaluation, communication and problem-

solving within a computing context.

develop practical abilities in the use of computing technology.

provide intellectual stimulus and challenge, develop academic rigour and foster an

enjoyment of the subject.

cater for the career demands and personal development requirements across the range of

candidate aspirations.

Course Content

The following units will be offered Mandatory Units

Computer Systems

Software Development

One optional unit from:

Artificial Intelligence

Computer Networking

Multimedia Technology

Course Assessment

The units are internally assessed and externally moderated. The course is assessed from 30%

course work and 70% from the final written external examination.

General Comments

It is intended to provide progression from Intermediate 2 Computing Studies and may lead to an

Advanced Higher in Computing Studies.


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Subject: Computing Advanced Higher


Experience: Higher Computing with an A or B pass.

Course Content

The following units will be offered Mandatory units

Developing a software solution.

Software Development Process.

One optional unit from

Artificial intelligence

Computer Architecture

Computer Networking

Course Assessment

2 components.

Internal project – 80 marks

External exam – 120 marks


100


Subject: Economics National 5


Economics of the Market

In this Unit, learners will carry out learning activities that will

allow them to explore how the basic economic problem of unlimited wants in relation to limited

resources affects the daily choices made by us all. Learners will explore personal economic

decisions and how supply and demand can drive resource allocation in a market economy. This

Unit will provide learners with a growing knowledge and understanding of how markets operate.

UK Economic Activity

In this Unit, learners will carry out learning activities that will help them understand

government taxation revenue and government spending. They will learn about UK government

policy objectives, including inflation, employment and economic growth, and about the role of

Scotland in the UK economy. This Unit allows learners to consider the impact of government

action on economic issues and problems.

Global Economic Activity

In this Unit, learners will carry out learning activities that will allow them to consider the global

nature of economics. They will explore the nature and purpose of global trade between the UK,

the EU and other countries, including the effect of currency fluctuations. Learners will also

explore the role of aid to developing economies. This Unit will provide learners with a growing

knowledge and understanding of global economics and its social impact.

Assessments:

Unit Assessments:

Economics of the Market

UK Economic Activity

Global Economic Activity

Course Assessment:

Question Paper and Assignment

The question paper will have 2 sections.

Section 1 will consist of a number of mandatory questions. It is anticipated that there will be 6

multiple choice questions worth 6 marks in total followed by two questions based on stimulus

material.

Section 2 will consist of six extended response questions, from which the learner will select

four.


101

Assignment

The task will allow learners to demonstrate their planning, research, use of sources, analytical

and evaluative skills in the context of the economic topic chosen. The task will include locating

and using information that goes beyond that provided to the learners and may include the

generation of primary and/or secondary information.

Learners will select an economic topic to research from a bank provided by SQA or choose their

own. They will then gather evidence over a period of set-aside class time, and in their own time,

relating to the chosen context of their research. The bank of topics provided by SQA will be

refreshed regularly.

Using a range of resources, learners will be expected to analyse economic data/information and

reach justified conclusions that demonstrate their ability to apply knowledge and understanding

of economic concepts associated with the context of the topic. The learner will use their

research materials to report on their findings and conclusions in class time and in controlled

conditions.


102


Subject: Economics Higher


Experience: Intermediate 2 Business Management at Grade A or B or

Intermediate 2 Maths Grade A or B. or Standard Grade Credit

Maths

Aims of Course

Higher Economics will give thorough grounding in the main principles of micro and

macroeconomics and full awareness of how they apply in a national and international economic

context.

Course Content

The course is divided into 3 main areas:

Micro Economics

The basic economic problem of scarcity and choice

Opportunity cost

Theories of Demand and Supply

National Income

The determination of National Income – identifying output, income and expenditure.

The concept of the multiplier

Inflation

Unemployment

Government Policy

The International Economy

International Trade

International Payments

Barriers to Trade

Exchange Rates

European Union

International trading and monetary organisations

Relations between developed and developing economies

Course Assessment

There will be an internal assessment for each of the 3 main areas.

Final exam which examines knowledge and understanding covering the Course content and

also assesses analysis, evaluation and problem solving. Questions will cover the

interpretation of economic information and require an extended response. The final exam

lasts 2 hours 30 mins


103


Subject: Design and Manufacture National 4


Design and Manufacture: Design

This Unit covers the product design process from brief to resolved design proposals, including a

specification. It helps learners develop skills in initiating, developing, articulating and

communicating simple design proposals. It allows them to develop an appreciation of the

design/make/test process and the importance of evaluating and resolving work on an ongoing

basis. It allows them to develop an appreciation of design concepts and the various factors that

influence the design of products.

Design and Manufacture: Materials and Manufacturing

This Unit covers the product design process from design proposals to prototype and product. It

allows learners to ‗close the design loop‘ by manufacturing their design ideas. It allows learners

to develop practical skills that are invaluable in the design/make/test process. It helps them

gain an appreciation of the properties and uses of materials, as well as simple manufacturing

processes and techniques. It allows them to refine and resolve design and manufacturing

solutions.

In both Units, learners will gain knowledge of design and manufacturing technologies and how

these impact on our environment and society.

Assessments

Unit Assessments:



Course Assessment

Added Value Unit: Design and Manufacture Assignment

This Unit adds value by introducing challenge and application.

Learners will draw on their range of design knowledge and skills, knowledge of materials and

manufacturing and apply their practical skills, in order to produce an effective overall response

to a brief. The brief will relate to a straightforward product design scenario. The response will

include a folio, a model, or a prototype, or a completed product. Learners will be able to extend

and apply their knowledge and skills through the assignment. The brief will be sufficiently open

and flexible to allow for personalisation and choice. Learners will use skills and knowledge

acquired through the Units to develop the discrete aspects and overall presentation of the

assignment.


104


Subject: Design and Manufacture National 5



This Unit covers the product design process from brief to resolved design proposals, including

specification. It helps learners develop skills in initiating, developing, articulating and

communicating design proposals. It allows them to develop an appreciation of the

design/make/test process and the importance of evaluating and resolving design proposals on an

ongoing basis. It allows them to develop an appreciation of design concepts and the various

factors that influence the design of products.


This Unit covers the product design process from design proposals to prototype or product. It

helps learners to ‗close the design loop‘ by manufacturing their design ideas. It allows learners

to develop practical skills that are invaluable in the design/make/test process. It helps them

gain an appreciation of the properties and uses of materials as well as a range of manufacturing

processes and techniques. It allows them to evaluate, refine and resolve design and

manufacturing solutions.

In both Units, learners will gain knowledge and understanding of design and manufacturing

technologies and how these impact on our environment and society.

Assessments:

Include unit Assessments:


Design and Manufacture: Materials and Manufacture

Course Assessment:

Question Paper and Assignment

The question paper will have a total of 60 marks. Learners will complete it in 1 hour and 30

minutes.

Approximately 50% will be awarded for questions related to design.

Approximately 50% will be awarded for questions related to materials and manufacturing.

The question paper will have two Sections with a total of 8–10 questions.

Section 1 will have 24 marks and consists of a single extended question with short answer

responses, focusing on materials, tools and processes used in relation to a workshop based

project.

Section 2 will have 36 marks and focuses on the integration of knowledge and understanding

across the Units, based on a commercial product and requiring extended answers.


105

Assignment

The assignment will have a total of 90 marks.

In the assignment marks will be awarded for:

— includes the generation of ideas, the development of ideas,

communication, and evaluation.

) —includes measuring and marking out, cutting, shaping and

forming, the assembly of components, and finishing


106


Subject: Graphic Communication National 4


2D Graphic Communication

This 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 in straightforward and familiar contexts. Learners develop 2D graphic spatial

awareness.

3D and Pictorial Graphic Communication

This Unit helps learners develop their creativity and skills within a 3D and pictorial graphic

communication context. Again, it will allow learners to initiate, develop and communicate ideas

using graphic techniques in straightforward and familiar contexts. They will develop 3D graphic

spatial awareness.

In both of the units, learners will develop an understanding of how graphic communication

technologies impact on our environment and society.

Added Value Unit: Graphic Communication Assignment

This Unit adds value by introducing challenge and application. Learners will be able to extend

and apply their knowledge and skills through the assignment. They will draw on their range of

graphic communication experiences from the Units in order to produce an effective overall

response to the assignment. The assignment brief will be sufficiently open and flexible to allow

for personalisation and choice.

Assessments:

There are unit assessments



Course Assessment

Course Assignment

The assignment will consist of a meaningful and appropriately challenging graphic communication

task in which the learner can demonstrate an application of their skills, knowledge and

understanding in context.

Learners‘ evidence should include a collection of meaningful graphic items produced in response

to and satisfying a given brief, graphic research and development work, and an evaluation of the

effectiveness of the final presentation work.

The assignment will be set within a single context rather than unconnected pieces of graphic

work.


107


Subject: Graphic Communication National 5



This 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 in straightforward and familiar contexts. In addition, the Unit

allows learners to develop their skills in some less familiar or new contexts. Learners will develop

2D graphic spatial awareness.


This Unit helps learners develop their creativity and skills within a 3D and pictorial graphic

communication context. Again, it will allow learners to initiate, develop and communicate ideas

using graphic techniques in straightforward and familiar contexts. In addition, the Unit allows

learners to develop their skills in some less familiar or new contexts. Learners will develop 3D

graphic spatial awareness.

In both Units, learners will develop an understanding of how graphic communication technologies

impact on our environment and society.

Assessments

There are 2 unit assessments



Course Assessment – Question Paper and Assignment

The question paper will have a total of 50 marks. Learners will complete it in 1 hour and 45

minutes.

Approximately 50% (25 marks) will be awarded for questions related to 2D Graphic Communication.

Approximately 50% (25 marks) will be awarded for questions related to 3D and Pictorial Graphic Communication.

The question paper will have one section in which there will be 8–10 questions.

There will be no requirement to use a drawing board for learners‘ responses, although use of

other equipment may be required.

Assignment

The assignment will have 50 marks.

In the assignment, marks will be awarded for:

Preliminary graphics (approximately 25% of the marks)

Production graphics (approximately 25% of the marks)

Promotional graphics (approximately 50% of the marks)


108


Subject: Graphic Communication Higher


Experience: Intermediate 2 Graphic Communication or by separate negotiation

with CDT Teacher.

Aims of the Course

The course aims to:

develop appropriate skills in the use of a range of graphic materials and techniques, both

manual and computer orientated

develop the ability to use manual and computer graphics to communicate ideas in a

stimulating, meaningful and creative way

develop the ability to read and interpret drawings and other information presented

graphically.

Course Content

Graphic Knowledge - knowledge and understanding of manual and computer aided graphics;

ability to read, interpret, analyse, select, organise and plan graphic communication.

Graphic Abilities - ability to sketch, draw, illustrate, display, present and model by manual

and computer aided techniques.

As part of the course work each pupil will be expected to prepare a series of related graphic

items to form a ‗Thematic Presentation‘.

Course Assessment

The course will be assessed both internally and externally. It will consist of:

Unit assessment (internal)

Thematic Presentation (internal)

Examination (external)


109


Subject: Graphic Communication Advanced Higher


Experience: Higher Graphic Communication.

Aims of the Course

Both Higher and Intermediate 2 levels have the same aims. The course aims to:

develop appropriate skills in the use of a range of graphic materials and techniques,

both manual and computer orientated

develop the ability to use manual and computer graphics to communicate ideas in a

stimulating, meaningful and creative way

develop the ability to read and interpret drawings and other information presented

graphically.

Course Outline

The course fulfils the following aims:

Develop aspects of technological capability

Develop technological creativity in relation to selecting information and evaluating its

appropriateness for graphic communication.

Develop technological confidence and an ability to analyse, process and present

information in a graphic presentation.

Develop a technological perspective on the role of graphic communication in an industrial

context

Develop an ability to communicate graphical information using computer graphic skills and

techniques

Develop a knowledge of appropriate computer hardware and modelling software for

graphic communication and its related industrial applications

Develop spatial thinking and visual literacy

General Comments

The nature of this course demands that pupils work on their own Computer Graphics, Modelling

and Thematic largely on their own.


110


Subject: Practical Craft Skills National 3


Working with Tools

In this Unit, learners will develop knowledge of a range of common tools and equipment used in

woodworking and/or metalworking. The learner will also develop skills for measuring and marking

out and for preliminary cutting and shaping of materials.

Working with Materials

In this Unit, learners will develop skills in working with different woodworking and/or

metalworking materials. This Unit helps learners to develop skills in cutting, shaping, fixing and

joining materials, using a variety of appropriate craft techniques.

Making an Item

In this Unit, learners will develop skills in making an item from wood, metal or a combination of

these materials. Learners will learn to read and interpret simple working drawings, select and

use tools safely, apply appropriate finishing techniques and review their completed item.

In each of the three Units, learners will develop an appreciation of safe working practices in a

workshop environment. They will also develop knowledge of good practice in sustainability and

recycling.

Assessments:

Unit Assessments:

Working with Tools

Working with Materials

Making an Item

Course Assessments

Finished product


111


Subject: Product Design Higher


Experience Grade 1, 2 or 3 in Standard Grade Craft and Design

or Higher/Art and Design and a good level of written English

Aims of the Course

The course aims to:

foster an understanding of the process of designing and the factors which influence

design.

develop an awareness of materials and manufacturing processes used in industry

enhance manufacturing, graphic and presentation skills.

Course Content

The course teaches an understanding of the process of designing and the issues which influence

design. Attention is paid to commercial products and industrial context.

The course will be taught in three units.

Unit (a) - Design Analysis

Unit (b) - Developing Design Proposals

Unit (c) - Manufacturing Products

These units will be assessed internally and will be a

combination of written tests and coursework which will

include solving design briefs, producing folios of work

and model making.

Pupils also complete a ‗Design Assignment‘ in February/March. This folio is sent to the SQA for

marking as part of the overall external assessment of the course. To cover these each pupil will

complete a number of problem solving design briefs, making up a portfolio of work as the course

proceeds. Practical Skills will be developed by modelling and building prototypes of designs.

Course Assessment

The course will be assessed both internally and externally.

Internal Assessment

The three unit assessments – which must be passed to allow presentation for external

examination.

External Assessment

Examination 50% of final grade

Design Assignment 50% of final grade


112

Opportunities outwith School for the Senior Phase 2013-14.

There are different opportunities available that can be built into a programme of study for all

students in the senior phase. These opportunities can enhance a programme of study in school

with prevocational training. These courses take place one day per week and some run on a Friday

afternoon. Students have to apply for these courses through their guidance teacher. If a

student secures a place on one of these courses we would then plan the appropriate programme

of study to balance school classes and college/training placements to maximise success.

Over the past few years these courses have been provided by East Lothian Skill Centre and

Jewel and Esk College. Next session there will be a range of opportunities available from

Edinburgh College and East Lothian Skill Centre. The programmes are not currently finalised but

what follows is a taster of the range of courses that could be available in the coming session.

Details of these courses and the application process will be circulated as soon as the courses

are finalised.

Part Time Courses for S4-6 Students

Engineering and Energy Skills Int 1/2

Weekday/times: Available as full day (Tues or Thurs 9am-4.30pm)

Or 2 x half day (Tues and Thurs 1.30-4.30pm)

Start Date: 27 August 2012

Finish Date: 3 May 2013

No. of places: 16

Location: Midlothian Campus

Course info This course will allow you to develop electrical/electronic and

mechanical engineering, fabrication and manufacturing skills,

leading on to the building of a wind turbine system or solar hot

water system.

Automotive City & Guilds 3902 Units





No. of places: 16


Course info A mainly practical course looking at various subjects connected to

the Automotive Vehicle Maintenance industry including fuel and

exhaust systems, braking systems and steering and suspension

systems. There will be some classroom based work.


113

Construction Skills for Work Int 1





No. of places: 16


Course info This course will allow you to sample the many and varied trades

which exist in the construction industry including carpentry and

joinery, painting and decorating, brickwork, electrical installation

and plumbing. This course will mainly be in a practical workshop

environment.

Early Education and Childcare Skills for Work Int 1

Weekday/times: Tuesday



No. of places: 16


Course info This course will introduce you to the skills that are required if

you are considering working with children between the ages of

0–12 or studying care after you leave school.

Hair and Beauty City & Guilds Units

Weekday/times: Friday 9am-4.30pm



No. of places: 16

Location: Edinburgh Campus

Course info This course is designed for anyone, at any age, contemplating a

career in either hairdressing or beauty therapy. It will help you

gain valuable insights into the industries and will develop useful

basic skills and relevant background knowledge.

Hospitality SQA Units




No. of places: 16


Course info You will be introduced to basic food preparation techniques and

by the end of the programme will be able to weigh and measure

foodstuffs accurately, use a range of simple food preparation

techniques and identify basic food preparation equipment and

cookery terms.


114

Media SQA Units




No. of places: 16


Course info A basic introductory course introducing you to the world of media

and the impact it has on daily life from cartoons and comics to

broadsheet newspapers and films.

HN Social Science units

Weekday/times: Friday 1.30-4.30pm



No. of places: 16


Course info The course offers introductory HN units in Psychology and

Sociology. Successful completion of the units will allow you to use

these as an alternative to a higher when applying for appropriate

Jewel & Esk Higher National Courses (e.g. social care, social

science).

Additional Support Needs

Introduction to College

Weekday/times: Tuesday, Wednesday or Thursday 9am-4.30pm

Start Date: 21 January 2013


No. of places: 16 per class


Course info The course will involve a range of practical and academic

activities, designed to give you taste of college and awareness of

what is involved in our General and Work Preparation courses.

Applications for this course should be on the Pupil Short Course

Application Form.


115

Full Time Winter Leaver Courses

Entry to Construction NQ Intermediate 1


Finish Date: 18 January 2013

No. of places: 16


This course is ideal for you if you are aiming towards an apprenticeship in one of the

construction trades.

What’s the course about?

You will have the opportunity to gain practical experience in the following trades: carpentry and

joinery, electrical installation, plumbing, painting and decorating and brickwork. As well as

gaining practical skills and employability skills you will prepare for and be given the opportunity

to sit the apprenticeship entry tests set by the various trade organisations. You will also work

to develop your core skills in numeracy, communication and IT.

Where could the course lead me?

Successful students can apply to continue to develop their skills and knowledge prior to starting

work by undertaking a pre-apprenticeship course in joinery or plumbing or electrical installation

in January or August 2013. Alternatively you may be fortunate enough to secure an

apprenticeship on completion of your winter leaver course.

Selection Process

Everyone applying for the Construction, Motor Vehicle or Engineering winter leaver courses will

be invited to college to sit an aptitude test. The test will find out whether you have a natural

ability for a particular type of work. Pupils who achieve a reasonable mark in the aptitude test

have a better chance of passing the various trade tests when they are trying to find an

apprenticeship at the end of the course. If you are successful in the test, you will be invited for

a taster/selection week during June.

The taster/selection week will give you the opportunity to learn in our

workshops, as well as undertaking some classroom-based work. You will have

an individual interview with the Schools Coordinator. At the end of the week

we will contact schools with the names of the successful applicants.


116

Motor Vehicle – City & Guilds 3901 Automotive Vehicle Maintenance & Repair



No. of places: 16


Following City & Guilds 3901 this course provides an introduction to the skills and knowledge

necessary to carry out basic vehicle repairs and maintenance.


You will study a range of motor vehicle systems and parts including: engines, cooling, lubrication,

fuel, electrical, brakes, wheels, tyres and health and safety in the workplace.



work by studying further units starting in January 2013 and then progressing to the City &

Guilds 4101 course in August 2013. Alternatively you may be able to secure an apprenticeship

with an employer on completion of your winter leaver course.

Selection Process

Everyone applying for the Construction, Motor Vehicle or Construction and Engineering courses

will be invited to college to sit an aptitude test. The test will find out whether you have a

natural ability for a particular type of work. Pupils who achieve a reasonable mark in the

aptitude test have a better chance of passing the various trade tests when they are trying to

find an apprenticeship at the end of the course. If you are successful in the test, you will be

invited for a taster/selection week during June.

The taster/selection week will give you the opportunity to learn in our workshops, as well as

undertaking some classroom-based work. You will have an individual interview with the Schools

Coordinator. At the end of the week we will contact schools with the names of the successful

applicants.


117

Construction & Engineering - Access 3



No. of places: 16


You may think that both Construction and Engineering appeal to you, and this course will give you

the option of experiencing both.


You will gain practical experiences in Construction and Engineering and will work towards

developing your employability skills. You will get a taste of trades including carpentry and

joinery, plumbing, electrical installation and engineering.



work by undertaking further studies starting in January 2013. You may choose to apply to

progress to the Entry to Construction Intermediate 1 or to the Entry to City & Guilds 4101

Automotive Vehicle Maintenance and Repair.

Selection Process

Everyone applying for the Construction, Motor Vehicle or Construction and Engineering courses

will be invited to college to sit an aptitude test. The test will find out whether you have a

natural ability for a particular type of work. Pupils who achieve a reasonable mark in the

aptitude test have a better chance of passing the various trade tests when they are trying to

find an apprenticeship at the end of the course. If you are successful in the test, you will be

invited for a taster/selection week during June.

The taster/selection week will give you the opportunity to learn in our workshops, as well as

undertaking some classroom-based work. You will have an individual interview with the Schools

Coordinator. At the end of the week we will contact schools with the names of the successful

applicants.


118

For S4 Students


119


120

For S4/5 Students


121


122


123


124


125


126


127


128

Curricular Area: Various

Subject: S6 Leadership Challenge


Experience: No specific entry requirement (only open for S6 students)

Aims of the course

This option offers a vibrant opportunity for S6 students to develop their leadership skills.

Students participate in three periods of the five periods assigned to an individual column. For

two of those periods students will be supporting our S1 students in their PL Challenge. They will

attend a range of classes and work with teaching staff to develop student learning. The third

period of this course is spent studying leadership theories and approaches. This study will open

up the opportunity for all students to gain a formal qualification in leadership. At this stage the

school has not decided whether to pursue the SQA Leadership qualification or whether to

develop a home grown Leadership Award.

Course content

This option comprises two distinct parts:

Practical Support two periods per week working with an S1 class within the PL Challenge.

Leadership Award one period spent carrying out research and analysing their role within the PL

Challenge.

Internal Assessment

To be confirmed – either SQA unit awards or a home grown Preston Lodge Leadership Award.

External Assessment

There is no external assessment of this option.


129


130

Appendix 1: Our Curriculum Rationale

To help inform the development of our curriculum we spent some considerable time in 2010

working with staff, students, parents/carers, HMIE and our wider community developing a

Curriculum Rationale. This Rationale has been matched against the expectations of Curriculum

for Excellence. Changes we make must match our Curriculum Rationale.

Our Curriculum:

• reflects our school‘s aims and values:

- learning

- achievement

- respect

- community

- happiness

• encourages our young people to:

- be curious

- make good decisions

- show initiative

- think things through

- push themselves hard

- make choices, take ownership and plan their learning

- be aware of their progress

• offers opportunities to our young people to improve their school and their community

• offers continuity of learning


131

Appendix 2: Our S4 Curriculum

In 2013-14 schools across Scotland will offer S4 students between five and eight National 4/5

subjects. (National 4/5s are the new qualifications replacing Standard Grade and Intermediate

qualifications).

The qualifications that students sit in S4 will be one year courses. Each National 4 or 5 course

has 120 notional study hours attached to it. These study hours encompass in-school and out-of-

school learning.

In addition, 40 study hours are assigned to an Added Value unit. Most teachers are reporting

that they can overtake this unit with only a small portion of the study hours in school. The

majority of the work will take place at home.

We have decided that our students should sit up to six qualifications in S4. Some of the

reasons for this decision are detailed below:

Our S1-3 Broad General Education has provided breadth. Specialisation in S4 is now

more appropriate and many students already know exactly what they hope to do and

can start to focus in on that work. In any case, all students currently narrow down

to five subjects in S5.

If students undertake six qualifications they will have four hours per subject per

week. This will allow for richer learning, more practical experiences and a greater

consolidation of course content than if they had three hours per subject per week

which is what eight subjects would offer.

Six subjects provides S4 students with 120 in-school study hours per subject which

should support improved attainment levels within each subject for each student.

Students leaving at the end of S4 will have the opportunity to adjust their work

programme so that more than six presentations at National 4 are achieved.

Although Preston Lodge High School is the only secondary school in East Lothian

currently adopting this approach a large number of other Scottish Schools are doing

this, so there is a community of schools which we can interact with. Some other

East Lothian schools are likely to move to fewer S4 qualifications in the future.

It is nationally unusual for schools across Scotland who are described as 3+3 (see

page 5 to be offering eight qualifications in S4. Most such schools are offering six

qualifications.

A significant majority of our Principal Teachers support the idea of six qualifications

in S4 based on all of the above


132

How would a six subject S4 affect individual student’s Senior Phase?

A fully integrated S4-6 Senior Phase would provide a much wider diversity of one and two

year courses for all students. It is very challenging to visualise the wide variety of

pathways that students might take but the examples described below hopefully give a

flavour of some of the possibilities:

In S4 John sat four National 5 subjects and two National 4‘s.

In S5, John then sat three more National 5 subjects and a National 4. In

addition, John started year 1 of two Highers.

In S6, John completed year 2 of his two Highers and sat two further

National 4 qualifications.

Total Senior Phase credit for John: Two Highers, seven National 5s and five National

4s.

*****************************************************************************

Jane planned to leave school at the end of S4 and passed six National 4

qualifications which were all internally assessed.

However, at the end of S4, she decided to stay on at school and went on to

sit three National 5 subjects and a further three National 4 subjects,

before leaving at the end of S5.

Total Senior Phase credit for Jane: Three National 5s and nine National 4s

****************************************************************************

In S4 Jack sat four National 5 subjects and started year 1 in two Higher

subjects. In S5 he sat two further National 5 subjects, completed year 2 of the two

Highers he had started already and started year one of two further

Highers.

In S6, Jack sat two new National 5 subjects and completed the two

Highers he had started in S5.

Total Senior Phase credit: Four Highers and eight National 5s

*****************************************************************************

In S4 Jenny started the first year of six two year higher courses.

Jenny‘s very ambitious plans in S4 changed slightly in S5. She completed

year 2 of five of her six Highers, but was presented for National 5 in one

of her subjects.

In S6 Jenny completed a Higher in that remaining subject and sat

Advanced Higher in two other subjects.

Total Senior Phase credit: Two Advanced Highers, six Highers, and one National 5


133

Appendix 3: Introducing National 4/5 qualifications into S5 and S6

When Curriculum for Excellence was first mooted the thinking from the Scottish

Government was that National 4/5 qualifications would be introduced for S4 in session

2013/14 and S5/6 students would continue with Intermediate 1/2 qualifications if they were

not studying Highers.

A number of schools across Scotland are now going to introduce National 4/5 courses into

S5/6 next session and we are taking that approach for the following reasons:

The school can offer a wider variety of courses to more viable class sets if the

pool of students opting for those courses is larger. In simple terms, introducing

National 4/5 into S5/6 next session means that more courses will run that more

closely meet the needs of young people.

New National 4/5 qualifications are stronger than Intermediate 1 and 2

qualifications. Many of the problems with Intermediate qualifications have now

been resolved in individual subject course National 4/5 guidelines.

S4 students sitting National 4/5 qualifications will find that there are S5 and S6

students in their classes. Research evidence shows that this can have a positive

influence on S4 student focus.

All Scottish schools will have this approach in place by 2015-16.

Documents

PLHS Where Now Senior Phase 2013-14