2021/22 - Webster's High School

WEBSTER’S HIGH SCHOOL

2021/22 Course Choice Information

S5 & S6

Art & Design

Faculty Head: Mrs. K. Ling

National 4/5

Course Information

The aims of the Course are to enable learners to: • communicate personal thoughts, feelings and ideas through the creative use of art and design materials, techniques and/or technology • develop critical understanding of a range of art and design practice • plan, develop, produce and present creative art and design work • understand the impact of external factors on artists and designers and their work • develop creativity, problem solving, critical thinking and reflective practice skills

Content

Art and Design: Expressive Activity This Unit helps learners to develop their personal thoughts and ideas in visual form. In the Unit, learners will develop critical understanding of artists’ working practices and the social and cultural influences affecting their work. They will select stimuli and produce analytical drawings and studies. They will develop and refine their expressive ideas and artwork, experimenting with and using a range of materials, techniques and/or technology in 2D and/or 3D formats when responding to stimuli.

Art and Design: Design Activity In this Unit learners will plan, research and develop creative design work in response to a design brief. They will develop their creativity, problem solving and critical thinking skills as they consider design opportunities, and work to resolve design issues and constraints. In the Unit, learners will develop critical understanding of designers’ working practices and the main social and cultural influences affecting their work. They will experiment with, develop and refine their design ideas, using a range of materials, techniques and/or technology in 2D and/or 3D formats.

Assessment

Expressive & Design folios are submitted to SQA for external marking

in April. A written ‘Art History’ exam is held in the main diet of exams in May.

Progression Higher Art and Design Higher Photography

Career options… Animator Architect Art Therapist Arts Administrator Cartoonist Clinical Photographer Costume Designer Craft Designer or Worker Digital Imaging Specialist Fashion Designer Fine artist Furniture Designer Games Designer Graphic Designer Illustrator Landscape Architect Multimedia Developer Photographer Product Designer Scientific or Technical Illustrator Sculptor (Art and Design - 3 Dimensional Design) Special Effects Technician Teacher - Secondary School - Art and Design Textile Designer TV or Film Director Wardrobe Assistant - Film, TV or Theatre

Other Information

There will be a charge of £5.00 for this course to cover the cost of colour printing.

B ology can lead you nto a w de range of d f- Pup l comment: I really enjoyed learn- ferent careers ng about how the m nd works.

Notes...

Biology

Faculty Head: Dr. N McIntyre

National 4/5

Course Information

The purpose of the Course is to develop learners’ interest and enthusiasm for biology in a range of contexts. The skills of scientific inquiry and investigation are developed, throughout the Course, by investigating the applications of biology. This will enable learners to become scientifically literate citizens, able to review the science-based claims they will meet.

The Course also serves to equip all learners with an understanding of the impact of biology on everyday life, and with the knowledge and skills to be able to evaluate media reports. This will also equip learners to make their own decisions on issues within a modern society where the body of scientific knowledge and its applications and implications are ever developing. By using the skills base and knowledge and understanding of biology, learners will become scientifically literate citizens.

Content

The Course has three mandatory Units.

Cell Biology: In this Unit, learners will develop skills of scientific inquiry, investigation and analytical thinking, along with knowledge and understanding in the context of cell biology. Learners will research issues and communicate information related to their findings, which will develop skills of scientific literacy. The key areas covered are: cell structure; transport across cell membranes; DNA and the production of proteins; proteins; genetic engineering and respiration.

Multicellular Organisms: In this Unit, learners will develop skills of scientific inquiry, investigation and analytical thinking, along with knowledge and understanding in the context of multicellular organisms. Learners will research issues and communicate information related to their findings, which will develop skills of scientific literacy.

The key areas covered are: producing new cells; control and communication; reproduction, variation and inheritance; transport systems – plants; transport systems – animals and absorption of materials.

Life on Earth: In this Unit, learners will develop skills of scientific inquiry, investigation and analytical thinking, along with knowledge and understanding in the context of life on Earth. Learners will research issues and communicate information related to their findings, which will develop scientific literacy. The key areas covered are: ecosystems; distribution of organisms; photosynthesis; energy in ecosystems; food production; evolution of species.

Progression Higher Biology Higher Human Biology Career options… Anatomical Pathology Technologist Biochemist Biologist Dental Nurse Dental Technician Dentist Dietitian Doctor Fish Farm Worker Food Scientist or Technologist Food Technician Forensic Scientist Gardener Geneticist Health and Safety Inspector Health Care Assistant or Nursing Auxiliary Herbalist Homeopath Laboratory Technician Landscape Designer Medical Representative Meteorologist Microbiologist Midwife Naturopath Nurse Occupational Therapist Oceanographer Optometrist Orthodontist Osteopath Paramedic Pharmacist Pharmacologist Pharmacy Technician Physiotherapist Physiotherapy Assistant Podiatrist or Chiropodist Psychologist Public Health Nurse or Health Visitor Radiographer Speech and Language Therapist Sport and Exercise Scientist Sports Therapist Teacher - Secondary School - Biology with Science Veterinary Nurse Veterinary Surgeon

Assessment:

The National 5 course is assessed:

• Assignment involving an investigation experiment (20%). • Written paper (80%). The written paper tests the skills, knowledge and

understanding developed throughout the course.

Management of people: Pupils develop skills, knowledge and

Business Management

Faculty Head: Mr. D McInally

National 5

Course Information Progression

The course highlights ways in which organisations operate and the steps they take to achieve their goals. It enables pupils to understand and make use of business information to interpret and report on overall business performance; in a range of contexts. This course is not available at National 4 level.

The course enables pupils to develop:

• knowledge and understanding of the ways in which society relies on business to satisfy needs and wants

• an insight into the systems organisations use to ensure customers’ needs are met

• enterprising skills and attributes • financial awareness, in a business context • an insight into how organisations organise their resources for

maximum efficiency and to improve their overall performance • an awareness of how external influences impact on organisations

Content

The course comprises five areas of study:

Understanding business: Pupils are introduced to the business environment while developing skills, knowledge and understanding of enterprise, and the role of different types of business organisations in society. They also learn about the internal and external environments in which organisations operate, and the role of stakeholders in business.

Management of marketing: Pupils develop skills, knowledge and understanding of the importance to organisations of having effective marketing systems. They learn about the processes and procedures organisations use to maintain competitiveness, and how marketing can be used to communicate effectively with consumers, maximising customer satisfaction.

Management of operations: Pupils develop skills, knowledge and understanding of the importance to organisations of having effective operations systems. They learn about the processes and procedures used to maintain quality through the effective management of suppliers, inventory, and methods of production in an ethical manner.

Management of people: Pupils develop skills, knowledge and understanding of the issues facing organisations when managing people. They learn about the theories, concepts and processes relating to human resource management, and how employees contribute to the success of organisations.

Management of finance: Pupils develop skills, knowledge and understanding of the issues facing organisations when managing finance. They learn about the basic theories, concepts and processes relating to financial aspects of business, when preparing and interpreting information to solve financial problems facing organisations.

Assessment National 5 - Question paper 90 marks, Assignment 30 marks

Higher Career options… Actuary Bank or Building Society Customer Branch Adviser Bank or Building Society Manager Car Hire Agent Cinema or Theatre Manager Civil Service Administrative Assistant and Officer Civil Service Administrator - Fast Stream Clerical or Administrative Assistant Company Secretary Council Tax Officer Credit Manager Customer Service Administrator Diplomatic Service Executive Assistant Diplomatic Service Operational Officer Economic Development Officer Economist European Union Administrator Financial Adviser Health Service Manager Hotel General Manager Hotel Receptionist Housing Officer Human Resources Officer or Manager Insurance Account Manager Insurance Broker Insurance Claims Handler Insurance Loss Adjuster Insurance Risk Surveyor Insurance Underwriter Investment Analyst Investment Banker Investment Operations Administrator Local Government Administrative Assistant Local Government Administrator Management Consultant Manager Market Research Executive Marketing Manager Office Manager Operational Research Officer Personal Assistant or Executive Secretary Post Office Customer Service Consultant Project Manager Quality Control Technician Receptionist Restaurant Manager Retail Manager Sports or Leisure Centre Manager Stockbroker Tax Inspector Teacher - Secondary School - Business Education

Chemistry

Faculty Head: Dr. N. McIntyre

National 4/5

Course Information

The purpose of the Course is to develop learners’ curiosity, interest and enthusiasm for chemistry in a range of contexts. The Course gives the opportunities for learners to develop the ability to think analytically, creatively and independently, and to make reasoned evaluations. The Course covers a variety of contexts relevant to chemistry’s impact on the environment and society through the chemistry of the Earth’s resources, the chemistry of everyday products and environmental analysis. It offers a broad, versatile and adaptable skills set which is valued in the workplace, and forms the basis for progress onto study of chemistry at a higher level, while also providing a knowledge base useful in the study of all of the sciences.

Content

The Course has three mandatory Units, as listed below, which are designed to provide progression to the corresponding Units at Higher.

Chemical Changes and Structure: In this Unit, learners will develop scientific skills and knowledge of the chemical reactions in our world. Through practical experience, learners will investigate average rates of reaction and the chemistry of neutralisation reactions. Focusing on these reactions, learners will work towards the concept of balanced chemical equations. Learners will explore the mole concept, formulae and reaction quantities. The connection between bonding and chemical properties of materials is investigated. Nature’s Chemistry: The Earth has a rich supply of natural

resources which are used by all of us. In this Unit, learners will investigate the physical and chemical properties of hydrocarbons, branched chain alkanes and alkenes, and straight chain alcohols and carboxylic acids. They will explore their chemical reactions and their uses in everyday consumer products. Learners will investigate the comparison of energy from different fuels. Chemistry in Society: In this Unit, learners will develop skills and carry out practical investigations related to the chemistry of materials. Learners will focus on the chemistry of metals and their bonding, reactions and uses. The connection between bonding in plastics, their physical properties and their uses is investigated. Learners will investigate the chemical reactions and processes used to manufacture fertilisers. They will research the use and effect of different types of nuclear radiation. Learners will investigate chemical analysis techniques used for monitoring the environment.

Progression Higher Career options… Acupuncturist Air Quality Consultant Biochemist Biologist Biomedical Scientist Biotechnologist Cardiac Physiologist Chemical Engineer Chemist Clinical or Biomedical Engineer Dentist Dietitian Doctor Farm Manager Food Technician Forensic Scientist Geneticist Geologist Health and Safety Inspector Herbalist Homeopath Laboratory Technician Marine Biologist Medical Pathologist Medical Representative Microbiologist Midwife Mining Engineer Nature Conservationist Occupational Therapist Offshore Service Technician Operating Department Practitioner Paramedic Perfusionist Pest Control Technician Pharmacist Pharmacy Technician Physiotherapist Practice Nurse or Nurse Practitioner Psychologist Radiographer Recycling Officer Renewable Energy Consultant ROV Pilot Technician Scenes of Crime Officer or Scene Examiner Scottish SPCA Inspector Sterile Services Technician Teacher - Secondary School - Chemistry with Science Technical Brewer Veterinary Nurse Veterinary Surgeon Zoo Keeper

Assessment:


Computing Science

Faculty Head: Mr. D. McInally

National 4/5

Course Information

Computing science is vital to everyday life — socially, technologically and economically; it shapes the world in which we live and its future. Computing is embedded in the world around us, from systems and devices in our homes and places of work, to how we access education, entertainment, transportation and communication. Understanding computational processes and thinking is also vital to many other fields including science, economics, business and industry.

Content

Software Design and Development - practical problem solving, Computational thinking skills to design, build and evaluate software using Python.

Computer Systems - learn about how a processor works and how data and instructions are represented on a computer system.

Database Design and Development - computational thinking skills to implement practical solutions using development tools such as SQL and to develop an understanding of the technical, legal issues related to Database systems.

Web Design and Development - computational thinking skills to implement practical solutions using a range of development tools such as HTML and CSS.

Assessment

To gain a National 5 qualification, learners must sit a practical coursework (50 Marks) and exam paper (110 marks).

Progression

Higher Computing Science NPA Cyber Security FA in ICT and Digital Technologies Career options… Air Traffic Controller Airline Pilot Architectural Technologist Astronomer CAD Technician Database Administrator Forensic Scientist Games Designer Games Tester Geologist Geophysicist Graphic Designer Helicopter Pilot IT Helpdesk Analyst IT Support Engineer IT Support Worker IT Trainer Management Consultant Manufacturing Systems Engineer Mathematician Medical Physicist Meteorologist Mining Engineer Multimedia Developer Network Manager Nuclear Engineer Oceanographer Operational Research Officer

Patent Agent Patent Examiner Physicist Software Engineer or Developer Systems Analyst Teacher - Secondary School - Computing Web Developer

NPA Cyber Security


National 4/5

Course Information

As a society we conduct much of our lives over the Internet, as do the Government, the Armed Services, Law Enforcement and industry. The UK Government takes these risks seriously. That is why the 2010 National Security Strategy rated cyber-attacks as a ‘Tier 1’ threat and why, despite a tight fiscal situation, the Government set £650 million aside over four years to develop their response.

The Digital Skills committee revealed that in 2017 there will be a global shortage of two million cyber security workers. This increase of the need for Cyber Security Professionals is due to our reliance on devices connected to the Internet.

Content

Data Security - Concepts around personal and corporate data security, including aspects of legal and ethical obligations. Discussion of real-life data security breaches, and examination of reputational and financial damage caused by poor practice.

Digital Forensics - principles and integrity of the digital forensics process. Augment learners’ knowledge of data acquisition, data analysis and the reporting of forensics examinations.

Ethical Hacking - Enhance awareness of the potential threats from malicious hackers to individuals and organisations, and how ethical hacking can help identify and mitigate these threats. Learners will understand the legislation and ethics of hacking.

Progression

Higher Computing Science NPA Cyber Security L6 FA in ICT and Digital Technologies Career options… Artificial Intelligence App Developer Business Computing Business Intelligence Computer Helpdesk Cyber Security Expert Data Security Analyst Defense Industry Forensic Computing IT Engineer IT Sales and Marketing IT Support Network Administrator Network Designer Network Engineer Network Support Systems Analyst Systems Designer Systems Engineer Technical Sales

Assessment

A combination of internally assessed coursework for each unit and SQA Solar exams for each unit (Digital Exams).

Notes...

Design & Manufacture


National 4/5

Course Information

The main purpose of the course is to allow pupils to develop the skills and knowledge associated with designing and manufacturing.

The course enables pupils to develop:

• skills in designing and manufacturing models, prototypes and

products • knowledge and understanding of manufacturing processes and

materials • an understanding of the impact of design and manufacturing

technologies on our environment and society

Content

Design - Pupils study the design process from brief to design proposal. This helps them develop skills in initiating, developing, articulating, and communicating design proposals. They gain an understanding of the design/make/test process and the importance of evaluating and resolving design proposals on an ongoing basis. Pupils also develop an understanding of the factors that influence the design of products.

Manufacture - Pupils study the manufacture of prototypes and products. This helps them develop practical skills in the design/make/test process. They gain an appreciation of the properties and uses of materials, as well as a range of manufacturing processes and techniques, allowing them to evaluate and refine design and manufacturing solutions. Pupils also gain an understanding of commercial manufacture. Integrating the two areas of study is fundamental to delivering the course successfully; it allows pupils to ‘close the design loop’ by manufacturing their design ideas.

Assessment

National 4

Pupils are required to complete unit assessments and an Added Value (AV) Unit. All Units are internally assessed.

National 5

Question paper 80 marks Assignment Design - 55 marks Assignment Practical - 45 marks

Progression

Higher Career options… Aeronautical Engineer Architect Architectural Technologist Automotive Engineer Building Services Engineer Building Technician Cabinet Maker Carpenter or Joiner Civil Engineering Technician Civil or Structural Engineer Clerk of Works Construction Manager or Site Manager Construction Plant Mechanic Driller Drilling Engineer Electrical Engineer Electrical or Electronic Engineering Technic ian Electronic Engineer Engineering Craft Machinist Engineering Machine Operator Facilities Manager Farrier Field Service Mechanic or Engineer Furniture Designer IT Support Engineer Land-based Engineer Land-based Mechanic Landscape Architect Lightning Conductor Engineer Locksmith Manufacturing Systems Engineer Marine Engineer Mechanical Engineering Technician Merchant Navy Engineering Officer Mining Engineer Model Maker Musical Instrument Technologist Naval Architect Nuclear Engineer Offshore Service Technician Railway Maintenance Engineering Technician - Electrification and Plant Railway Maintenance Engineering Technician - Signaling Railway Maintenance Engineering Technician - Telecoms Refrigeration Engineer Renewable Energy Engineer Roughneck Roustabout Sculptor (Art and Design - 3 Dimensional Design) Set Designer

Engineering Science


National 5

Course Information

The course helps pupils to develop an understanding of the far-reaching impact of engineering on our society. They learn about the central role of engineers as designers and problem-solvers, able to conceive, design, implement and operate complex systems.

Pupils develop the ability to:

•apply knowledge and understanding of key engineering facts and ideas

•understand the relationships between engineering, mathematics and science

•apply skills in analysis, design, construction and evaluation to a range of engineering problems

•communicate engineering concepts clearly and concisely, using appropriate terminology

•develop an understanding of the role and impact of engineering in changing and influencing our environment and society

Content

The course develops skills in three main areas. Pupils are able to apply these skills through a range of contexts, within the broad discipline of engineering.

Engineering contexts and challenges - Pupils develop an understanding of engineering concepts by exploring a range of engineered objects, engineering problems and solutions. This allows them to explore some existing and emerging technologies and challenges and to consider the implications relating to the environment, sustainable development and economic and social issues.

Electronics and control - Pupils explore a range of key concepts and devices used in electronic control systems, including analogue, digital and programmable systems. They develop skills in problem-solving and evaluating through simulation, practical projects and investigative tasks in a range of contexts.

Mechanisms and structures - Pupils develop an understanding of mechanisms and structures. They develop skills in problem-solving and evaluating through simulation, practical projects and investigative tasks in a range of contexts.

Assessment

National 4 - Pupils are required to complete unit assessments and an Added Value (AV) Unit. All Units are internally assessed.

National 5- Question paper 110 marks, Assignment 50 marks

Progression Higher Career options… Aerial and Satellite Engineer Aerospace Engineer Agricultural or Horticultural Scientist Air Conditioning Engineer Aircraft Mechanic or Engineer Airline Pilot Architectural Technologist Assembler - Electronics Automotive Engineer Biotechnologist Blacksmith Broadcasting Engineer Building Control Officer Building Services Engineer Building Technician Cabinet Maker CAD Technician Camera Operator Cardiac Physiologist Chemical Engineer Chemical Engineering Technician Chemical Plant Process Operative Civil Engineering Technician Civil or Structural Engineer Clerk of Works Clinical or Biomedical Engineer Construction Manager or Site Manager Control and Instrument Engineer Dental Technician Derrickhand Digital Imaging Specialist Driller Drilling Engineer Dynamic Positioning Operator Electrical Engineer Electrical or Electronic Engineering Technic ian Electrician Electricity Distribution Worker Electronic Engineer Engineering Assembler Engineering Craft Machinist Environmental Engineer Fabricator or Plater Facilities Manager Field Service Mechanic or Engineer Film Media Technician Film or Video Editor Gas Installation Engineer Lighting Technician Lightning Conductor Engineer Locksmith Manufacturing Systems Engineer Marine Engineer

English

Faculty Head: Mrs. M. McRae

National 4/5

Course Information

The main purpose of this course is to provide candidates with the opportunity to develop the skills of reading, writing, talking and listening in order to understand and to use language which is detailed in content. The course offers candidates opportunities to develop and extend a wide range of skills. The literacy and communication skills you learn through the study of English are key in practically all professions.

Content

Assessment

Progression Higher Career options… Actor Administrative Assistant or Officer - Courts Advertising Account Executive Advertising Copywriter Advocate Advocates' Clerk Archivist Arts Administrator Arts Exhibition Organiser Bookseller Broadcast Journalist Call Centre Agent Civil Service Administrative Assistant and Officer Civil Service Administrator - Fast Stream Clerical or Administrative Assistant Commissioning Editor Copy Editor Court Reporter Customer Service Administrator Diplomatic Service Executive Assistant Diplomatic Service Operational Officer Genealogist Health Records Staff Health Service Manager Housing Officer Human Resources Officer or Manager Immigration Officer Interpreter Journalist or Reporter Judge or Sheriff Lecturer - Further Education Lecturer - Higher Education Library or Information Assistant Library or Information Professional Literary Agent Local Government Administrative Assistant and Officer Local Government Officer Market Research Executive Market Research Interviewer Marketing Manager Medical Secretary Member of Parliament Office Manager Paralegal Personal Assistant or Executive Secretary Political Researcher Private Tutor Procurator Fiscal Producer - Radio Producer - TV or Film Production Assistant

Solicitor

Pupils will be encouraged to reflect on, and to build an understanding of, their own experiences, environment, and culture, and the experiences, environments and cultures of others. Through the study of Scottish writers, candidates will develop an appreciation of Scotland’s own literary heritage. Language and literature are key aspects of our culture, and the cultures of others, and through them can be fostered an awareness, and a celebration of cultural diversity

National 4 is assessed internally. The units assessed are:

Analysis and Evaluation Creation and Production Added Value

National 5 assessment is made up of four components:

1. Reading for Understanding, Analysis & Evaluation 30 marks 2. Critical Reading 40 marks 3. Writing - folio 30 marks 4. Talk Performance Achieved/ Not Achieved

Environmental Science National 4/5

Faculty Head: Mrs. N. Adam

Course Information

Environmental Science is an interdisciplinary subject which draws from the sciences (particularly Biology) and the social sciences (particularly Geography/Geology). Environmental scientists are involved in tackling issues such as global climate change, pollution, use of land and water resources, and changes in wildlife habitats.

Course Content The course content includes the following areas of environmental science: Living environment – investigating ecosystems and biodiversity, interdependence, human influences on biodiversity

Earth resources – an overview of Earth’s systems and their interactions, the geosphere, the hydrosphere, the biosphere, the atmosphere

Sustainability – an introduction to sustainability, food; water; energy; waste management

Assessment

N4 Assessment - Internal assessments will be on-going throughout the course and take various forms. Pupils will then undertake an Added Value project of their choice that will be marked internally and moderated by the SQA.

N5 Assessment - There are two components of the external course assessment:

• Component 1 – Question Paper 100 marks

• Component 2 – Assignment 20 marks

Total marks 120 marks

Progression

HNC/HND courses

Agriculture Biotechnology Conservation Ecology Ecotourism Engineering Environmental law Environmental policy, planning and management Environmental protection Forestry Meteorology Microbiology Museums National parks Oceanography Soil and plant science Renewable energy Research Water industries Wildlife management Zoology

French


National 4/5

Course Information

The main purpose of the course is to enable candidates to develop the skills of reading, listening, talking and writing in order to understand and use a modern language.

The course contributes towards the development of literacy skills by providing learners with opportunities to read, listen and talk and write in a modern language, and to reflect on how this relates to English.

Content

The course provides candidates with the opportunity to develop reading and listening, talking and writing skills in the modern language, and to develop their knowledge and understanding of detailed language in the contexts of society, learning, employability, and culture.

Assessment

The course assessment is made up of five components:

1) Reading 30 marks

2) Writing - Job Application 20 marks

3) Listening 20 marks

4) Talk Performance 30 marks

5) Writing Assignment 20 marks

Progression Higher Career options… Air Cabin Crew Airline or Airport Passenger Service Assistant Airline Pilot Archivist Broadcast Journalist Civil Service Administrator - Fast Stream Cook or Chef Copy Editor Courier Cruise Ship Worker Diplomatic Service Executive Assistant Diplomatic Service Operational Officer European Union Administrator Export Sales Manager Hotel General Manager Hotel Receptionist Immigration Officer Interpreter Journalist or Reporter Library or Information Assistant Library or Information Professional Literary Agent Medical Secretary Researcher - Broadcasting Resort Representative Restaurant Manager Revenue and Customs Officer Sub-editor — Journalism Teacher - Secondary School - Modern Foreign Languages Technical Writer Tour Guide Tour Manager or Tour Leader Tour Operator Tourist Information Centre Assistant Train Conductor Translator Travel Agency Manager Travel Consultant Web Editor Wine Merchant Writer or Author

Literacy and Communication skills are basic requirements in practically every profession.

Geography


National 4/5

Course Information

The purpose of Geography is to develop the learner’s understanding of our changing world and its human and physical processes. In the 21st century, with growing awareness of the impact of human activity upon the environment and scarce resources, the study of Geography fosters positive life-long attitudes of environmental stewardship, sustainability and global citizenship. This qualification will provide learners with the knowledge and skills to enable them to contribute effectively to their local communities and wider society.

Content

Physical Environments – pupils will study the topics of glaciated environments, coastal environments and weather. A focus on UK based case studies will broaden the pupil’s appreciation for the geography close to home.

Human Environments – pupils will explore processes and interactions at work within urban and rural environments in developed and developing countries. Pupils will study the topics of population, rural environments and urban change and management.

Global Issues – pupils will study health with a focus on malaria, heart disease and AIDS. They will also study environmental hazards, concentrating on volcanoes, earthquakes and tropical storms through a variety of case studies.

Assessment

Progression National 5 Higher Career options… Archaeologist Cartographer Civil Engineering Technician Civil or Structural Engineer Countryside Ranger or Warden Environmental Consultant Environmental Engineer Forest Manager Forest Ranger Forest Worker Gamekeeper Geologist Geophysicist Landscape Architect Meteorologist Mining Engineer Nature Conservationist Oceanographer Outdoor Pursuits Instructor or Leader Surveying Technician Surveyor - Building Surveyor - General Practice Surveyor - Hydrographic Surveyor - Land or Geomatics Surveyor - Minerals or Waste Management Surveyor - Planning and Development Surveyor - Quantity Surveyor - Rural Practice Teacher - Secondary School - Geography Tour Manager or Tour Leader Town and Country Planner Town Planning Technician Travel Agency Manager Travel Consultant

National 4 Internal assessments will be on-going throughout the course and take various forms. Pupils will then undertake an Added Value project.

National 5

There are two components of the external course assessment:

• Component 1 – Question paper 80 marks


German


National 4/5

Course Information



Content


Assessment The course assessment is made up of five components:

1) Reading 30 marks







Graphic Communication


National 4/5

Course Information

The course provides opportunities for pupils to gain skills in reading, interpreting and creating graphic communications. They also learn to apply knowledge and understanding of graphic communication standards, protocols and conventions. The course is practical, exploratory and experiential in nature and combines elements of recognised professional standards for graphic communication, partnered with graphic design creativity and visual impact.

Pupils develop:

Skills in graphic communication techniques, including the use of equipment, graphics materials and software

The ability to extend and apply knowledge and understanding of graphic communication standards, protocols and conventions

An understanding of the impact of graphic communication technologies on our environment and society

Content

The course develops skills in two main areas. Pupils are able to apply these skills to produce graphics that provide relevant visual impact and graphics that transmit information.

2D graphic communication- Pupils develop creativity and skills within a 2D graphic communication context. They initiate, develop and communicate ideas using graphic techniques in straightforward and familiar contexts, as well as in some less familiar or new contexts. Pupils also develop 2D graphic spatial awareness.

3D and pictorial graphic communication -

Pupils develop creativity and skills within a 3D and pictorial graphic communication context. They initiate, develop and communicate ideas using graphic techniques in straightforward and familiar contexts, as well as in some less familiar or new contexts. Pupils also develop 3D graphic spatial awareness.

Progression Higher Career options… Animator Architect Architectural Technologist Building Control Officer Building Services Engineer Building Technician CAD Technician Cartographer Cartoonist Civil Engineering Technician Civil or Structural Engineer Construction Manager or Site Manager Craft Designer or Worker Exhibition Designer Fine artist Games Designer Games Tester Graphic Designer Illustrator Interior Designer Mechanical Engineering Technician Model Maker Multimedia Developer Product Designer Scientific or Technical Illustrator Set Designer Signwriter Surveying Technician Teacher - Secondary School - Art and Design Town Planning Technician Web Developer

Assessment


National 5 - Question paper 80 marks Assignment 40 marks

History

Faculty Head: Mr. N. Adam

National 4/5

Course Information

This Course develops a breadth and depth of knowledge and understanding of the past, and provides opportunities to consider how political, social, economic and cultural history relates to the world of today.

Content

There are three compulsory Units which study issues of Scottish, British, European and world History ranging from the 18th to the 20th century.

Historical Study: Scottish – The Era of the Great War - Learn about the First World War, life in the trenches and the impact of the war back home in Scotland up to its end in 1918.

Historical Study: European and World – Hitler and Nazi Germany - Picking up where the Scottish unit ends this unit moves to Germany to explore the failings of the Weimar government and their attempts to stabilise the German nation in the wake of World war one and how this contributed to the rise of Adolf Hitler and the Nazi Party. In addition learners will study life in Nazi Germany for the young, for women and for the Jewish community.

Historical Study: British – The Atlantic Slave Trade - In this Unit, find out about Britain’s involvement of the Slave trade and its eventual abolition. This will also give learners the opportunity to look into the experiences of the Slaves themselves, the dreaded middle passage and the many attempts to stop the accursed trade of human life.

Assessment

National 4 – (Internally Marked) • end of unit tasks (EUT) for all 3 units • Added Value Unit (AVU)

National 5- (Marked by SQA)

• End of unit tasks (EUT) for all 3 units. • Assignment (Worth 20 marks or 20% of final grade) • Final Exam of 14 questions (Worth 80 Marks or 80% of final

grade).

Progression Nat 4 - National 5 Nat 5 - Higher Career options… Archaeologist Archivist Art Gallery Curator Broadcast Journalist Civil service Administrative officer Civil Service Executive officer Conservator Diplomatic service officer

European Union Official

Further education lecturer

Higher Education lecturer

Librarian Library assistant Magazine Journalist Media Researcher Museum assistant Museum curator Newspaper Journalist Newspaper/Magazine editor Politician Primary School Teacher Secondary School Teacher Solicitor

Sub Editor

Tourist guide Tour Manager or Tour Leader Tour Operator Tourist Information Centre Assistant Town planner Trade Union official Writer

If you have any quest ons about maths then Pup l comment: I ve really enjoyed please see Mr. Slav n maths this year. I found the course

challenging but extremely rewarding.

Mathematics

Faculty Head: Mr. J. Boath

National 4/ 5

Course Information

The Course aims to: • motivate and challenge learners by enabling them to select and apply mathematical techniques in a variety of mathematical and real- life situations. • develop confidence in the subject and a positive attitude towards further study in mathematics. • develop skills in problem solving and deep analytical thinking. • allow learners to interpret, communicate and manage information in mathematical form; skills which are vital to scientific and technological research and development

Content

Mathematics: Expressions and Formulae - The general aim of this Unit is to develop skills linked to mathematical expressions and formulae. These include the manipulation of abstract terms, the simplification of expressions and the evaluation of formulae. The Outcomes cover aspects of number, algebra, geometry and reasoning.

Mathematics: Relationships - The general aim of this Unit is to develop skills linked to mathematical relationships. These include solving and manipulating equations, working with graphs and carrying out calculations on the lengths and angles of shapes. The Outcomes cover aspects of algebra, geometry, trigonometry and reasoning.

Mathematics: Applications -The general aim of this Unit is to develop skills linked to applications of mathematics. These include using trigonometry, geometry, number processes and statistics within real-life contexts. The Outcomes cover aspects of these skills and also skills in reasoning.

Assessment

There will be a Prelim examination, set by the Mathematics department at a time to be agreed by the school. In addition, the Added Value Unit at the end of the course is assessed externally and consists of two parts.

i i

Progression Higher Mathematics Career options… Accountant Actuary Aeronautical Engineer Air Traffic Controller Architect Architectural Technologist Bank or Building Society Customer Branch Adviser Bank or Building Society Manager Bookmaker Building Technician Civil or Structural Engineer Civil Service Administrative Assistant and Officer Civil Service Administrator - Fast Stream Database Administrator Diplomatic Service Executive Assistant Diplomatic Service Operational Officer Drilling Engineer Economic Development Officer Economist Electrical Engineer Geologist Geophysicist Insurance Risk Surveyor Investment Banker Lightning Conductor Engineer Management Consultant Materials Scientist Mathematician Mechanical Engineer Personal Assistant or Executive Secretary Production Controller or Manager Project Manager Radiographer Refrigeration Engineer Rehabilitation or Medical Engineer Roof Sheeter and Cladder ROV Pilot Technician Software Engineer or Developer Statistician Stockbroker Subsea Pipeline Engineer Surveying Technician Surveyor Systems Analyst Teacher - Primary or Nursery School Teacher - Secondary School - Mathematics Telecommunications Engineer


National 4/5

Course Information

Content

Modern Studies

The purpose of Modern Studies is to encourage pupils to develop a greater understanding of the contemporary world and their place in it. They will have the opportunity to develop important attitudes such as respect of the values, beliefs and cultures of others; openness to new thinking and ideas; and a sense of responsibility and global citizenship.

Democracy in Scotland – Pupils will learn about the main features of a democratic political society using Scotland as an example. They will study topics including: devolved and reserved powers, participation in elections, influence of the media, voting systems and the role of MSP’s.

Crime and Law – Pupils will learn about the nature of crime in Scotland, causes of crime and consequences of crime. They will study the criminal justice system in Scotland and different responses to crime from the government, police and prisons.

World Power – Pupils will study the USA. They will learn about the political system in the USA. They will also study social and economic issues in the USA and how these have been tackled.

Assessment

National 4- Internal assessments will be on-going throughout the course and take various forms. Pupils will undertake an Added Value project.

National 5- There are two components of the external course assessment:

Component 1 – Question paper 80 marks Component 2 – Assignment 20 marks

Progression

National 4 – National 5 National 5- Higher

Career options:

Broadcast journalist Careers adviser Civil service executive officer Criminal intelligence analyst Diplomatic service officer Economic development officer European Union official Forensic computer analyst Library assistant Local government officer Local government revenues officer Magazine journalist Member of Parliament (MP) Newspaper journalist Newspaper or magazine editor Police officer Social worker Solicitor Sub-editor Teacher - Secondary School - Modern Studies Tourist guide Trade union official TV production runner Welfare rights officer

Music


National 4/5

Course Information

The National 5 Music Course is designed to help learners develop their knowledge of music concepts and music literacy, and to integrate and apply this understanding in practical learning activities. The aims of the Course are to enable learners to:

• develop performing skills in solo and/or group settings on their two selected instruments, or on one instrument and voice • create original music using compositional methods and music concepts creatively when composing, arranging or improvising • develop knowledge of the influence of social and cultural factors on music • broaden their knowledge and understanding of music and musical literacy by listening to music and identifying level-specific music signs, symbols and music concepts

Content

The course consists of three elements:

Music: Performing Skills - In this Unit, learners will develop performing skills on two selected instruments, or on one selected instrument and voice. They will perform level-specific music with sufficient accuracy and will maintain the musical flow. Learners will, through regular practice and self- reflection, develop technical and musical performing skills.

This component is externally assessed through a performance in Feb/March. A Visiting Examiner from SQA will attend school and assess pupils on both instruments/voice. This is worth 60% of the overall grade.

Music: Composing Skills -In this Unit, learners will experiment with, and use a range of compositional methods and music concepts to create original music. Learners will develop understanding of how composers create music in different ways, and the influences on their work.

A final composition is submitted to SQA at the end of March. This is worth 15% of the overall grade.

Understanding Music - In this Unit, through listening, learners will develop knowledge and understanding of a variety of level-specific music concepts, and music literacy. They will identify and recognise specific music styles and concepts, and music signs and symbols used in music notation.

Progression Nat 4- Nat 5 Nat 5 - Higher Career options… Arts Administrator Community Arts Worker Composer or Songwriter Dancer Disc Jockey - DJ Floor Manager - Television Music Promotions Manager Music Therapist Musical Instrument Technologist Musician - Classical Musician - Popular Piano Tuner Playworker or Play Assistant Private Tutor Producer - Radio Producer - TV or Film Production Assistant Radio Broadcast Assistant Retail Assistant Retail Manager Singer - Classical Singer - Popular Sound Technician Stage Manager Teacher - Primary or Nursery School Teacher - Secondary School - Music

Assessment

Pupils will sit a written paper in the May diet of exams. This is worth 25% of the overall grade.


NPA

Progression Higher Photography Career options…

Course Information

This course allows candidates to develop knowledge and understanding of photographic media and camera techniques and processes when developing their creative practice. Candidates learn how social, cultural, historical, and scientific influences impact on photographers’ work and practice.

Candidates demonstrate technical photographic skills and show personal, creative responses when photographing a variety of subjects. They have opportunities to develop personal autonomy and critical-thinking skills, and learn to evaluate their own photographic work and practice

Course Content

Candidates learn how to plan and carry out practical photographic work. They investigate selected photographers’ work and practice and explain how external influences impact on these. They use this understanding of photographers and their work when developing their own personal approaches to photography. They learn and apply a range of image-making techniques. Candidates develop their creative problem-solving skills as they resolve visual and technical problems. They also reflect on and evaluate the effectiveness of their practice and the qualities of their photographic work

Photography

Medical illustrator

Photographer

Photographic stylist

Photographic technician

Private investigator

Scenes of crime officer

TV or film camera operator

Video editor

Faculty Head: Mr S. McBride

National 5

Progression Higher Career options…

Health and Food Technology

Course Information

The course allows pupils to develop knowledge and understanding of the relationship between food, health and nutrition. Pupils will also develop knowledge and understanding of dietary needs for individuals and groups at various stages of life and explain current dietary advice. Through practical activities, they will produce and reflect on food products which meet individual needs.

Pupils develop knowledge and understanding of the functional properties of ingredients in food and their use in developing new food products. Pupils will develop an understanding of the stages involved in developing food products and, through a problem-solving approach, produce a food product to meet specified needs. Pupils will also develop and apply knowledge and understanding of safe and hygienic food practices.

Pupils develop knowledge and understanding of consumer food choices. They will explore factors which may affect food choices and develop knowledge and understanding of contemporary food issues. They will consider technological developments in food and organisations which protect consumer interests. They will also develop knowledge and understanding of food labelling and how it helps consumers make informed food choices.

Course Content

The following provides a broad overview of the subject skills, knowledge and understanding developed in the course:

• explaining the relationship between health, food and nutrition and application of understanding in practical contexts

• explaining the functional properties of food • understanding current consumer issues and how to make

informed consumer decisions • a range of technological skills related to food production • organisational skills necessary to plan, prepare and evaluate

products and processes • solving problems related to a range of health, food, nutrition

and consumer needs There are also opportunities within the course for candidates to develop:

• a range of practical food preparation skills and techniques using appropriate tools and equipment

• an understanding of safe and hygienic practices

Assessment: Two parts to the assessment (externally marked) The question paper accounts for 50% of the final mark and is out of 60 marks. The assignment is also worth 50% of the mark and is also out of 60 marks.

Air cabin crew Baker Brewery worker Butcher Cake decorator Careers in Education HFT Teacher, PE Teacher, Science Teacher, Primary Teacher Catering manager Distillery manager Food packaging operative Food scientist or food technologist Kitchen manager (head chef) Kitchen porter Meat process worker Wine merchant

Physical Education


National 4/5

Course Information

Content

Progression Nat 5 PE Higher PE Sports leaders Career options… Dancer Diver Footballer Golf Professional Health and Fitness Instructor Lifeguard or Pool Attendant Motorsports Person Outdoor Pursuits Instructor or Leader Physiotherapist Physiotherapy Assistant Psychologist - Sports and Exercise Sport and Exercise Scientist Sports Coach or Instructor Sports Development Officer Sports or Leisure Centre Assistant Sports or Leisure Centre Manager Sports Therapist Stunt Performer Teacher - Secondary School - Physical Education Track and Field Athlete

Assessment

Throughout the course pupils will be internally assessed over two sports agreed on between teacher and pupil (60 marks) as well as completing an on-going written portfolio assessment in class (60 marks) that will be sent to SQA for marking. There is no exam for National 4 or 5 at present.

National 5 PE aims to develop pupils ability to perform a range of movement skills in a variety of sports. Successful candidates are able to analyse their own performances and identify weaknesses in it. They will then training to improve these skills in order to become a better sports person.

National 5 PE is structured as follows: 5 periods per week - 4 practical, 1 theory

Covers Table Tennis, Swimming, Basketball and Badminton plus 1 other

National 5 PE has a 50/50 split of marks so practical performance is added to theory performance to get a final mark. There is no final exam; instead we have a portfolio of written work completed in class. Due to this successful candidates are of a National 5 English level.

Performance

This aims to develop a pupils ability in a range of activities. We cover a wide variety of skills and help pupils to select and apply the appropriate ones to each situation in an activity. Candidates should be able to demonstrate a variety of skills, control and fluency, decision making and tactical awareness in order to achieve the highest marks.

Theory

This section aims to develop the pupils knowledge and understanding on the different factors than can have an impact on them when taking part in sport. These include the mental, emotional and social factors that can have an effect on performance.

Physics


National 4/5

Course Information

The purpose of the Course is to develop learners’ interest and enthusiasm for physics in a range of contexts. The skills of scientific inquiry and investigation are developed, throughout the Course, by investigating the applications of physics. This will enable learners to become scientifically literate citizens, able to review the science-based claims they will meet.

Physics gives learners an insight into the underlying nature of our world and its place in the universe. From the sources of the power we use, to the exploration of space, it covers a range of applications of the relationships that have been discovered through experiment and calculation, including those used in modern technology. An experimental and investigative approach is used to develop knowledge and understanding of physics concepts.

Content The Course develops skills in a physics context. Learners will gain an understanding of physics, and develop this through a variety of approaches, including practical activities. The Course has six mandatory Units, as listed below. Dynamics - In this area, the topics covered are: vectors and scalars; velocity–time graphs; acceleration; Newton’s laws; energy; projectile motion. Space - In this area, the topics covered are: space exploration; cosmology. Electricity - In this area, the topics covered are: electrical charge carriers; potential difference (voltage); Ohm’s law; practical electrical and electronic circuits; electrical power. Properties of matter -In this area, the topics covered are: specific heat capacity; specific latent heat; gas laws and the kinetic model. Waves - In this area, the topics covered are: wave parameters and behaviours; electromagnetic spectrum; refraction of light. Radiation - In this area, the topic covered is nuclear radiation. Assessment:


• Assignment involving an investigation experiment (20%). • Written paper (80%). The written paper tests the skills, knowledge

and understanding developed throughout the course.

Career options… Airline Pilot Astronomer Broadcasting Engineer Building Control Officer Building Services Engineer Chemical Engineer Chemical Engineering Technician Civil Engineering Technician Civil or Structural Engineer Construction Manager or Site Manager Construction Plant Mechanic Control and Instrument Engineer Dispensing Optician Doctor – General Practitioner Electrical Engineer Electrical or Electronic Engineering Technic ian Electrician Electronic Engineer r Geologist Geophysicist Health and Safety Inspector Helicopter Pilot Manufacturing Systems Engineer Marine Engineer Mechanical Engineer Mechanical Engineering Technician Microbiologist Mining Engineer Motor Vehicle Technician Network Manager Nuclear Engineer Physicist Physiotherapist Physiotherapy Assistant Radiographer Scenes of Crime Officer or Scene Examiner Special Effects Technician Surveyor - General Practice Surveyor - Rural Practice Teacher - Secondary School - Physics with Science Toolmaker Toolpusher

Train Maintenance Technician

Progression

National 4- National 5 National 5- Higher

Practical Cookery


National 4/5

Course Information

Progression Nat 4 – Nat 5 Nat 5 - College Career options… Baker Butcher Cake decorator Catering manager Chef Careers in Education: HFT Teacher, PE Teacher, Science Teacher, Primary Teacher Careers in the Health Sector: as these are all linked to diet, nutrition and health Food Product Development

EnvironmentalHealth Officer Public Health Advisor Food Technologist Nutritionist Food Scientist Consumer Organizations e.g. Food Standards Agency Kitchen manager Residential support worker Restaurant manager

This Course aims to further develop learners’ life skills and enhance their personal effectiveness in terms of cookery and to provide a set of skills for those who wish to progress to further study in the hospitality context. In preparing learners for life, the Course anticipates their future needs in that it enables them to learn how to plan, prepare and cook food for themselves and others. It also develops organisational skills, which have an application in a wide variety of contexts.

There will be a charge of £50 for the course which can be paid in installments. Pupils may also be asked to bring some fresh ingredients from home.

Course Content

The broad structure of the Course meets its purpose and aims, which are addressed by the Units it comprises.

The Course contains a significant practical component, which involves experiential learning, and is supported by related theory. It uses real-life hospitality contexts, which makes it relevant to the world of work.

The Course makes an important contribution to general education through developing a range of essential skills. Its contribution to vocational education is important because it allows progression to a range of careers in the hospitality industry. The Course also supports the wider curriculum through developing learners’ understanding of the importance of sustainable ingredients.

Assessment for National 4

Pupils have to prepare and cook a two course mean that is internal assessed. There is no written exam paper.

Assessment for National 5

There are three assessment components: an assignment (a time plan) and a practical activity (preparing and cooking a three course meal) and a question paper. The assignment and practical activity make up 75% of the marks and the exam paper the remaining 25%. Both the assignment and the written paper are externally marked.

Assessment

Practical Woodwork


National 4/5

Course Information

The National 5 Practical Woodworking course provides opportunities for pupils to gain a range of theoretical and practical woodworking skills relating to tools, equipment, processes and materials. They also develop skills in reading and interpreting working drawings and related documents as well as an understanding of health and safety. The course is practical, exploratory and experiential in nature. It engages pupils with technologies, allowing them to consider the impact that practical technologies have on our environment and society.

Through this, they develop skills, knowledge and understanding of: •woodworking techniques •measuring and marking out timber sections and sheet materials •safe working practices in workshop environments •practical creativity and problem-solving skills •sustainability issues in a practical woodworking contexts

Content

This course develops skills in three main areas. Each area provides opportunities for pupils to understand safe working practices, sustainability issues, and good practice in recycling within a workshop environment. Each area of study covers a different set of woodworking skills. All areas include skills and associated knowledge in measuring, marking out, cutting and jointing techniques.

The areas of study are:

Flat-frame construction - develop skills, knowledge and understanding in the use of woodworking tools and in making woodworking joints and assemblies commonly used in flat-frame joinery, involving complex features. Pupils develop their ability to read and use drawings and diagrams depicting both familiar and unfamiliar woodwork tasks.

Carcase construction - develop skills, knowledge and understanding in the use of woodworking tools and in making woodworking joints and assemblies commonly used in carcase construction, involving complex features. This may include working with manufactured board or with frames and panels. Pupils use working drawings or diagrams in both familiar and unfamiliar contexts that require some interpretation on their part.

Machining and finishing - develop skills, knowledge and understanding in using machine and power tools. Pupils also develop skills in a variety of woodworking surface preparations and finishing techniques.

Progression Nat 4- Nat 5 Nat 5- HNC/HND Career options… Boat or Ship Builder Cabinet Maker Carpenter or Joiner Craft Designer or Worker Furniture Designer Furniture Polisher or Finisher Glazier Musical Instrument Technologist Picture Framer Prop Maker Set Designer Stagehand Wood Machinist

Assessment


National 5 - Question paper 60 marks, Assignment 70 marks

Faculty Head:

National 5

Progression Higher Psychology Career options…

Course Information

This course develops the ability to analyse psychological explanations for individual and social behaviour. Psychology provides pupils with opportunities to find out about some of the ways that thoughts and emotions can affect how we feel and behave. The course develops an understanding of psychology as the scientific study of the mind and behaviour. Psychology is a research-based subject, and it provides the opportunity to conduct practical research, including working with human participants in accordance with ethical standards.

Course Content

The central theme of the course is to enable candidates to investigate psychological knowledge and research, which promotes their understanding of individual and social behaviour. You will analyse and evaluate concepts and theories, and draw on research evidence to explain human behaviour.

The course consists of three areas of study:

Individual behaviour - analyse individual behaviour, investigate topics and learn how these topics can be explained using psychological theories and research evidence. You will evaluate and apply theories to show an understanding of individual human behaviour.

Social behaviour - analyse how interaction with others shapes social behaviour. You investigate psychological explanations for social behaviour, and use research evidence to analyse how the thoughts, feelings and behaviours of individuals are influenced by their social environment. And apply psychological knowledge and understanding to explain examples of everyday social behaviour.

Research - understand and apply the research process and research methods used in psychology. You can develop the skills required to conduct and evaluate psychological research. Also develop numerical skills and an understanding of psychological terminology. This area of study is not assessed in a separate section of the question paper, however questions relating to research can be asked in the individual and social behaviour sections of the question paper. In addition, you must carry out research for the assignment.

Assessment

Component 1: question paper- Worth 70 marks and lasts 2 hours

Component 2: assignment worth 30 marks and is done and written up across the year

Psychology

Art therapist Care home practitioner Care support worker Careers adviser Classroom assistant Clinical psychologist Counselling psychologist Counsellor District nurse Early years practitioner Educational psychologist Forensic psychologist Health promotion specialist Health psychologist Health visitor Healthcare assistant Human resources adviser Image consultant Judge or sheriff Learning support assistant Management consultant Music therapist Nanny Nurse - Adult Nurse - Children's Nurse - Learning Disability Nurse - Mental Health Occupational psychologist Occupational therapist Occupational therapy support worker Play therapist Psychotherapist Recruitment consultant Speech and language therapist Sport and exercise psychologist Sports therapist User experience (UX) designer

Spanish


National 4/5

Course Information



Content


Assessment

The course assessment is made up of five components:

1) Reading 30 marks








SCQF Level 5 (NAT5)

Course Information

Pupils undertaking a qualification in Sports Leadership will learn and demonstrate important life skills such as effective communication and organisation whilst learning to lead basic physical activities to younger people, their peers, older generations and within the community. The courses involve both guided & peer-to-peer learning and supervised leadership to ensure that learners have all the skills they need to lead physical activities to other people.

Course Content

Pupils will plan and prepare coaching sessions for other pupils within the school. Pupils will work closely with Southmuir Primary school to deliver sessions to their pupils. After each session you will evaluate how you performed as a leader of sport and put steps in place to improve. Pupils learn all about onganising events for large groups of pupils many with different abilities. You will also receive first aid training on this course.

Assessment:

Level 5 - 10 hours of volunteering to be undertaken

. Candidates will undergo 1 practical assessment of their leading as well as completing a portfolio for written assessment.

Sports Leader

Career options… Coaching - all sports Sports Center work Primary teaching secondary teaching Armed services Care services PT First aid provider

Progression

Higher Sports Leaders

National 4/5

Assessment There is no external exam for this course. Units will be assessed throughout the year.

Course Information This course is designed to provide an introductory qualification in travel and tourism. The course will enable pupils to experience, develop and reflect on general and specific practical skills, knowledge and understanding, together with employability skills and attitudes needed to work in the travel and tourism industry.

Course Content

Employability – this unit aims to enable pupils to develop skills to become effective job seekers and employees in the travel and tourism industry. Pupils will be introduced to the different functions of travel and tourism organisations and employment opportunities across the industry. Customer Service – Pupils will develop the skills and knowledge to enable them to meet the needs of customers. Learners will be able to develop communication skills and learn about promoting products and services and how to deal with customer issues. Scotland – this unit looks at tourism in Scotland. Pupils carry out an investigation of Travel and Tourism in Scotland and meet customer holiday needs. UK and Worldwide – this unit looks at UK and Worldwide tourism. Pupils carry out an investigation of Travel and Tourism in Scotland and meet customer holiday needs.

Progression Nat 4- Nat 5 Nat 5 -HNC/HND courses

Career Options

This course is a Skills for Work course designed for people interested in working in the Travel and Tourism industry. Areas of employment could include:

Air cabin crew Airline customer service agent Airline pilot Archaeologist Bus or coach driver Cinema or theatre attendant Cinema projectionist Croupier Cruise ship steward Events manager Fairground worker Helicopter pilot Hotel manager Hotel porter Hotel receptionist Hotel reservations assistant Hotel room attendant Housekeeper Museum assistant Resort representative Riding holiday centre manager Riding holiday leader Tour manager Tourist guide Tourist information centre assistant Train driver Travel agent Wedding planner

Travel and Tourism


Choosing to Study at Dundee and Angus College

A number of young people in the Senior phase chose to study courses offered

by Dundee and Angus College. These courses may be delivered at the Arbroath Campus, Gardyne Campus or Kingsway Campus. This is dependent upon the chosen course. There are also a small number of courses delivered

within some schools by Dundee and Angus College staff.

When Choosing to study a course delivered at Dundee and Angus college it is important to understand the commitment to travel to the location. All transport

will be funded by Angus Council. Transport is either via public bus service, Scotrail train service or a combination of both. It may be necessary to leave

home earlier than usual due to the times of the transport. It may also be necessary to be able to make your own way to the closest bus/train station.

It is important to note that on a number of occasions this session the train

service from Arbortah to Carnoustie and Monifieth was cancelled, causing young people to wait up to 50 mins for the next train.

There are risks associated with all modes of transport. If you choose to travel to

college by train please ensure you watch the safety videos provided by network Rail.

https://www.networkrail.co.uk/communities/safety-in-community/safety-

education/secondary-school-resources

Skills for work and foundation apprenticeship

courses can be taken instead of any one column.

Ask your PCS teacher for a college course

choice sheet if interested

https://www.networkrail.co.uk/communities/safety-in-community/safety-education/secondary-school-resources

https://www.networkrail.co.uk/communities/safety-in-community/safety-education/secondary-school-resources

Higher Courses

Art & Design


Higher

Course Information

.

Progression See Progression Pathways

Career options… Animator Architect Art Therapist Arts Administrator Cartoonist Clinical Photographer Costume Designer Craft Designer or Worker Digital Imaging Specialist Fashion Designer Fine artist Furniture Designer Games Designer Graphic Designer Illustrator Landscape Architect Multimedia Developer Photographer Product Designer Scientific or Technical Illustrator Sculptor (Art and Design - 3 Dimensional Design) Special Effects Technician Teacher - Secondary School - Art and Design Textile Designer TV or Film Director Wardrobe Assistant - Film, TV or Theatre

The aims of the Course are to enable learners to communicate personal thoughts, feelings and ideas through the creative use of art and design materials, techniques and/or technology; develop critical understanding of a range of art and design practice; plan, develop, produce and present creative art and design work; understand the impact of external factors on artists and designers and their work; develop creativity, problem solving, critical thinking and reflective practice skills

Art and Design: Expressive Activity This Unit helps learners to develop their personal thoughts and ideas in visual form. In the Unit, learners will develop critical understanding of artists’ working practices and the social and cultural influences affecting their work. They will select stimuli and produce analytical drawings and studies. They will develop and refine their expressive ideas and artwork, experimenting with and using a range of materials, techniques and/or technology in 2D and/or 3D formats when responding to stimuli.

Art and Design: Design Activity In this Unit learners will plan, research and develop creative design work in response to a design brief. They will develop their creativity, problem solving and critical thinking skills as they consider design opportunities, and work to resolve design issues and constraints. In the Unit, learners will develop critical understanding of designers’ working practices and the main social and cultural influences affecting their work. They will experiment with, develop and refine their design ideas, using a range of materials, techniques and/or technology in 2D and/or 3D formats.

Assessment

• Folios are submitted to SQA at end of March • Written paper in the May diet of exams

There will be a charge of £5.00 for this course to cover the cost of colour printing.

Administration and IT


HIGHER


Content

Assessment

Higher Career options… Actuary Bank or Building Society Customer Branch Adviser Bank or Building Society Manager Car Hire Agent Cinema or Theatre Manager Civil Service Administrative Assistant and Officer Civil Service Administrator - Fast Stream Clerical or Administrative Assistant Company Secretary Council Tax Officer Credit Manager Customer Service Administrator Diplomatic Service Executive Assistant Diplomatic Service Operational Officer Economic Development Officer Economist European Union Administrator Financial Adviser Health Service Manager Hotel General Manager Hotel Receptionist Housing Officer Human Resources Officer or Manager Insurance Account Manager Insurance Broker Insurance Claims Handler Insurance Loss Adjuster Insurance Risk Surveyor Insurance Underwriter Investment Analyst Investment Banker Investment Operations Administrator Local Government Administrative Assistant Local Government Administrator Management Consultant Manager Market Research Executive Marketing Manager Office Manager Operational Research Officer Personal Assistant or Executive Secretary Post Office Customer Service Consultant Project Manager Quality Control Technician Receptionist Restaurant Manager Retail Manager Sports or Leisure Centre Manager Stockbroker Tax Inspector Teacher - Secondary School - Business Education

The course consists of two areas of study:

Administrative theory and practice

Pupils develop their understanding of the factors contributing to an efficient administrative function. These include time and task management, effective teams, complying with workplace legislation, the impact of digital technologies, and customer care.

IT applications

Pupils develop skills in organising and managing information using digital technology in administrative contexts. They use software application functions to analyse, process and manage information, in order to create and edit complex business documents. Pupils develop an understanding of barriers to communication and ways of overcoming them to ensure communication is effective. They also develop skills, knowledge and understanding of how to maintain the security and confidentiality of information.

The following provides a broad overview of the subject skills, knowledge and understanding developed in the course:

• using a range of advanced functions of the following software applications — word processing, spreadsheets, databases and presentation software

• organising, managing and communicating complex information to a range of audiences

• solving problems in an administrative context • knowledge and understanding of administration in the workplace and its

importance • knowledge and understanding of effective teams, and time and task

management • knowledge and understanding of key legislation affecting administration and

its implications for organisations • knowledge and understanding of the impact of digital technology on working

practices • knowledge and understanding of the features of good customer care and the

benefits of good, and consequences of poor, customer care • knowledge and understanding of procedures for organising and supporting

meetings and events • using technology for electronic communication in both familiar and unfamiliar

contexts

Question paper- 1 hour 50 mins, worth 50 marks =42% of the overall marks for the course.

Assignment -2 Hours , worth 70 marks = 58% of the overall marks for the course.

Biology


Higher

Course Information

Progression Advanced Higher Biology Career options… Anatomical Pathology Technologist Biochemist Biologist Dental Nurse Dental Technician Dentist Dietitian Doctor Fish Farm Worker Food Scientist or Technologist Food Technician Forensic Scientist Gardener Geneticist Health and Safety Inspector Health Care Assistant or Nursing Auxiliary Herbalist Homeopath Laboratory Technician Landscape Designer Medical Representative Meteorologist Microbiologist Midwife Naturopath Nurse Occupational Therapist Oceanographer Optometrist Orthodontist Osteopath Paramedic Pharmacist Pharmacologist Pharmacy Technician Physiotherapist Physiotherapy Assistant Podiatrist or Chiropodist Psychologist Public Health Nurse or Health Visitor Radiographer Speech and Language Therapist Sport and Exercise Scientist Sports Therapist Teacher - Secondary School - Biology with Science Veterinary Nurse Veterinary Surgeon

The course develops candidates’ interest and enthusiasm for biology in a range of stimulating, relevant and enjoyable contexts. The skills of scientific inquiry and investigation are developed throughout the course. This will enable candidates to become scientifically-literate citizens. The course allows candidates to develop deeper understanding of the underlying themes of biology. The scale of topics ranges from molecular through to whole organism and beyond. The development of skills enables candidates to adapt their learning to new situations, solve problems, make decisions based on evidence and evaluate the impact of scientific developments on their health and wellbeing, society and the environment. By setting the acquisition of knowledge and skills in the context of Higher Biology, a stimulating, relevant and enjoyable curriculum prepares candidates for further education, training or employment, in areas associated with life sciences.

Course Content

DNA and the genome

The key areas covered are: • structure of DNA • replication of DNA • gene expression • cellular differentiation • the structure of the genome •

mutations • evolution • genomic sequencing.

Metabolism and survival

The key areas covered are: • metabolic pathways • cellular respiration • metabolic rate • metabolism in conformers and regulators • metabolism and adverse conditions • environmental control of metabolism • genetic control

of metabolism.

Sustainability and interdependence

The key areas covered are: • food supply, plant growth and productivity • plant and animal breeding • crop protection • animal welfare • symbiosis •

social behaviour • components of biodiversity • threats to biodiversity

Assessment

Question papers (80% of the grade)

Assignment (20% of the grade)

Business Management


HIGHER


See Progression Pathways Career options… Actuary Bank or Building Society Customer Branch Adviser Bank or Building Society Manager Car Hire Agent Cinema or Theatre Manager Civil Service Administrative Assistant and Officer Civil Service Administrator - Fast Stream Clerical or Administrative Assistant Company Secretary Council Tax Officer Credit Manager Customer Service Administrator Diplomatic Service Executive Assistant Diplomatic Service Operational Officer Economic Development Officer Economist European Union Administrator Financial Adviser Health Service Manager Hotel General Manager Hotel Receptionist Housing Officer Human Resources Officer or Manager Insurance Account Manager Insurance Broker Insurance Claims Handler Insurance Loss Adjuster Insurance Risk Surveyor Insurance Underwriter Investment Analyst Investment Banker Investment Operations Administrator Local Government Administrative Assistant Local Government Administrator Management Consultant Manager Market Research Executive Marketing Manager Office Manager Operational Research Officer Personal Assistant or Executive Secretary Post Office Customer Service Consultant Project Manager Quality Control Technician Receptionist Restaurant Manager Retail Manager Sports or Leisure Centre Manager Stockbroker Tax Inspector Teacher - Secondary School - Business Education

The course highlights the different ways in which large organisations operate. Pupils learn to understand and make use of business information to interpret and report on overall business performance, in a range of contexts. Using current business theory and practice, the course reflects the integrated nature of large organisations, their functions and decision-making processes.

Content The course consists of five areas of study: Understanding business Pupils develop their understanding of how large organisations in the private, public and third sectors operate, make decisions and pursue their strategic goals. They analyse the impact that internal and external environments have on an organisation’s activity, and consider the implications of these factors. Management of marketing Pupils develop their understanding of the importance of effective marketing systems to large organisations. They learn about the relevant theories, concepts and procedures used by organisations to improve competitiveness and customer satisfaction. Management of operations Pupils develop their understanding of the importance of effective operations systems to large organisations. They learn about the relevant theories, concepts and procedures used by organisations to improve and/or maintain quality, and the importance of satisfying both internal and external customers’ needs. Management of people Pupils develop their understanding of the issues that large organisations face when managing people. They learn about the relevant theories, concepts and procedures used by organisations when dealing with staff, including retention, training, leadership and motivation. Management of finance Pupils develop their understanding of the issues that large organisations face when managing finance. They learn about the relevant theories, concepts and procedures used by organisations in financial situations.

Assessment

The course assessment has two components.

Component 1: Question paper

90 marks 2 hours and 45 minutes

Component 2: Assignment

30marks 8 hours

Chemistry


Higher

Progression Advanced Higher Career options… Acupuncturist Air Quality Consultant Biochemist Biologist Biomedical Scientist Biotechnologist Cardiac Physiologist Chemical Engineer Chemist Clinical or Biomedical Engineer Dentist Dietitian Doctor Farm Manager Food Technician Forensic Scientist Geneticist Geologist Health and Safety Inspector Herbalist Homeopath Laboratory Technician Marine Biologist Medical Pathologist Medical Representative Microbiologist Midwife Mining Engineer Nature Conservationist Occupational Therapist Offshore Service Technician Operating Department Practitioner Paramedic Perfusionist Pest Control Technician Pharmacist Pharmacy Technician Physiotherapist Practice Nurse or Nurse Practitioner Psychologist Radiographer Recycling Officer Renewable Energy Consultant ROV Pilot Technician Scenes of Crime Officer or Scene Examiner Scottish SPCA Inspector Sterile Services Technician Teacher - Secondary School - Chemistry with Science Technical Brewer Veterinary Nurse Veterinary Surgeon Zoo Keeper

Course information

The course develops candidates’ curiosity, interest and enthusiasm for chemistry in a range of contexts. The skills of scientific inquiry and investigation are developed throughout the course. Candidates develop an appreciation of the impact of chemistry on their everyday lives by applying their knowledge and understanding of chemical concepts in practical situations. The course provides opportunities for candidates to think analytically, creatively and independently, and to make reasoned evaluations. It allows flexibility and personalisation by offering candidates the choice of topic for their assignment.

Candidates develop a range of skills that are valued in the workplace, providing a secure foundation for the study of chemistry in further and higher education. The course also provides a knowledge base that is useful in the study of other sciences.

Course Content

Chemical changes and structure

The topics covered are: • periodicity • structure and bonding • oxidising and reducing agents.

Nature’s chemistry

The topics covered are: • systematic carbon chemistry • alcohols • carboxylic acids • esters • fats and oils • soaps • detergents and emulsions • proteins • oxidation of food • fragrances • skin care.

Chemistry in society

The topics covered are: • getting the most from reactants • controlling the rate • chemical energy • equilibria • chemical analysis.

Researching chemistry

The topics covered are: • common chemical apparatus • general practical techniques • reporting experimental work

Assessment



Computing Science


Higher

Course Information The course introduces Pupils to an advanced range of computational processes, where they learn to apply a rigorous approach to the design and development process across a variety of contemporary contexts. They also gain an awareness of the important role that computing professionals play in meeting the needs of society today and for the future.

Progression NPA Cyber Security FA in ICT and Digital Technologies Career options… Air Traffic Controller Airline Pilot Architectural Technologist Astronomer CAD Technician Database Administrator Forensic Scientist Games Designer Games Tester Geologist Geophysicist Graphic Designer Helicopter Pilot IT Helpdesk Analyst IT Support Engineer IT Support Worker IT Trainer Management Consultant Manufacturing Systems Engineer Mathematician Medical Physicist Meteorologist Mining Engineer Multimedia Developer Network Manager Nuclear Engineer Oceanographer Operational Research Officer Patent Agent Patent Examiner Physicist Software Engineer or Developer Systems Analyst Teacher - Secondary School - Computing Web Developer

Content: The course has four areas of study: Software design and development Pupils develop knowledge and understanding of advanced concepts and practical problem-solving skills in software design and development. They do this by using appropriate modular software development environments. Pupils develop modular programming and computational-thinking skills by analysing, designing, implementing, testing, and evaluating practical solutions and explaining how these programs work. They use their knowledge of data types and constructs to create efficient programs to solve advanced problems. Computer systems Pupils develop their understanding of how data and instructions are stored in binary form and factors affecting system performance. They gain an awareness of the environmental impact of intelligent systems, as well as the security risks, precautions and laws that can protect computer systems. Database design and development

Pupils develop knowledge, understanding and advanced practical problem-solving skills in database design and development. They do this through a range of practical tasks, using a minimum of three linked tables and implemented in SQL. Pupils apply computational thinking skills to analyse, design, implement, test, and evaluate practical solutions, using a range of development tools. Pupils apply interpretation skills to tasks involving some complex features in both familiar and new contexts. Web design and development Pupils develop knowledge, understanding and advanced practical problem-solving skills in web design and development. They do this through a range of practical and investigative tasks. Pupils apply computational-thinking skills to analyse, design, implement, test, and evaluate practical solutions to web-based problems, using a range of development tools including HTML, Cascading Style Sheets (CSS) and JavaScript. Pupils apply interpretation skills to tasks involving some complex features in both familiar and new contexts.

Assessment: The course assessment has two components Component 1: question paper 110 marks 2 hours and 30 minutes Component 2: assignment 50 marks 8 hours

Notes...

Design & Manufacture


Higher

Course Information The main purpose of the course is to allow Pupils to develop the skills and knowledge associated with designing and manufacturing. Pupils study the lifecycle of products from their inception through design, manufacture, and use, including their disposal and/or re-use. It helps Pupils to appreciate the impact commercial manufacture has on design and the need for balance and compromise when developing successful commercial products.

Progression See Progression Pathways Career options… Aeronautical Engineer Architect Architectural Technologist Automotive Engineer Building Services Engineer Building Technician Cabinet Maker Carpenter or Joiner Civil Engineering Technician Civil or Structural Engineer Clerk of Works Construction Manager or Site Manager Construction Plant Mechanic Driller Drilling Engineer Electrical Engineer Electrical or Electronic Engineering Technic ian Electronic Engineer Engineering Craft Machinist Engineering Machine Operator Facilities Manager Farrier Field Service Mechanic or Engineer Furniture Designer IT Support Engineer Land-based Engineer Land-based Mechanic Landscape Architect Lightning Conductor Engineer Locksmith Manufacturing Systems Engineer Marine Engineer Mechanical Engineering Technician Merchant Navy Engineering Officer Mining Engineer Model Maker Musical Instrument Technologist Naval Architect Nuclear Engineer Offshore Service Technician Railway Maintenance Engineering Technician - Electrification and Plant Railway Maintenance Engineering Technician - Signaling Railway Maintenance Engineering Technician - Telecoms Refrigeration Engineer Renewable Energy Engineer Roughneck Roustabout Sculptor (Art and Design - 3 Dimensional Design) Set Designer

Content:

The course has two areas of study:

Design - Pupils study the design process from brief to design proposal. This helps them to develop skills in initiating, developing, articulating and communicating design proposals. Pupils explore and refine design proposals using the design/make/test process and by applying knowledge of materials, processes and design factors to reach a viable solution. This helps them to develop an understanding of the iterative nature of the design process. Pupils also develop an understanding of the factors that influence the design, marketing and use of commercial products.

Manufacture - Pupils study the manufacture of commercial products. They develop knowledge of materials, manufacturing and production processes and strengthen their understanding of how these influence the design of products. This provides Pupils with the knowledge and understanding required to develop a viable design proposal for a commercial product and to plan its production. Integrating the two areas of study is fundamental to delivering the course successfully. It helps Pupils to understand the relationship between designing products and manufacturing products and it helps them to see how this connection influences a product’s lifecycle. By combining the study of design with the study of manufacturing, Pupils also learn to appreciate the impact design and manufacturing technologies have on society, the environment and the world of work.


Drama


Higher

e. Pupils

Progression See Progression Pathways Career options…

Actor Arts Administrator Community Arts Worker Dance Movement Psychotherapist Dancer Dramatherapist Events Organiser Playworker or Play Assistant Producer - TV or Film Production Assistant Researcher - Broadcasting Runner Stage Manager Stagehand Stunt Performer Teacher - Secondary School - Drama TV or Film Director TV or Radio Presenter Wardrobe Assistant - Film, TV or Theatre Writer or Author

Course Information The course enables candidates to develop and use a range of complex drama skills and production skills. Candidates develop practical skills in creating and presenting drama, and knowledge and understanding of historical, social and cultural influences on drama. They analyse and evaluate how the use of self-expression, language and movement can develop their ideas for drama. They also develop critical-thinking skills as they investigate, develop and apply a range of complex drama skills and production skills.

Course Content Performance Section 1: preparation for performance All candidates are assessed on their preparation for performance which includes: re se a rc h in to th e ir c h o se n te xt(s) p ro c e ss (development and progression) of an acting, directing or design concept All candidates must demonstrate skills by exploring a text (or texts for actors) from the perspective of one of the following production roles: a ctor dire ctor de s igne r Section 2: performance Candidates prepare a concept for their chosen text(s) from full-length published plays. Question paper The question paper assesses the application of skills, knowledge and understanding from across the course.

Assessment:

Acting/Directing/Designing – 50% (SQA Exam in March)

Written exam – 50% (May)

Engineering Science


Higher

Course Information

Progression See Progression Pathways Career options… Aerial and Satellite Engineer Aerospace Engineer Agricultural or Horticultural Scientist Air Conditioning Engineer Aircraft Mechanic or Engineer Airline Pilot Architectural Technologist Assembler - Electronics Automotive Engineer Biotechnologist Blacksmith Broadcasting Engineer Building Control Officer Building Services Engineer Building Technician Cabinet Maker CAD Technician Camera Operator Cardiac Physiologist Chemical Engineer Chemical Engineering Technician Chemical Plant Process Operative Civil Engineering Technician Civil or Structural Engineer Clerk of Works Clinical or Biomedical Engineer Construction Manager or Site Manager Control and Instrument Engineer Dental Technician Derrickhand Digital Imaging Specialist Driller Drilling Engineer Dynamic Positioning Operator Electrical Engineer Electrical or Electronic Engineering Technic ian Electrician Electricity Distribution Worker Electronic Engineer Engineering Assembler Engineering Craft Machinist Environmental Engineer Fabricator or Plater Facilities Manager Field Service Mechanic or Engineer Film Media Technician Film or Video Editor Gas Installation Engineer Lighting Technician Lightning Conductor Engineer Locksmith Manufacturing Systems Engineer Marine Engineer

Engineering shapes the world in which we live and its future. Engineers play key roles in meeting the needs of society in fields that include climate change, medicine, IT and transport. The course provides a broad and challenging exploration of engineering, enabling Pupils to: •extend and apply knowledge and understanding of key engineering concepts, principles and practice •understand the relationships between engineering, mathematics and science •apply analysis, design, construction and evaluation to a range of engineering problems with some complex features •communicate engineering concepts clearly and concisely, using appropriate terminology •develop a greater understanding of the role and impact of engineering in changing and influencing our environment and society

Content: The course develops skills in three main areas. Pupils are able to apply these skills through a range of contexts, within the broad discipline of engineering. Engineering contexts and challenges Pupils develop a deep understanding of engineering concepts by exploring a range of engineering problems with some complex features, and their solutions. This allows them to explore some existing and emerging technologies and challenges, and to consider implications relating to the environment, sustainable development, and economic and social issues. Electronics and control Pupils explore an appropriate range of key concepts and devices used in electronic control systems, including analogue, digital and programmable systems. They develop skills in problem solving and evaluating through simulation, practical projects and investigative tasks across a range of contexts. Mechanisms and structures Pupils develop a deep understanding of mechanisms and structures. They develop skills in problem solving and evaluating through simulation, practical projects and investigative tasks across a range of contexts.


English


Higher

Progression Advanced Higher Career options…

Actor Administrative Assistant or Officer - Courts Advertising Account Executive Advertising Copywriter Advocate Advocates' Clerk Archivist Arts Administrator Arts Exhibition Organiser Bookseller Broadcast Journalist Call Centre Agent Civil Service Administrative Assistant and Officer Civil Service Administrator - Fast Stream Clerical or Administrative Assistant Commissioning Editor Copy Editor Court Reporter Customer Service Administrator Diplomatic Service Executive Assistant Diplomatic Service Operational Officer Genealogist Health Records Staff Health Service Manager Housing Officer Human Resources Officer or Manager Immigration Officer Interpreter Journalist or Reporter Judge or Sheriff Lecturer - Further Education Lecturer - Higher Education Library or Information Assistant Library or Information Professional Literary Agent Local Government Administrative Assistant and Officer Local Government Officer Market Research Executive Market Research Interviewer Marketing Manager Medical Secretary Member of Parliament Office Manager Paralegal Personal Assistant or Executive Secretary Political Researcher Private Tutor Procurator Fiscal Producer - Radio Producer - TV or Film Production Assistant

Course Information

The Higher English course enables and encourages candidates to develop their language skills, showing growth and progression from those demonstrated in prior learning and attainment, most likely in National 5 English. Throughout the course learners apply the skills of reading, writing, talking and listening in different contexts.

Course Content

There is a Scottish set text list which offers a range of prescribed texts across the genres of drama, prose fiction and poetry.

Additional literary or media texts are studied which allow learners to conduct detailed and complex analysis and evaluation.

A Portfolio of Writing is prepared in which learners communicate detailed and complex ideas, reflect on personal experience or write creatively and imaginatively.

Learners will also have the opportunity to discuss detailed and complex ideas and information.

Assessment

Course assessment comprises the following elements:

1) Reading for Understanding, Analysis and Evaluation 30 marks

2) Critical Reading 40 marks

3) Portfolio-Writing 30 marks

Total 100 marks

In addition Talk and Listening will be assessed internally on a pass/fail

French


Higher

Course Information

Progression Advanced Higher Higher in another Language Career options… Air Cabin Crew Airline or Airport Passenger Service Assistant Airline Pilot Archivist Broadcast Journalist Civil Service Administrator - Fast Stream Cook or Chef Copy Editor Courier Cruise Ship Worker Diplomatic Service Executive Assistant Diplomatic Service Operational Officer European Union Administrator Export Sales Manager Hotel General Manager Hotel Receptionist Immigration Officer Interpreter Journalist or Reporter Library or Information Assistant Library or Information Professional Literary Agent Medical Secretary Researcher - Broadcasting Resort Representative Restaurant Manager Revenue and Customs Officer Sub-editor — Journalism Teacher - Secondary School - Modern Foreign Languages Technical Writer Tour Guide Tour Manager or Tour Leader Tour Operator Tourist Information Centre Assistant Train Conductor Translator Travel Agency Manager Travel Consultant Web Editor Wine Merchant Writer or Author


The course provides candidates with the opportunity to develop reading, listening, talking and writing skills in the modern language, and to develop their knowledge and understanding of detailed and complex language in the contexts of society, learning, employability, culture

Course Content

Topics may include:

Family relationships and structures

Marriage/civil partnerships

Social influences and pressures

Minority languages

Global citizenship

Importance of language learning

Taking a gap year

Equality in the workplace

Planning for future jobs

Higher education

Customs and beliefs

Assessment:

Course Assessment consists of:

1) Reading and Directed Writing 50 marks


3) Assignment - Writing 20 marks

4) Performance - Talk 30 marks

Total 120 marks

Geography


Higher

Course Information The purpose of Geography is to develop the learner’s understanding of our changing world and its human and physical processes. In the 21st century, with growing awareness of the impact of human activity upon the environment and scarce resources, the study of Geography fosters positive life-long attitudes of environmental stewardship, sustainability and global citizenship. This qualification will provide learners with the knowledge and skills to enable them to contribute effectively to their local communities and wider society.

Progression Advanced Higher Career options… Archaeologist Cartographer Civil Engineering Technician Civil or Structural Engineer Countryside Ranger or Warden Environmental Consultant Environmental Engineer Forest Manager Forest Ranger Forest Worker Gamekeeper Geologist Geophysicist Landscape Architect Meteorologist Mining Engineer Nature Conservationist Oceanographer Outdoor Pursuits Instructor or Leader Surveying Technician Surveyor - Building Surveyor - General Practice Surveyor - Hydrographic Surveyor - Land or Geomatics Surveyor - Minerals or Waste Management Surveyor - Planning and Development Surveyor - Quantity Surveyor - Rural Practice Teacher - Secondary School - Geography Tour Manager or Tour Leader Town and Country Planner Town Planning Technician Travel Agency Manager Travel Consultant

Course Content

Physical Environments – pupils will study the topics of glaciated environments, coastal environments and river landscapes. They will have the chance to learn about the Earth’s atmosphere and the processes at work. A focus on UK based case studies will broaden the pupils’ appreciation for the geography close to home.

Human Environments – pupils will explore processes and interactions at work within urban and rural environments in developed and developing countries. They will have the chance to examine reasons for differences in development throughout the world. Pupils will study the topics of population, rural environments and urban change and management.

Global Issues – pupils will study Development and Health with a focus on Malaria and primary health care systems. They will also study River Basin Management, using the Colorado River basin and the Hoover Dam as case studies.

Skills – pupils will have the chance to consolidate their OS map skills using scenario based questions.

Assessment There are two components of the external course assessment: Component 1 – Question paper (2 papers) 160 marks Component 2 – Assignment 60 marks

Graphic Communication


Higher

Progression See Progression Pathways Career options… Animator Architect Architectural Technologist Building Control Officer Building Services Engineer Building Technician CAD Technician Cartographer Cartoonist Civil Engineering Technician Civil or Structural Engineer Construction Manager or Site Manager Craft Designer or Worker Exhibition Designer Fine artist Games Designer Games Tester Graphic Designer Illustrator Interior Designer Mechanical Engineering Technician Model Maker Multimedia Developer Product Designer Scientific or Technical Illustrator Set Designer Signwriter Surveying Technician Teacher - Secondary School - Art and Design Town Planning Technician Web Developer

Course Information:

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

The course is practical, exploratory and experiential in nature. It combines elements of creativity and communicating for visual impact with elements of protocol and an appreciation of the importance of graphic communication standards.

Content:

The course develops skills in two main areas — 2D, and 3D and pictorial graphic communication. Pupils apply these skills to produce graphics with visual impact that communicate information effectively.

2D graphic communication

Pupils develop creativity and presentation skills within a 2D graphic communication context. They initiate, plan, develop and communicate ideas graphically, using 2D graphic techniques. Pupils develop skills and attributes including spatial awareness, visual literacy, and the ability to interpret given drawings, diagrams and other graphics. They evaluate the effectiveness of their own and given graphic communications to meet their purpose.

3D and pictorial graphic communication

Pupils develop creativity and presentation skills within a 3D and pictorial graphic communication context. They initiate, plan, develop and communicate ideas graphically, using 3D and pictorial graphic techniques. Pupils develop a number of skills and attributes including spatial awareness, visual literacy, and the ability to interpret given drawings, diagrams and other graphics. They evaluate the effectiveness of their own and given graphic communications to meet their purpose.

Assessment:

The course assessment has two components

Component 1: question paper 90 marks 2 hours and 30 minutes

Component 2: assignment 50 marks 8 hours

Health & Food Technology

Faculty Head: Ms. J. Mr S. McBride

Higher

Progression

See Progression Pathways Career options… Baker Butcher Cake decorator Catering manager Chef Careers in Education: HFT Teacher, PE Teacher, Science Teacher, Primary Teacher Careers in the Health Sector: as these are all linked to diet, nutrition and health Food Product Development Environmental Health Officer

Public Health Advisor Food Technologist Nutritionist Food Scientist Consumer Organizations e.g. Food Standards Agency Kitchen manager Residential support worker Restaurant manager

Course information

The course has five broad and inter-related aims that enable candidates to:

• analyse the relationships between health, nutrition and food

• develop and apply skills, knowledge and understanding related to the functional properties of food

• investigate contemporary issues affecting food and consumer choice

• use research, management and technological skills to plan, make and evaluate food products for a range of dietary and lifestyle needs

• prepare food using safe and hygienic practices to meet specific needs

Content

The following provides a broad overview of the subject skills, knowledge and understanding developed in the course: a na lys ing the re la tionship be twe e n he a lth, food a nd nutrition a nd applying understanding in practical contexts unde rs ta nding pra ctica l applications of the functional properties of food e xpla ining a ra nge of conte mpora ry is s ue s influe ncing food choice a pplying a ra nge of te chnologica l s kills re la te d to food production orga nis a tiona l s kills ne ce s s a ry to re s e a rch, pla n, pre pa re a nd evaluate products and processes inve s tiga tive a nd re s e a rch s kills a pplying problem-solving skills to make food products to meet specified needs There are also opportunities within the course for candidates to develop: a ra nge of food pre pa ra tion skills and techniques using appropriate tools and equipment a n unde rs ta nding of s a fe a nd hygie nic food pre pa ra tion pra ctice s

Assessment

An assignment (which is competed in class time and sent off to SQA to be marked and a Question paper. Both are out of 60 and are worth 50% of the final mark.

Higher History


Progression Advanced Higher Career options… Archaeologist

Archivist Art Gallery Curator Broadcast Journalist Civil service Administrative officer Civil Service Executive officer Conservator Diplomatic service officer European Union Official Further education lecturer Higher Education lecturer Librarian Library assistant Magazine Journalist Media Researcher Museum assistant Museum curator Newspaper Journalist Newspaper/Magazine editor Primary School Teacher Secondary School Teacher Solicitor Sub Editor Tourist guide Town planner Trade Union official Writer

Course Information

Pupils work to expand the breadth and depth of their knowledge and understanding of the past gained at NAT 5 through the study of British, European and world, and Scottish topics in a variety of time periods. At Higher we cover topics from the Early Modern and Later Modern periods looking specifically at political, social, economic and cultural history. Skills developed include:

a good understanding of the past and an ability to think independently the ability to apply a detailed historical perspective in a range of

contexts the skills of analysing various interpretations of historical sources and

critically evaluating a variety of views an understanding of the relationship between factors contributing to,

and the impact of, historical events the skills of analysing, evaluating and synthesising information the skills of researching issues and drawing conclusions

Course Content

Pupils will cover two essay topics on British and World history (Paper 1) and a Sources topic on Scottish History (Paper 2)

World History – The Cold War, 1945–1989 (Themes: ideology, conflict and diplomacy.) This is the development of the conflict between capitalist America and the Communist East after 1945 and the growth of international tension until the end of the Cold War in 1989. I.e.: Things like the Building of the Berlin Wall and the War in Vietnam British History – Britain, 1851–1951 (Themes: authority, ideology and rights.)

This is the development of the United Kingdom into a modern democracy and the development of the role of the state in the welfare of its citizens. I.e.: Things like the introduction of the Vote for women and the NHS

Scottish History – Migration and empire, 1830–1939 (Themes: empire, migration and identity)

This is about population movement and social and economic change in Scotland and abroad between 1830 and 1939 I.e.: Things like the places Scottish people moved to and why and the people who came into Scotland and what their lives were like.

Assessment Component 1: question paper 1 — British, European and world history (Essay) Component 2: question paper 2 — Scottish history (Sources) Component 3: assignment


Higher

Course Information

Progression Advanced Higher Biology Career options… Anatomical Pathology Technologist Biochemist Biologist Dental Nurse Dental Technician Dentist Dietitian Doctor Fish Farm Worker Food Scientist or Technologist Food Technician Forensic Scientist Gardener Geneticist Health and Safety Inspector Health Care Assistant or Nursing Auxiliary Herbalist Homeopath Laboratory Technician Landscape Designer Medical Representative Meteorologist Microbiologist Midwife Naturopath Nurse Occupational Therapist Oceanographer Optometrist Orthodontist Osteopath Paramedic Pharmacist Pharmacologist Pharmacy Technician Physiotherapist Physiotherapy Assistant Podiatrist or Chiropodist Psychologist Public Health Nurse or Health Visitor Radiographer Speech and Language Therapist Sport and Exercise Scientist Sports Therapist Teacher - Secondary School - Biology with Science Veterinary Nurse Veterinary Surgeon

The course develops candidates’ interest and enthusiasm for human biology in a range of stimulating, relevant and enjoyable contexts. The skills of scientific inquiry and investigation are developed throughout the course. This will enable candidates to become scientifically-literate citizens. The course provides a broad-based, integrated study of a range of biological topics which develop the concepts of human biology. The content is set in contexts that are of particular significance and relevance to the human species. The course allows candidates to acquire a deeper understanding of cellular processes, physiological mechanisms and their impact on health, aspects of the nervous system, and defence mechanisms as they apply to the human species. The development of skills enables candidates to adapt their learning to new situations, solve problems, make decisions based on evidence, and evaluate the impact of scientific developments on their health and wellbeing, society and the environment. By setting the acquisition of knowledge and skills in the context of Higher Human Biology, a stimulating, relevant and enjoyable curriculum prepares candidates for further education, training or employment, in areas associated with life sciences.

Course Content

Human cells

The key areas covered are: • division and differentiation in human cells • structure and replication of DNA • gene expression • mutations • human genomics • metabolic

pathways • cellular respiration • energy systems in muscle cells.

Physiology and health

The key areas covered are: • gamete production and fertilisation • hormonal control of reproduction • the biology of controlling fertility • antenatal and postnatal

screening • the structure and function of arteries, capillaries and veins • the structure and function of the heart • pathology of cardiovascular disease (CVD) • blood glucose

levels and obesity.

Neurobiology and immunology

The key areas covered are: • divisions of the nervous system and neural pathways • the cerebral cortex • memory • the cells of the nervous system and

neurotransmitters at synapses • non-specific body defences • specific cellular defences against pathogens • immunisation • clinical trials of vaccines and drugs

Assessment



Human Biology

SCQF LEVEL 6 (HIGHER)

Faculty Head: Mrs. N. Adam Course Information

Progression See Progression Pathways Career options… Higher Education Lecturuer Facilities Manager Outdoor Activities instructor Merchant Navy engineering officer Manufacturing production manager Community development worker Resturant manager Management consultant Sports development officer Quailty control technician Building Standards Officer (local authority) Games tester Conference and exhibition organiser IT support technician Chemical engineering technician Engineering maintenance technician Fashion designer Jewellery designer-maker Pattern cutter Pattern grader Textile designer Aircraft maintenance engineer Administrative assistant Animal technician Animator Arts administrator Automotive engineer Beauty therapist Building services engineer Building surveyor Building technician Catering manager Commissioning editor Community arts worker Games developer Construction manager Countryside ranger Electrical engineering technician Electricity distribution worker Electronics engineering technician Engineering operative Magazine journalist Police

Leadership permeates many areas of society and is recognised and valued in education, employment and life. Leadership can be formal, for example in employment or politics, or it can be informal, for example in social groups.

The Leadership Award develops knowledge of leadership skills, styles and qualities. It is available at SCQF Levels 5 and 6. The Award allows individuals to build self confidence and self esteem and encourages learners to respect the cultures and beliefs of others working alongside them.

The Leadership Award is endorsed by the Chartered Management Institute.

Course Content

The Leadership award consists of two mandatory units:

1 - Leadership: An Introduction (20 hours)

In this Unit, candidates carry out research to find out about leadership styles and the skills and qualities found in effective leaders. Candidates are required to produce a report on their findings and evaluate their own potential for leadership.

2 - Leadership in Practice (40 hours)

In this Unit, candidates take a leading role in an activity. They will prepare to carry out the activity by considering the factors involved, such as resources, people, time and potential risks. Candidates then carry out the activity, monitoring progress and making changes as needed. At the end, candidates review their experience, drawing conclusions about themselves as a leader.

Assessment

Successful completion of the Project and Theory unit

Leadership

Mathematics

Faculty Head: Mr. J. Boath

Higher

Progression Advanced Higher Mathematics Career options… Accountant Actuary Aeronautical Engineer Air Traffic Controller Architect Architectural Technologist Bank or Building Society Customer Branch Adviser Bank or Building Society Manager Bookmaker Building Technician Civil or Structural Engineer Civil Service Administrative Assistant and Officer Civil Service Administrator - Fast Stream Database Administrator Diplomatic Service Executive Assistant Diplomatic Service Operational Officer Drilling Engineer Economic Development Officer Economist Electrical Engineer Geologist Geophysicist Insurance Risk Surveyor Investment Banker Lightning Conductor Engineer Management Consultant Materials Scientist Mathematician Mechanical Engineer Personal Assistant or Executive Secretary Production Controller or Manager Project Manager Radiographer Refrigeration Engineer Rehabilitation or Medical Engineer Roof Sheeter and Cladder ROV Pilot Technician Software Engineer or Developer Statistician Stockbroker Subsea Pipeline Engineer Surveying Technician Surveyor Systems Analyst Teacher - Primary or Nursery School Teacher - Secondary School - Mathematics Telecommunications Engineer

Course Information

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

The course aims to:

• motivate and challenge candidates by enabling them to select and apply mathematical techniques in a variety of mathematical situations • develop confidence in the subject and a positive attitude towards further study in mathematics and the use of mathematics in employment • deliver in-depth study of mathematical concepts and the ways in which mathematics describes our world • allow candidates to interpret, communicate and manage information in mathematical form, skills which are vital to scientific and technological research and development • deepen candidates’ skills in using mathematical language and exploring advanced mathematical ideas

Course Content Expressions and Functions: The general aim of this unit is to use mathematical operational skills linked to expressions and functions by: 1.1 Applying algebraic skills to logarithms and exponentials 1.2 Applying trigonometric skills to manipulating expressions 1.3 Applying algebraic and trigonometric skills to functions 1.4 Applying geometric skills to vectors Relationships and Calculus: The general aim of this unit is to use mathematical operational skills linked to relationships and calculus by: 1.1 Applying algebraic skills to solve equations 1.2 Applying trigonometric skills to solve equations 1.3 Applying calculus skills of differentiation 1.4 Applying calculus skills of integration Applications: The general aim of this unit is to use mathematical operational skills linked to applications by: 1.1 Applying algebraic skills to rectilinear shapes 1.2 Applying algebraic skills to circles 1.3 Applying algebraic skills to sequences 1.4 Applying calculus skills to optimisation and area

Assessment

There will be a Prelim examination, set by the Mathematics department at a time to be agreed by the school.

In addition, the Course Assessment at the end of the course is assessed externally and consists of two parts, Non-Calculator and Calculator.

HIGHER

Faculty Head: Mrs. N. Adam Course Information

Progression See Progression Pathways Career options… Broadcast journalist Careers adviser Civil service executive officer Criminal intelligence analyst Diplomatic service officer Economic development officer European Union official Forensic computer analyst Library assistant Local government officer Local government revenues officer Magazine journalist Member of Parliament (MP) Newspaper journalist Newspaper or magazine editor Police officer Social worker Solicitor Sub-editor Teacher - Secondary School - Modern Studies Tourist guide Trade union official TV production runner Welfare rights officer

The purpose of Higher Modern Studies is to enable pupils to develop a greater understanding of the contemporary world and their place in it. They have opportunities to develop important attitudes such as respect for the values, beliefs and cultures of others; openness to new thinking and ideas; and a sense of responsibility and global citizenship.

The course emphasises the development and application of skills.

This course is being offered to S6 pupils that have been successful in Higher English in S5.

Course Content

Democracy in Scotland – pupils will study aspects of the democratic political system in the UK including the place of Scotland within this system. They will explore areas such as possible alternatives for governance of Scotland and the implications of the UK’s decision to leave the European Union. Pupils will also consider factors which influence voting behaviour and ways in which citizens can influence government decision-making.

Social Inequality – Pupils will focus on the impact of social inequality on different groups. They will consider reasons why income and wealth inequality exists and also explore health inequalities. Pupils will examine the effectiveness of measures taken to tackle inequalities.

International Issues – Pupils will study the USA. This study of a world power focuses on political and socio-economic issues. They will examine the political system of the USA. Pupils will have the chance to study socio-economic inequality in the USA and the effectiveness of government responses to these inequalities. They will also study the international influence of the USA.

Assessment

There are two components of the external course assessment:

• Component 1 – Question paper (2 papers) 80 marks


Modern Studies

Music


Higher

Progression Advanced Higher Career options… Arts Administrator Community Arts Worker Composer or Songwriter Dancer Disc Jockey - DJ Floor Manager - Television Music Promotions Manager Music Therapist Musical Instrument Technologist Musician - Classical Musician - Popular Piano Tuner Playworker or Play Assistant Private Tutor Producer - Radio Producer - TV or Film Production Assistant Radio Broadcast Assistant Retail Assistant Retail Manager Singer - Classical Singer - Popular Sound Technician Stage Manager Teacher - Primary or Nursery School Teacher - Secondary School - Music

Course Information

The Higher Music Course is designed to help learners further develop their knowledge of music concepts and music literacy, and to integrate and apply this understanding in practical learning activities. The aims of the Course are to enable learners to: develop performing skills in solo and/or group settings on their two selected instruments, or on one instrument and voice; create original music using compositional methods and music concepts creatively when composing, arranging or improvising; broaden their knowledge and understanding of music and musical literacy by listening to music and identifying level-specific music signs, symbols and music concepts

Course Content

Music: Performing Skills - In this Unit, learners will develop performing skills on two selected instruments, or on one selected instrument and voice. They will perform level-specific music with sufficient accuracy and will maintain the musical flow. Learners will, through regular practice and self-reflection, develop technical and musical performing skills.

This is worth 60% of the overall grade

Music: Composing Skills -In this Unit, learners will experiment with, and use a range of compositional methods and music concepts to create original music.


Understanding Music - In this Unit, through listening, learners will develop knowledge and understanding of a variety of level-specific music concepts, and music literacy.


Assessment:

• SQA Practical exam in Feb/March with a visiting examiner.

• Composition submitted to SQA for external marking.

• Listening exam in May.


Higher

Progression Advanced Higher Career options… Airline Pilot Astronomer Broadcasting Engineer Building Control Officer Building Services Engineer Chemical Engineer Chemical Engineering Technician Civil Engineering Technician Civil or Structural Engineer Construction Manager or Site Manager Construction Plant Mechanic Control and Instrument Engineer Dispensing Optician Doctor – General Practitioner Electrical Engineer Electrical or Electronic Engineering Technic ian Electrician Electronic Engineer r Geologist Geophysicist Health and Safety Inspector Helicopter Pilot Manufacturing Systems Engineer Marine Engineer Mechanical Engineer Mechanical Engineering Technician Microbiologist Mining Engineer Motor Vehicle Technician Network Manager Nuclear Engineer Physicist Physiotherapist Physiotherapy Assistant Radiographer Scenes of Crime Officer or Scene Examiner Special Effects Technician Surveyor - General Practice Surveyor - Rural Practice Teacher - Secondary School - Physics with Science Toolmaker Toolpusher Train Maintenance Technician

Course Information

This course allows candidates to develop knowledge and understanding of photographic media and camera techniques and processes when developing their creative practice. Candidates learn how social, cultural, historical, and scientific influences impact on photographers’ work and practice.

Candidates demonstrate technical photographic skills and show personal, creative responses when photographing a variety of subjects. They have opportunities to develop personal autonomy and critical-thinking skills, and learn to evaluate their own photographic work and practice

Course Content

Candidates learn how to plan and carry out practical photographic work. They investigate selected photographers’ work and practice and explain how external influences impact on these. They use this understanding of photographers and their work when developing their own personal approaches to photography. They learn and apply a range of image-making techniques. Candidates develop their creative problem-solving skills as they resolve visual and technical problems. They also reflect on and evaluate the effectiveness of their practice and the qualities of their photographic work

Assessment

Photography project submitted to SQA – 100 marks

Question Paper in May – 30 marks

There is a charge of £20 to cover cost of consumables/folio books.

Photography

Physical Education


Higher

Progression

Advanced Higher PE Sports leaders Career options…

Course Information

Candidates develop the ability to use strategies to make appropriate decisions for effective performance. These strategies will be based on an analysis and understanding of the impact of mental, emotional, social and physical factors on performance. The course supports the way that individual attitudes, values and behaviours are formed by participating in physical education. The skills, knowledge and understanding that candidates acquire by successfully completing the course are transferable to learning, to life and to the world of work. The course enables candidates to: develop a broad and comprehensive range of complex movement and performance skills, and demonstrate them safely and effectively across a range of challenging contexts

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

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

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

analyse and evaluate performance

Course Information

Factors impacting on performance - Candidates develop knowledge and understanding of mental, emotional, social and physical factors that impact on personal performance in physical activities. Through collecting information, candidates consider how these factors can influence effectiveness in performance. They develop knowledge and understanding of a range of approaches for enhancing performance. Candidates select and apply these approaches to factors that impact on their personal performance.

Candidates create and implement Personal Development Plans (PDPs), modify these, and justify decisions relating to future personal development needs.

Performance - Candidates develop their ability to demonstrate a broad and comprehensive range of complex movement and performance skills through a range of physical activities. They select, demonstrate, apply and adapt these skills, and use them to make informed decisions. They also develop their knowledge and understanding of how these skills combine to produce effective outcomes.

Candidates develop consistency, precision, control and fluency of movement. They also learn how to respond to, and meet, the demands of performance in a safe and effective way.

Assessment – practical performance and a question paper

The performance has 60 marks out of a total of 110 marks. This is scaled by SQA to represent 50% of the overall marks for the course assessment. Each single performance event is marked out of 30.

Army officer Army soldier Bodyguard Coastguard Dance movement psychotherapist Dance teacher Dancer Diver - specialist Firefighter Fitness instructor Footballer Horse riding coach Jockey Leisure centre assistant Leisure centre manager Lifeguard Occupational therapy support worker Outdoor activities instructor Personal trainer Physiotherapist Physiotherapy assistant Play therapist Police officer Private investigator Royal Marines commando Royal Marines officer Sport and exercise psychologist Sport and exercise scientist Sports coach Sports development officer Sports professional Sports therapist Stunt performer Swimming teacher or coach Teacher - Secondary School - Physical Education Yoga teacher

Physics


Higher

Progression Advanced Higher Career options… Airline Pilot Astronomer Broadcasting Engineer Building Control Officer Building Services Engineer Chemical Engineer Chemical Engineering Technician Civil Engineering Technician Civil or Structural Engineer Construction Manager or Site Manager Construction Plant Mechanic Control and Instrument Engineer Dispensing Optician Doctor – General Practitioner Electrical Engineer Electrical or Electronic Engineering Technic ian Electrician Electronic Engineer r Geologist Geophysicist Health and Safety Inspector Helicopter Pilot Manufacturing Systems Engineer Marine Engineer Mechanical Engineer Mechanical Engineering Technician Microbiologist Mining Engineer Motor Vehicle Technician Network Manager Nuclear Engineer Physicist Physiotherapist Physiotherapy Assistant Radiographer Scenes of Crime Officer or Scene Examiner Special Effects Technician Surveyor - General Practice Surveyor - Rural Practice Teacher - Secondary School - Physics with Science Toolmaker Toolpusher Train Maintenance Technician

Course Information

The course develops candidates’ interest and enthusiasm for physics in a range of contexts. The skills of scientific inquiry and investigation are developed throughout the course. The relevance of physics is highlighted by the study of the applications of physics in everyday contexts. The course develops scientific understanding of issues relating to physics. It enables candidates to gain an in-depth knowledge of concepts in physics, and to develop confidence in the skills of scientific inquiry. Candidates develop their ability to describe and interpret physical phenomena using mathematical skills, and practise scientific methods of investigation from which general relationships are derived and explored. Candidates gain a deeper insight into the structure of the subject, and reinforce and extend their knowledge and understanding of the concepts of physics.

Course Content

Our dynamic Universe

The topics covered are: ♦ motion — equations and graphs ♦ forces, energy and power ♦ collisions, explosions, and impulse ♦ gravitation ♦ special relativity ♦ the expanding universe.

Particles and waves

The topics covered are: ♦ forces on charged particles ♦ the Standard Model ♦ nuclear reactions ♦ inverse square law ♦ wave-particle duality ♦ interference ♦ spectra ♦ refraction of light.

Electricity

The topics covered are: ♦ monitoring and measuring AC ♦ current, potential difference, power, and resistance ♦ electrical sources and internal resistance ♦ capacitors ♦ semiconductors and p-n junctions

Assessment



Faculty Head:

Higher


Course Information

This course develops the ability to analyse psychological explanations for individual and social behaviour. Psychology provides pupils with opportunities to find out about some of the ways that thoughts and emotions can affect how we feel and behave. The course develops an understanding of psychology as the scientific study of the mind and behaviour. Psychology is a research-based subject, and it provides the opportunity to conduct practical research, including working with human participants in accordance with ethical standards.

Course Content

The central theme of the course is to enable candidates to investigate psychological knowledge and research, which promotes their understanding of individual and social behaviour. You will analyse and evaluate concepts and theories, and draw on research evidence to explain human behaviour.

The course consists of three areas of study:

Individual behaviour - analyse individual behaviour, investigate topics and learn how these topics can be explained using psychological theories and research evidence. You will evaluate and apply theories to show an understanding of individual human behaviour.

Social behaviour - analyse how interaction with others shapes social behaviour. You investigate psychological explanations for social behaviour, and use research evidence to analyse how the thoughts, feelings and behaviours of individuals are influenced by their social environment. And apply psychological knowledge and understanding to explain examples of everyday social behaviour.

Research - understand and apply the research process and research methods used in psychology. You can develop the skills required to conduct and evaluate psychological research. Also develop numerical skills and an understanding of psychological terminology. This area of study is not assessed in a separate section of the question paper, however questions relating to research can be asked in the individual and social behaviour sections of the question paper. In addition, you must carry out research for the assignment.

Assessment

Component 1: question paper- Worth 80 marks and lasts 2 hours and 40 minutes

Component 2: assignment worth 40 marks and is done and written up across the year

Psychology

Art therapist Care home practitioner Care support worker Careers adviser Classroom assistant Clinical psychologist Counselling psychologist Counsellor District nurse Early years practitioner Educational psychologist Forensic psychologist Health promotion specialist Health psychologist Health visitor Healthcare assistant Human resources adviser Image consultant Judge or sheriff Learning support assistant Management consultant Music therapist Nanny Nurse - Adult Nurse - Children's Nurse - Learning Disability Nurse - Mental Health Occupational psychologist Occupational therapist Occupational therapy support worker Play therapist Psychotherapist Recruitment consultant Speech and language therapist Sport and exercise psychologist Sports therapist User experience (UX) designer

Spanish


Higher

Course Information

Progression Advanced Higher Higher in another Language Career options… Air Cabin Crew Airline or Airport Passenger Service Assistant Airline Pilot Archivist Broadcast Journalist Civil Service Administrator - Fast Stream Cook or Chef Copy Editor Courier Cruise Ship Worker Diplomatic Service Executive Assistant Diplomatic Service Operational Officer European Union Administrator Export Sales Manager Hotel General Manager Hotel Receptionist Immigration Officer Interpreter Journalist or Reporter Library or Information Assistant Library or Information Professional Literary Agent Medical Secretary Researcher - Broadcasting Resort Representative Restaurant Manager Revenue and Customs Officer Sub-editor — Journalism Teacher - Secondary School - Modern Foreign Languages Technical Writer Tour Guide Tour Manager or Tour Leader Tour Operator Tourist Information Centre Assistant Train Conductor Translator Travel Agency Manager Travel Consultant Web Editor Wine Merchant Writer or Author


The course provides candidates with the opportunity to develop reading, listening, talking and writing skills in the modern language, and to develop their knowledge and understanding of detailed and complex language in the contexts of society, learning, employability, culture

Course Content

Topics may include:

Family relationships and structures

Marriage/civil partnerships

Social influences and pressures

Minority languages

Global citizenship

Importance of language learning

Taking a gap year

Equality in the workplace

Planning for future jobs

Higher education

Customs and beliefs

Assessment:

Course Assessment consists of:

1) Reading and Directed Writing 50 marks


3) Assignment - Writing 20 marks

4) Performance - Talk 30 marks

Total 120 marks


SCQF Level 6 (Higher)

Course Information


Pupils undertaking a qualification in Sports Leadership will learn and demonstrate important life skills such as effective communication and organisation whilst learning to lead basic physical activities to younger people, their peers, older generations and within the community. The courses involve both guided & peer-to-peer learning and supervised leadership to ensure that learners have all the skills they need to lead physical activities to other people.

Course Content

Pupils will plan and prepare coaching sessions for other pupils within the school. Pupils will work closely with Southmuir Primary school to deliver sessions to their pupils. After each session you will evaluate how you performed as a leader of sport and put steps in place to improve. Pupils learn all about onganising events for large groups of pupils many with different abilities. You will also receive first aid training on this course.

Assessment:

30 hours of volunteering to be undertaken.

Candidates will undergo 3 practical assessment of their leading as well as completing a portfolio for written assessment.

Sports Leader

Coaching - all sports Sports Center work Primary teaching secondary teaching Armed services Care services PT First aid provider

ADVANCED HIGHER

COURSES

Faculty Head: Mrs.K.Ling

Advanced Higher

Course Information


The Advanced Higher Art Course provides opportunities for learners to develop their creativity, visual awareness and aesthetic understanding while exploring how to communicate their personal thoughts, ideas and opinions through their expressive art work. Advanced Higher Art (Expressive) gives students the opportunity to extend and apply the expressive art skills they have developed in the Higher Art and Design Course. It enables learners to demonstrate independence and creative decision making when developing and realising their creative ideas. The aims of the Course are to enable learners to: •experience an independent, self-directed study of expressive art and art practice •develop personal autonomy, creativity, independent thinking and evaluative skills when responding to stimuli and creating their own expressive art work •develop individual self-expression and creativity through their considered exploration and use of art materials, equipment, techniques and/or technology •develop the higher-order thinking skills required to analyse, synthesise, and critically respond to and understand the impact of expressive art work •develop advanced critical thinking skills, reaching substantiated informed judgements when refining and presenting lines of visual enquiry and development

Assessment

Pupils submit portfolios to the SQA in May of each year. Each folio must contain a minimum of 8 x A1 sheets and a maximum of 16x A1 sheets.

Art (Expressive)

Course Content:

The course consists of a practical unit (worth 64 marks) and a written ‘Contextual Analysis Unit’ (worth 30 marks). An evaluation must also be completed (6 marks).

Animator Architect Art Therapist Arts Administrator Cartoonist Clinical Photographer Costume Designer Craft Designer or Worker Digital Imaging Specialist Fashion Designer Fine artist Furniture Designer Games Designer Graphic Designer Illustrator Landscape Architect Multimedia Developer Photographer Product Designer Scientific or Technical Illustrator Sculptor (Art and Design - 3 Dimensional Design) Special Effects Technician Teacher - Secondary School - Art and Design Textile Designer TV or Film Director Wardrobe Assistant - Film, TV or Theatre

Faculty Head: Mrs.K.Ling

Advanced Higher

Course Information


The Advanced Higher Design Course provides opportunities for learners to develop their creativity and apply their understanding of design practice, function and aesthetics. This involves exploring and researching challenging design contexts, issues and opportunities, and evaluating and incorporating visual stimuli and other information from a variety of sources. Advanced Higher Design gives learners the opportunity to extend and apply the design skills they have developed during the Higher Art and Design Course. It enables learners to demonstrate personal autonomy and creative decision making when developing and realising their design ideas and solutions. The aims of the Course are to enable learners to: •experience an independent, self-directed study of design and design practice •develop personal autonomy, creativity, independent thinking and evaluative skills when resolving design problems and responding to design area requirements and constraints •develop individual creativity and technical skills through the considered exploration and creative use of design materials, equipment, techniques and/or technology •develop higher-order thinking skills by analysing, synthesising and responding to designers’ work and the external factors which influence the design area •develop advanced critical thinking and design-based problem solving skills •reach substantiated and informed judgements when refining and presenting lines of design enquiry and development

Assessment

Pupils submit portfolios to the SQA in May of each year. Each folio must contain a minimum of 8 x A1 sheets and a maximum of 16x A1 sheets.

Art (Design)

Course Content:

The course consists of a practical unit (worth 64 marks) and a written ‘Contextual Analysis Unit’ (worth 30 marks). An evaluation must also be completed (6 marks).

Animator Architect Art Therapist Arts Administrator Cartoonist Clinical Photographer Costume Designer Craft Designer or Worker Digital Imaging Specialist Fashion Designer Fine artist Furniture Designer Games Designer Graphic Designer Illustrator Landscape Architect Multimedia Developer Photographer Product Designer Scientific or Technical Illustrator Sculptor (Art and Design - 3 Dimensional Design) Special Effects Technician Teacher - Secondary School - Art and Design Textile Designer TV or Film Director Wardrobe Assistant - Film, TV or Theatre


Advanced Higher

Course Information

Progression See Progression Pathways Career options… Anatomical Pathology Technologist Biochemist Biologist Dental Nurse Dental Technician Dentist Dietitian Doctor Fish Farm Worker Food Scientist or Technologist Food Technician Forensic Scientist Gardener Geneticist Health and Safety Inspector Health Care Assistant or Nursing Auxiliary Herbalist Homeopath Laboratory Technician Landscape Designer Medical Representative Meteorologist Microbiologist Midwife Naturopath Nurse Occupational Therapist Oceanographer Optometrist Orthodontist Osteopath Paramedic Pharmacist Pharmacologist Pharmacy Technician Physiotherapist Physiotherapy Assistant Podiatrist or Chiropodist Psychologist Public Health Nurse or Health Visitor Radiographer Speech and Language Therapist Sport and Exercise Scientist Sports Therapist Teacher - Secondary School - Biology with Science Veterinary Nurse Veterinary Surgeon

The course develops a systems approach to the study of biological science. It allows candidates to integrate their learning, and to appreciate the global dimension of life on Earth and the importance of understanding biological issues in society. The course encourages candidates to become scientifically literate citizens, who are able to make rational decisions based on scientific evidence and information. It gives them further experience in independent investigative work. Candidates improve their scientific literacy by designing and carrying out their own investigation, analysing and evaluating scientific publications and media reports, and producing scientific reports and communications. Opportunities to generate new ideas when planning and designing investigations and experiments also develops candidates’ creativity.

Course Content

Cells and proteins

The key areas covered are: • laboratory techniques for biologists • proteins • membrane proteins • communication and signalling • protein control of

cell division.

Organisms and evolution

The key areas covered are: • field techniques for biologists • evolution • variation and sexual reproduction • sex and behaviour • parasitism.

Investigative biology

The key areas covered are: • scientific principles and process • experimentation • reporting and critical evaluation of biological research

Assessment

Question paper (75% of the grade)

Project (25% of the grade)

Biology

Advanced Higher

Chemistry


Course information

The course builds on the knowledge and skills developed by candidates in the Higher Chemistry course and continues to develop their curiosity, interest and enthusiasm for chemistry in a range of contexts. Skills of scientific inquiry and investigation are developed throughout the course. The course offers opportunities for collaborative and independent learning set within familiar and unfamiliar contexts, and seeks to illustrate and emphasise situations where the principles of chemistry are used and applied in everyday life. Candidates develop important skills relating to chemistry, including developing scientific and analytical thinking skills and making reasoned evaluations.

Course Content

Inorganic chemistry

The topics covered are: • electromagnetic radiation and atomic spectra • atomic orbitals, electronic configurations and the periodic table •

transition metals.

Physical chemistry

The topics covered are: • chemical equilibrium • reaction feasibility • kinetics.

Organic chemistry and instrumental analysis

The topics covered are: • molecular orbitals • synthesis • stereo chemistry • experimental determination of structure • pharmaceutical

chemistry.

Researching chemistry

The topics covered are: • common chemical apparatus • skills involved in experimental work • stoichiometric calculations • gravimetric analysis •

volumetric analysis • practical skills and techniques

Assessment



Career Options… Acupuncturist Air Quality Consultant Biochemist Biologist Biomedical Scientist Biotechnologist Cardiac Physiologist Chemical Engineer Chemist Clinical or Biomedical Engineer Dentist Dietitian Doctor Farm Manager Food Technician Forensic Scientist Geneticist Geologist Health and Safety Inspector Herbalist Homeopath Laboratory Technician Marine Biologist Medical Pathologist Medical Representative Microbiologist Midwife Mining Engineer Nature Conservationist Occupational Therapist Offshore Service Technician Operating Department Practitioner Paramedic Perfusionist Pest Control Technician Pharmacist Pharmacy Technician Physiotherapist Practice Nurse or Nurse Practitioner Psychologist Radiographer Recycling Officer Renewable Energy Consultant ROV Pilot Technician Scenes of Crime Officer or Scene Examiner Scottish SPCA Inspector Sterile Services Technician Teacher - Secondary School - Chemistry with Science Technical Brewer Veterinary Nurse Veterinary Surgeon Zoo Keeper

Progression

See Progression Pathways

Computing Science


Advanced Higher

Course Information

Progression NPA Cyber Security FA in ICT and Digital Technologies

Career options…

Air Traffic Controller Airline Pilot Architectural Technologist Astronomer CAD Technician Database Administrator Forensic Scientist Games Designer Games Tester Geologist Geophysicist Graphic Designer Helicopter Pilot IT Helpdesk Analyst IT Support Engineer IT Support Worker IT Trainer Management Consultant Manufacturing Systems Engineer Mathematician Medical Physicist Meteorologist Mining Engineer Multimedia Developer Network Manager Nuclear Engineer Oceanographer Operational Research Officer Patent Agent Patent Examiner Physicist Software Engineer or Developer Systems Analyst Teacher - Secondary School - Computing Web Developer

Content: Software design and development - Pupils develop knowledge, understanding, and advanced practical problem-solving skills in software design and development. They do this by using appropriate software development environments. Pupils develop object-oriented programming and computational-thinking skills by analysing, designing, implementing, testing, and evaluating practical solutions and explaining how these modular programs work. They use their knowledge of data types and constructs to create efficient programs to solve advanced problems. Computer systems Database design and development - Pupils develop knowledge, understanding, and advanced practical problem-solving skills in database design and development. They do this through a range of practical tasks, using SQL to create and query relational databases. Pupils apply computational thinking skills to analyse, design, implement, test, and evaluate practical solutions, using a range of development tools. Pupils apply interpretation skills to tasks involving some complex features in both familiar and new contexts. Web design and development - Pupils develop knowledge, understanding, and

advanced practical problem-solving skills in web design and development. They do this through a range of practical and investigative tasks. Pupils apply computational-thinking skills to analyse, design, implement, test, and evaluate practical solutions to web-based problems, using a range of development tools including HTML, Cascading Style Sheets (CSS) and PHP. Pupils apply interpretation skills to tasks involving some complex features in both familiar and new contexts.

Computer systems - This content is designed to be delivered in the context of the other areas of study and not as a stand-alone area of study. Pupils develop their understanding of how data is stored in hexadecimal form and how flags are used during the fetch-execute cycle. They become aware of the environmental impact of data centres and the security risks of code injections.

Assessment: Component 1: question paper 80 marks 2 hours 30 minutes Component 2: assignment 80 marks No time limit

The AH Computing course combines knowledge and understanding of computer concepts with practical skills in carrying out a range of computing tasks with an emphasis on programming in contemporary contexts. Throughout their learning, pupils will consider the social, ethical and legal issues associated with the use of computer systems. The course will also allow pupils to develop their analytical and problem solving abilities which should enable students to have a creative role in a modern technological society.

English


Advanced Higher



Course Information

The main purpose of the Course is to provide learners with the opportunity to apply critical, analytical and evaluative skills to a wide range of complex and sophisticated texts from different genres. Learners will develop sophisticated writing skills, responding to the way structure, form and language shape the overall meaning of texts.

Course Content

The course provides opportunities for learners to develop the ability to:

Critically analyse and evaluate a wide range of complex and sophisticated literary texts, as appropriate to purpose and audience.

Apply critical, investigative and analytical skills to a literary topic of personal interest.

Create a range of complex and sophisticated texts, as appropriate to different purposes and audiences.

Apply knowledge and understanding of complex language in a wide range of contexts and use creative and critical thinking to synthesise ideas and arguments.

The Course also develops high levels of analytical thinking and understanding of the impact of language.

Assessment

The Course assessment comprises the following elements:

1) Literary Study 20 marks

2) Textual Analysis 20 marks

3) Portfolio 30 marks

4) Dissertation 30 marks

l k

French


Advanced Higher



Course Information

The main purpose of the Course is to further develop the skills of listening and talking, reading and writing.

This Course offers learners opportunities to develop and extend a wide range of skills.

In particular, it aims to enable learners to:

♦ further develop the ability to listen and talk, read and write in a modern language, as appropriate to purpose, audience and context ♦ further develop the ability to understand and use a modern language in a range of contexts ♦ further develop the language skills of translation ♦ further develop grammatical knowledge ♦ develop the ability to plan and research, integrating and applying language skills, as appropriate to purpose, audience and context ♦ develop independent learning and higher-order language skills

Course Content Skills will be developed through the four contexts of society, learning, employability and culture. Topics could include: ♦ New family structure/marriage/partnership/gender equality ♦ Understanding self as a l earner, e.g. learning styles /importance of language learning in education. ♦ Living in a multicultural society/stereotypes. ♦ Immigration/prejudice/racism ♦ Social issues, e.g. effects of unemployment, gambling, alcohol and drugs, welfare state. ♦ Social influences on/importance of traditions, customs and beliefs in another country. ♦ Environmental issues. ♦ Human rights. ♦ Impact of the digital age. ♦Advantages/disadvantages of higher or further education, choosing a university/college, lifelong learning. The Portfolio will provide learners with the opportunity to carry out independent research and analysis on an aspect of literature, media or language in work.

Assessment

The course Assessment comprises the following elements 1) Reading and Translation 50marks 2) Listening and Discursive Writing 70marks 3) Portfolio 30 marks 4) Performance 50 marks Total 200 marks

Geography


Advanced Higher

Course Information The Advanced Higher Geography course will encourage learners to build up a framework of geographical knowledge and understanding with which to understand and respond to geographical issues. The independent study, research, critical thinking and evaluation skills embedded in this course give pupils important experience in working on their own. They will further develop skills and attributes which are highly valued by higher education institutions, transferable and important for their life and work. Pupils will develop an increased understanding of the environment, sustainability and the impact of global issues.

Progression

See Progression Pathways Career options… Archaeologist Cartographer Civil Engineering Technician Civil or Structural Engineer Countryside Ranger or Warden Environmental Consultant Environmental Engineer Forest Manager Forest Ranger Forest Worker Gamekeeper Geologist Geophysicist Landscape Architect Meteorologist Mining Engineer Nature Conservationist Oceanographer Outdoor Pursuits Instructor or Leader Surveying Technician Surveyor - Building Surveyor - General Practice Surveyor - Hydrographic Surveyor - Land or Geomatics Surveyor - Minerals or Waste Management Surveyor - Planning and Development Surveyor - Quantity Surveyor - Rural Practice Teacher - Secondary School - Geography Tour Manager or Tour Leader Town and Country Planner Town Planning Technician Travel Agency Manager Travel Consultant

Course Content

Geographical Skills – Pupils will develop a wide range of geographical methods and techniques including mapping skills, graphical techniques and a range of statistical techniques for analysing and interpreting geographical data.

Geographical Issues – Pupils will develop critical thinking and the ability to evaluate sources and viewpoints on current complex geographical issues.

Assessment

There are two components of the external course assessment: • Component 1 – Question paper 50 marks

The purpose of the question paper is to demonstrate application of skills and breadth of knowledge and understanding from across the course. The questions will cover three skills areas of Map Interpretation, Gathering and Processing Techniques and Geographical Data Handling.

• Component 2 – project-folio 100 marks Pupils will carry out a detailed study based on geographical research and also a critical evaluation of an issue from a geographical perspective. Pupils will choose their own topics and carry out independent research.

Advanced Higher

Career options… Archaeologist Archivist Art Gallery Curator Broadcast Journalist Civil service Administrative officer Civil Service Executive officer Conservator Diplomatic service officer European Union Official Further education lecturer Higher Education lecturer Law Librarian Library assistant Magazine Journalist Media Researcher Museum assistant Museum curator Newspaper Journalist Newspaper/Magazine editor Politician Primary School Teacher Secondary School Teacher Solicitor Sub Editor Tourist guide Town planner Trade Union official Writer

History


Course Information

Pupils build on their Higher History work and acquire depth in their knowledge and understanding of historical themes, and further develop the skills of analysing complex historical issues, evaluating sources, and drawing conclusions. There is only one topic which allows a depth of study to engage in historical debate and thereby develop a deeper appreciation of the forces which have shaped historical developments. The focus on the detailed study of a specific theme allows pupils to explore sophisticated issues and concepts, to engage with a wide range of source material, and to review a wide range of interpretations of history. The course emphasises the development and application of skills. The focus on evaluating sources develops pupils thinking skills and skills in literacy through using and synthesising information in different ways.

Course Content

Like at Higher there are Essay and Source Skills both focused on one topic that is studied across the year.

Field of study 8 — Russia: from Tsarism to Stalinism, 1914–45 (Themes: ideology, authority and revolution)

A study of political ideology as found in the Communist state; the changing nature of authority; and the policy outcomes of that authority.

Bolshevik rise to power, including: the condition of society in the years immediately before Revolution; the February Revolution and Bolshevik reactions to it; the causes, nature and immediate consequences of the October Revolution

Lenin and the consolidation of power, including: the withdrawal from the First World War; the Civil War and the reasons for Bolshevik victory; changing economic policy from War Communism to the New Economic Policy; the political development of the Soviet state; foreign policy under Lenin

the making of the Stalinist system, including: Stalin’s struggle for power with his rivals; the policies of industrialisation and collectivisation; the Purges

the spread of Stalinist authority, including: political, social and cultural aspects of the Stalinist state; Russia and the Great Patriotic War

Assessment Question paper - worth 90 marks – (2 Essays & 3 Source Questions) 3

hours Research project–dissertation – Worth 50 marks (Done over the year –

No time limit)


Faculty Head: Mr J. Boath

Advanced Higher

Course Information

Progression See Progression Pathway Career options…

Course Information Mathematics at Advanced Higher provides the foundation for many developments in the sciences and in technology as well as having its own intrinsic value. This Course is designed to enthuse, motivate, and challenge learners by enabling them to: • select and apply complex mathematical techniques in a variety of mathematical situations, both practical and abstract • extend and apply skills in problem solving and logical thinking • extending skills in interpreting, analysing, communicating and managing information in mathematical form, while exploring more advanced techniques • clarify their thinking through the process of rigorous proof

Course Content

Mathematics: Methods in Algebra and Calculus (Advanced Higher)

The general aim of the Unit is to develop advanced knowledge and skills in algebra and calculus that can be used in practical and abstract situations to manage information in mathematical form. The Outcomes cover partial fractions, standard procedures for both differential calculus and integral calculus, as well as methods for solving both first order and second order differential equations. The importance of logical thinking and proof is emphasised throughout.

Mathematics: Applications of Algebra and Calculus (Advanced Higher)

The general aim of the Unit is to develop advanced knowledge and skills that involve the application of algebra and calculus to real-life and mathematical situations, including applications of geometry. Learners will acquire skills in interpreting and analysing problem situations where these skills can be used. The Outcomes cover the binomial theorem, the algebra of complex numbers, properties of functions, rates of change and volumes of revolution. Aspects of sequences and series are introduced, including summations, proved by induction.

Mathematics: Geometry, Proof and Systems of Equations (Advanced Higher)

The general aim of the Unit is to develop advanced knowledge and skills that involve geometry, number and algebra, and to examine the close relationship between them. Learners will develop skills in logical thinking. The Outcomes cover matrices, vectors, solving systems of equations, the geometry of complex numbers, as well as processes of rigorous proof.

Assessment

There will be a Prelim examination, set by the Mathematics department at a time to be agreed by the school. In addition, the Course Assessment at the end of the course is assessed externally and consists of one paper.

Mathematics

Accountant Aerospace engineer Air traffic controller Aircraft maintenance engineer Architect Astronomer Automotive engineer Bank manager Banking customer service adviser Biotechnologist Bookmaker Building Standards Officer (local authority) Building surveyor Credit manager Croupier Data analyst Dispensing optician Distillery manager Drilling engineer Dynamic positioning operator Economic development officer Economist Educational psychologist Electrical engineer Electronics engineer Ergonomist Financial adviser Flight dispatcher Forensic scientist Games developer Games tester General practice surveyor Health psychologist Insurance Investment analyst Investment banker IT trainer Land surveyor Marine biologist Market research data analyst Market research executive Measurement and control engineer Mechanical engineer Merchant navy Minerals surveyor Naval architect Network manager Nuclear engineer Nursery manager Occupational psychologist Oceanographer Offshore service technician Pharmacologist Physicist Pilot - Airline Planning and development surveyor

Faculty Head: Mrs. K .Ling

Advanced Higher

Course Information


This unit is an option for S6 pupils only.

Entry into this unit is a pass at Higher - or performance skills on one instrument/voice equivalent to Grade 4/5 National Music exams.

This is a 40 hour unit. It is on a Pass/Fail basis only – no overall grade is awarded.

Pupils will compile an audio folio of their work.

Completed performances are recorded throughout the year and there is no requirement to perform for a visiting examiner from SQA.

Music - Performance Unit

Arts Administrator Community Arts Worker Composer or Songwriter Dancer Disc Jockey - DJ Floor Manager - Television Music Promotions Manager Music Therapist Musical Instrument Technologist Musician - Classical Musician - Popular Piano Tuner Playworker or Play Assistant Private Tutor Producer - Radio Producer - TV or Film Production Assistant Radio Broadcast Assistant Retail Assistant Retail Manager Singer - Classical Singer - Popular Sound Technician Stage Manager Teacher - Primary or Nursery School Teacher - Secondary School - Music

Faculty Head: Ms.J. Mr S. McBride

Advanced Higher

Course Information

This course is designed for pupils who have been successful in Higher and are high level performers. This course is pitched at a 1st year University level and you will learn vital skills you will need at uni e.g. writing a literature review. Therefore this course is more suited to pupils to intend on going to University.

Course Content

This is a theory based course there is limited practical in class, all practical should be completed during your free time or non-teaching periods. The course is about identifying a weakness in an activity, researching that weakness and finding out the best way to improve it, creating and carrying out a training programme then reviewing the whole process. We carry out this project overt the course of the year.

Assessment

You will be assessed in one activity at Advanced Higher Level and this will equate to 30% of your overall grade.

You also complete a 5000 word project worth 70 marks and 70% of your overall grade.

Physical Education

Career Options… Army officer Army soldier Bodyguard Coastguard Dance movement psychotherapist Dance teacher Dancer Diver - specialist Firefighter Fitness instructor Footballer Horse riding coach Jockey Leisure centre assistant Leisure centre manager Lifeguard Occupational therapy support worker Outdoor activities instructor Personal trainer Physiotherapist Physiotherapy assistant Play therapist Police officer Private investigator Royal Marines commando Royal Marines officer Sport and exercise psychologist Sport and exercise scientist Sports coach Sports development officer Sports professional Sports therapist Stunt performer Swimming teacher or coach Teacher - Secondary School - Physical Education Yoga teacher

Progression…


Physics


Advanced Higher

Progression See Progression Pathways Career options… Airline Pilot Astronomer Broadcasting Engineer Building Control Officer Building Services Engineer Chemical Engineer Chemical Engineering Technician Civil Engineering Technician Civil or Structural Engineer Construction Manager or Site Manager Construction Plant Mechanic Control and Instrument Engineer Dispensing Optician Doctor – General Practitioner Electrical Engineer Electrical or Electronic Engineering Technic ian Electrician Electronic Engineer r Geologist Geophysicist Health and Safety Inspector Helicopter Pilot Manufacturing Systems Engineer Marine Engineer Mechanical Engineer Mechanical Engineering Technician Microbiologist Mining Engineer Motor Vehicle Technician Network Manager Nuclear Engineer Physicist Physiotherapist Physiotherapy Assistant Radiographer Scenes of Crime Officer or Scene Examiner Special Effects Technician Surveyor - General Practice Surveyor - Rural Practice Teacher - Secondary School - Physics with Science Toolmaker Toolpusher Train Maintenance Technician

Course Information

The course develops the skills, knowledge and understanding necessary to analyse and solve problems in familiar and unfamiliar contexts. It offers opportunities for collaborative and independent learning set within familiar and unfamiliar contexts. It also seeks to illustrate and emphasise situations where the principles of physics are used and applied, thus promoting the candidates’ awareness that physics involves interaction between theory and practice. The course allows candidates an opportunity to engage in some independent research. Candidates are encouraged to make critical and evaluative comment, and to accept that physics is a developing subject. The study of Advanced Higher Physics should also foster an interest in current developments in, and applications of, physics.

Course Content

Rotational motion and astrophysics

The topics covered are: • kinematic relationships • angular motion • rotational dynamics • gravitation • general relativity • stellar physics.

Quanta and waves

The topics covered are: • introduction to quantum theory • particles from space • simple harmonic motion • waves • interference •

polarisation.

Electromagnetism

The topics covered are: • fields • circuits • electromagnetic radiation.

Units, prefixes and uncertainties

The topics covered are: • units, prefixes and scientific notation • uncertainties • data analysis • evaluation and significance of

experimental uncertainties

Assessment



Spanish


Advanced Higher



Course Information

The main purpose of the Course is to further develop the skills of listening and talking, reading and writing.

This Course offers learners opportunities to develop and extend a wide range of skills.

In particular, it aims to enable learners to:

♦ further develop the ability to listen and talk, read and write in a modern language, as appropriate to purpose, audience and context ♦ further develop the ability to understand and use a modern language in a range of contexts ♦ further develop the language skills of translation ♦ further develop grammatical knowledge ♦ develop the ability to plan and research, integrating and applying language skills, as appropriate to purpose, audience and context ♦ develop independent learning and higher-order language skills

Course Content Skills will be developed through the four contexts of society, learning, employability and culture. Topics could include: ♦ New family structure/marriage/partnership/gender equality ♦ Understanding self as a l earner, e.g. learning styles /importance of language learning in education. ♦ Living in a multicultural society/stereotypes. ♦ Immigration/prejudice/racism ♦ Social issues, e.g. effects of unemployment, gambling, alcohol and drugs, welfare state. ♦ Social influences on/importance of traditions, customs and beliefs in another country. ♦ Environmental issues. ♦ Human rights. ♦ Impact of the digital age. ♦Advantages/disadvantages of higher or further education, choosing a university/college, lifelong learning. The Portfolio will provide learners with the opportunity to carry out independent research and analysis on an aspect of literature, media or language in work.

Assessment

The course Assessment comprises the following elements 1) Reading and Translation 50marks 2) Listening and Discursive Writing 70marks 3) Portfolio 30 marks 4) Performance 50 marks Total 200 marks

2021/22 - Webster's High School

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