Farr High School Senior Phase Options Booklet 2016-17 · Web viewFarr High School Senior Phase...

Senior PhaseOptions Brochure

2016/2017

S3 Parents’ Evening will be held on the 16th March where S3 parents will have the opportunity to discuss individual choices with teachers. S4 and S5 Parents’ Evening has already taken place.

There will be a further opportunity to discuss choices with Mrs Wood and Mrs Moseley at an Options Night on 17th March. This is for all pupils in S3, S4 and S5. Please contact the school to make an appointment.

Course choice forms must be returned by Friday 18th

March.

Farr High School Senior Phase Options Booklet 2016-17

CONTENTS

General Information Page 3, 4, 5 and 6

Art and Design Page 7, 8 and 9

Biology Page 10, 11, 12 and 13

Chemistry Page 14, 15, 16 and 17

Design and Manufacture Page 17, 18 and 19

English 0, 21 and 22

Enterprise and Employability Page 23

French Page 24, 25 and 26

Gaelic Page 27, 28 and 29

Gaidhlig Page 30, 31 and 32

Geography Page 33, 34, 35 and 36

Graphic Communication Page 37, 38 and 39

History Page 40, 41 and 42

Hospitality Page 43

Mathematics Page 44, 45, 46, 47 and 48

Music Page 49, 50 and 51

Physical Education Page 52 and 53

Physics Page 54, 55, 56 and 57

Practical Woodworking Page 58 and 59

Rural Skills Page 60

Course Choice Form Page 61 and 62

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Introduction

Welcome to our Senior School Course Choice Booklet for 2016/17.

The ‘Senior Phase’ (S4/S5/S6), is a very important phase in your education. These three years are the period in your education during which you will gain a range of nationally recognised qualifications. It is important to follow a programme that builds on your experience and strengths. The success of your Senior Phase will help shape your future career and lifestyle.

The vast majority of you in S4 and S5 will opt to stay on at school through choice. Only make that choice if school takes your learning forward and you are prepared to commit one hundred per cent to the expectations we have for you.

The courses described in this booklet offer a significant range of possibilities. For a small school we believe we offer an excellent range of courses. Our small class sizes and the commitment and dedication of our staff give all our pupils every opportunity for success here at Farr High School.

Every session we review the courses that we offer in light of pupil preferences and staff capacity. This year, in addition to the comprehensive range of National, Higher and Advanced Higher courses, we will be offering Skills for Work courses in Enterprise and Employability and Rural Skills. We will also continue our college link in Thurso on Fridays for S5 and S6 pupils, enabling them to access a wide range of additional qualifications. This has proven to be very popular with our pupils over the last two years. It does, however, require an increased commitment as attending college one day a week will impact on their other subjects so careful consideration needs to be given to this option. Pupils interested in the college option will have to apply and pass a college interview for all college courses.

The Senior Phase (S4 – S6)

Next session we will again be combining S4, S5 and S6 into one single Senior Phase cohort. Senior pupils, with support, have already started planning their Senior Phase programme.

In S4 pupils will study six subjects. These MUST include English and Maths. In S5 pupils will choose 5 subjects. In addition, they will have six periods per

week supervised study to support their learning and progress. In S6 individual programmes of study will be discussed and agreed on a one to

one basis.

The viability of courses will depend on uptake and we may not be able to run a course where there is limited demand. In these circumstances, pupils will be asked to make

another choice.

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Options Programme

During Personal Development time, and with the support of Helen Ward from Skills Development Scotland, pupils have already started to explore options and discuss a way forward. Pupils have indicated initial preferences for courses next year and it is these initial preferences that have allowed us to draw up the enclosed Options Form for next session. For most pupils this should mean that they are able to undertake their first or second choices for subjects but it may be that they will not be able to study all of the subjects which they request. It is important that pupils consider their subject choices as a three year programme of study through the Senior Phase.

The S3 Parents Night will be held on the 16th March and S3 parents will have the opportunity to discuss individual choices with teachers. There will be a further opportunity to discuss choices with Mrs Wood and Mrs Moseley at an Options Night on 17th March. This is for all pupils in the Senior Phase. Parents and pupils will be invited to make an appointment for the Options Night evening.

Course choice forms must be returned by Friday 18th March.

National Qualifications

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Assessment

National 3 and National 4 work will be marked and assessed by the school. The SQA will check assessments to ensure that assessment judgements are consistent and meet national standards.

National 4 courses are made up of Units, including an Added Value Unit. In order to achieve a Course at National 4, learners need to pass all Units, plus an Added Value Unit assessment. National 5, Higher and Advanced Higher Courses will also include Units that are assessed and marked by the school. In order to achieve a Course at National 5, Higher or Advanced Higher, pupils must pass all Units plus a Course assessment. Course assessments (in many but not all subjects this will be an exam) will continue to be externally marked by SQA or, where appropriate, internally assessed by the school.

The Course assessment will normally be carried out using one or two assessment methods from seven possible types:

assignment case study practical activity performance portfolio project question paper/test

National 3 and 4 qualifications will not be graded, but assessed as 'pass' or 'fail'.

Courses at National 5, Higher and Advanced Higher will be graded A to D, or 'No Award'.

If a pupil does not achieve the overall Course assessment at National 4, National 5, Higher or Advanced Higher, they will still receive credit for any Units they have achieved at that level. So when the pupil receives their qualification certificate, the Units they have passed within the Course will appear on the detailed record of attainment section of their qualifications certificate.

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Level of study for pupils

The level of study pupils undertake in S4 will be based on teachers’ professional judgement around individual pupil’s progress and performance in the Broad General Education. This will be indicated in S3 Reports and you will have the opportunity to discuss this with teachers at the S3 Parents Evening.

For S4 and S5 pupils, achievement of a National 4 or National 5 award will not automatically ensure success at the next level.

Progress will normally be:• National 4 to National 5 - in consultation with the subject teacher• National 5 A or B - Higher • National 5 C - decided following consultation with the subject teacher • National 5 D - upgrade to A or B in S5 with a view to Higher in S6• Higher A or B – Advanced Higher following consultation with the subject teacher

Senior School Expectations

All senior school pupils need to accept that they have certain responsibilities relating to themselves, their school work and to the life of the school. Pupils will find that as course levels increase, those courses are much more demanding. Higher courses are extremely challenging.

We will expect that all pupils:• set challenging, but attainable targets, and are not satisfied with doing just enough

to get by• give a commitment to prepare for and attend classes, to contribute fully, to think

about their performance, to ask for help as required and to use feedback in order to improve

• complete all required homework to the best of their ability• persevere to achieve goals• take more responsibility for their own studies, making use of study periods• give a commitment to behave appropriately and considerately within and out with

the school • consider how they can contribute to enhancing the quality of life of the school• give a commitment to establish good relationships with other pupils and staff and to

do what they can to create an environment which encourages a willingness to learn among pupils.

Most pupils begin their new courses in the Senior School by radically underestimating how much time will be needed to carry out the basic study, research, summary note-taking, as well as the homework. Pupils need to begin by allowing more time for homework than they think they will need. Pupils should also draw up a weekly study plan and pin it to their wall so that they can see when they are going to sit down and study for each subject.

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For success in the Senior School this should amount to at least twelve hours additional study per week

All senior school courses start in June 2016 and regular attendance is essential to ensure the best possible start. That pattern of regular attendance must be maintained throughout the session, unless there are exceptional circumstances.

ART & DESIGN – NATIONAL 4

Course Outline

The aims of Art & Design are to enable learners to:

• communicate personal thoughts, feelings and ideas through the imaginative and 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 • develop an understanding of the impact of external factors on artists and

designers and their work • develop creativity, problem solving, critical thinking and reflective practice skills

The following list gives a flavour of activities covered at National 4 level: Pupils will produce analytical drawings. Pupils will develop their media handling skills with paint, pencils, pastels and clay, paper maché. They will select which processes to experiment with depending on their chosen themes and subject matter e.g. print-making, clay work, mixed media, digital processes; developing creative and imaginative responses in 2D and/or 3D; Finding out about the work of artists and designers will be key to helping inspire their ideas and developing skills in critical analysis; reflecting on own and others artwork.

Course Assessment

There is no external exam at National 4 level-the course is graded PASS or FAILThere are three Units at National 4 level: all internally assessed1. Expressive Activity2. Design Activity3. Practical Activity (Added Value Unit)

The Expressive Unit involves observational drawing, using and experimenting with a range of art media and processes and developing personal expressive ideas and compositions in 2D and/or 3D formats and learning about the work of artists.

In Design, learners develop their creativity and problem solving skills in response to a design brief and build media handling skills as well as learn about designers and their work. The Practical Activity allows learners to produce a final expressive outcome and design solution.

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ART & DESIGN – NATIONAL 5

Course Outline

The aims of Art & Design are to enable learners to• communicate personal thoughts, feelings and ideas through the imaginative

and 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 • develop an understanding of the impact of external factors on artists and

designers and their work • develop creativity, problem solving, critical thinking and reflective practice skills

The following list gives a flavour of activities covered at National 5 level: Producing analytical drawings of e.g. natural and man-made form, natural environment or portraiture; developing media handling skills with e.g. paint, pencils, pastels; Experimenting with processes e.g. print-making, clay work, mixed media, digital processes; developing creative and imaginative responses in 2D and/or 3D; Finding out about the work of artists and designers of their own choice and developing skills in critical analysis; reflecting on own and others artwork.They will decide on their own theme for both Design and Expressive units. Pupils will write their own brief for the design unit in a design area of their choice.

The Expressive Unit involves observational drawing, using and experimenting with a range of art media and processes and developing personal expressive ideas and compositions in 2D and/or 3D formats and learning about the work of artists. In Design, learners develop their creativity and problem solving skills in response to a design brief and build media handling skills as well as learn about designers and their work. The Practical Activity allows learners to produce a final expressive outcome and design solution.

Course Assessment

An externally marked practical folio makes up 75% of the final award at National 5 level. An external exam (question paper) makes up the remaining 25%The course is graded from A-D

There are two Units at National 5 level and the Course Assessment1. Expressive Activity2. Design ActivityUnit activities cover similar content to National 4 units, but in more depth. Work drawn from the units together with final outcomes for both Expressive and Design will make up the portfolio for assessment. The question paper assesses skills from across the units focusing on critical analysis skills and knowledge of the work of artists and designers.

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ART AND DESIGN - HIGHER

Course outline

The Higher qualification in Art and Design gives learners a thorough understanding of their creative skills and the visual environment. They will examine cultural, social and historical influences on visual communication. The course encourages candidates to use materials and technology to understand, appreciate and respond to their world. Learners will gain skills in the creation of two and/or three-dimensional arts using a variety of materials and technologies. The course develops a candidate’s ability to transfer ideas and understanding in sophisticated and specialized ways. They will also develop their problem-solving skills through complex design tasks and investigating themes of their choosing.

The Higher Course comprises three mandatory Units as follows: Art and Design: Expressive Activity Art and Design: Design Activity Art and Design Studies

Course assessment

To achieve the Course award the candidate must pass the Units as well as the Course assessment. The candidate’s grade is based on the Course assessment. The evidence required for Course assessment will be made up of two components:

Component 1: A single Practical Folio of both Expressive and Design Activity work.

The Expressive work submitted to SQA for assessment will take the form of: one A2 sheet or equivalent of investigative work one A2 sheet or equivalent of development work one final outcome produced when the Unit has been passed.

The Design Activity work submitted to SQA for assessment will take the form of: one A2 sheet or equivalent of research and investigative work one A2 sheet or equivalent of development work one solution and evaluation produced when the Unit has been passed.

Component 2: A Question Paper made up of two sections, one relating to the Visual Arts and the other to Design. The Question Paper is set by SQA and completed under examination conditions.

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BIOLOGY - NATIONAL 4

Course Outline

The aim of the Biology course is to enable pupils to: develop an understanding of biology’s role in scientific issues and relevant

applications of biology in society and the environment develop scientific inquiry and investigative skills develop scientific analytical thinking skills in a biology context develop the use of technology, equipment and materials in safety develop problem solving skills, understanding of scientific literacy develop the knowledge and skills for more advanced learning in biology

Pursuing a career in biology is stimulating and rewarding. Whether you are an indoor or outdoor type, a solo performer or a team player, interested in plants, animals or people – there are options for everyone with an interest in biology, and rewarding career opportunities for those deciding to study biology at school or university. People will always require healthy food, novel medicines, clean water, sensibly-produced crops, and fuel that is carbon neutral. Without a work force well trained in the biological sciences, none of this will happen.

Cell Biology Cell division and its role in growth and repair, DNA, genes and chromosomes, therapeutic use of cells, properties of enzymes and use in industries, properties of microorganisms and use in industries. Photosynthesis, its limiting factors and respiration.

Multicellular Organisms Sexual and asexual reproduction, propagating and growing plants and their commercial use, genetic information, growth and development and homeostasis in nature.

Life on Earth Interdependence of animal and plants species, impact of population growth, natural hazards, biodiversity, nitrogen cycle, fertilisers and their impact and behaviours role in nature.

Course Assessment There is no external exam at National 4 level, although there will be written tests throughout the course that are marked internally. The course is graded PASS or FAIL.

Areas for assessment at National 4 level are:1. Scientific enquiry which includes planning, carrying out, concluding and evaluating a practical investigation.2. Unit tests involving application of knowledge and problem solving skills.3. A short research activity.4. The ‘Added Value Unit’ which allows pupils to investigate a topical issue in Biology.

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BIOLOGY - NATIONAL 5

Course Outline

The Course covers major areas of biology ranging from cellular to whole organism and up to ecosystems. The key areas of biodiversity, interdependence, body systems and cells and inheritance are developed through the Course. The focus on cellular level processes will lead to an understanding of the importance and roles of the cell. By comparing the processes in multicellular plants and animals, learners investigateincreasing levels of complexity. In Life on Earth, the key areas of biodiversity and interdependence are covered, along with the processes leading to evolution as well as food security and ethical issues.

The aims of this Course are to enable learners to: develop an understanding of biology’s role in scientific issues and relevant applications of biology, including the impact these could make in society and

the environment

develop scientific inquiry and investigative skills develop scientific analytical thinking skills in a biology context develop the use of technology, equipment and materials, safely, in practical

scientific activities use and understand scientific literacy, in everyday contexts, to communicate

ideas and issues and to make scientifically informed choices

develop the knowledge and skills for more advanced learning in biology

Cell Biology Cell structure; transport across cell membranes; producing new cells; DNA and the production of proteins; proteins and enzymes; genetic engineering; photosynthesis and respiration.

Biology: Multicellular Organisms Cells, tissues and organs; stem cells and meristems, control and communication; reproduction, variation and inheritance; the need for transport and effects of life-style choices on animal transport and exchange systems.

Biology: 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.

Course AssessmentAreas for assessment at National 5 level include:1. An external exam which makes up 80% of the final award at National 5 level.2. An externally marked research assignment which makes up 20% of the final award.3. Planning, carrying out, concluding and evaluating a practical investigation.4. Unit tests involving application of knowledge and problem solving skills.5. A short research activity.

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The course is graded from A-D.BIOLOGY - HIGHER

Course outline

The aims of the Course are to enable learners to:• develop and apply knowledge and understanding of biology• develop an understanding of biology’s role in scientific issues and relevant

applications of biology, including the impact these could make in society and the environment

• develop scientific inquiry and investigative skills• develop scientific analytical thinking skills, including scientific evaluation• develop the use of technology, equipment and materials, safely, in practical

scientific activities, including using risk assessments• develop problem solving skills in a biology context• use and understand scientific literacy to communicate ideas and issues and to

make scientifically informed choices• develop the knowledge and skills for more advanced learning in biology• develop skills of independent working.

The three units covered in the Higher course are:

DNA and the Genome (Higher) In this Unit, learners will develop knowledge through study of DNA and the genome. The Unit covers the key areas of structure of DNA; replication of DNA; control of gene expression; cellular differentiation; the structure of the genome; mutations; evolution; genomic sequencing

Metabolism and Survival (Higher) In this Unit, learners will develop knowledge by investigating the central metabolic pathways of ATP synthesis by respiration and how control of the pathways is essential to cell survival.

Sustainability and Interdependence (Higher) In this Unit, learners will develop knowledge by investigating how humans depend on sufficient and sustainable food production from a narrow range of crop and livestock species, focusing on photosynthesis in plants. The Unit covers the key areas of food supply, plant growth and productivity; plant and animal breeding; crop protection; animal welfare; symbiosis; social behaviour; mass extinction and biodiversity.

Course assessment

• Each of the units above all have a written assessment based on knowledge and understanding that must be passed. In addition to this, the unit assessments have problem solving questions, such as selecting information and drawing conclusions.

• Pupils must complete a practical investigation to be written up in a specified format.• There is a final exam set by the SQA lasting 2 hours 30 minutes to be sat in May

2016. This paper is worth 100 marks.

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• Pupils will carry out an assignment under controlled conditions in which pupils carry out an in-depth study of a Biology topic of their choice. This is marked externally and is worth 20 marks.

The course is graded from A-D.

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BIOLOGY – ADVANCED HIGHER

Course Outline

The aims of this Course are to enable learners to:• develop a critical understanding of the role of biology in scientific issues and

relevant applications, including the impact these could make on the environment/ society

• extend and apply knowledge, understanding and skills of biology• develop and apply the skills to carry out complex practical scientific activities,

including the use of risk assessments, technology, equipment and materials• develop and apply scientific inquiry and investigative skills, including planning and

experimental design• develop and apply analytical thinking skills, including critical evaluation of

experimental procedures, in a biology context• extend and apply problem solving skills in a biology context• further develop an understanding of scientific literacy, using a wide range of

resources, in order to communicate complex ideas and issues and to make scientifically informed choices

• extend and apply skills of independent/autonomous working in biology

There are three units in the course:1. Cells and Proteins - including proteomics, protein structure, binding and conformational change; membrane proteins; detecting and amplifying a stimulus; communication within multicellular organism and protein control of cell division. 2. Organisms and Evolution – including evolution; variation and sexual reproduction; sex and behaviour and parasitism3. Investigative Biology - Learners will develop knowledge and understanding of the principles and practice of investigative biology and its communication. The Unit covers scientific principles and processes, experimentation and critical evaluation of biological research.

Course Assessment

Each of the units 1 and 2 above have a written assessment based on knowledge and understanding that must be passed. In addition to this, the unit assessments have problem solving questions, such as selecting information and drawing conclusions.There is a final exam set by the SQA lasting 2 hours 30 minutes to be sat in May 2016. This paper is worth 90 marks.A project/assignment is used to assess a wide range of high-order cognitive and practical skills and to bring them together, such as skills relating to planning, analysis, synthesis and evaluation. The project requires learners to apply skills of scientific inquiry, using related knowledge, to carry out a meaningful and appropriately challenging task in Biology and communicate findings. The learner will carry out a significant part of the work for the project independently with minimal supervision. This project is worth 30 marks.


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CHEMISTRY - NATIONAL 4

Course Outline

The aims of the course are to enable pupils to: develop and apply knowledge and understanding of chemistry develop an understanding of chemistry’s role in scientific issues and relevant

applications of chemistry in society and the environment develop scientific inquiry and investigative skills and scientific analytical thinking

skills develop the use of technology, equipment and materials, safely, in practical

scientific activities develop problem solving skills in a chemistry context use and understand scientific literacy, in everyday contexts, to communicate ideas

and issues develop the knowledge and skills for more advanced learning in Chemistry

The following is a list of some of the subjects covered at National 4 level: Chemical Changes, including rates of reaction, atomic structure and acids and

alkalis. Nature’s Chemistry, including everyday consumer products, such as alcohol and

food. Chemistry in Society, including plastics, fertilisers and nuclear chemistry.

Chemistry can open up a vast range of course and careers choices to you. Even if you think it will not require chemistry, it probably does! Listed here are just some of the wide range of careers that require knowledge of chemistry: doctor, dentist, pharmacist, engineer, zoologist, vet, archaeologist, oceanographers, laboratory technician, nurse, agricultural scientist, food scientist, forensic scientist, industrial chemist, biochemist, photographer and nature conservationist.

Course Assessment

There is no external exam at National 4 level, although there will be written tests throughout the course that are marked internally.

The course is graded PASS or FAIL.

There are three areas for assessment at this level:1. Scientific enquiry which includes planning, carrying out, concluding and evaluating a practical investigation.2. Unit tests involving application of knowledge and problem solving skills.3. A short research activity.4. The ‘Added Value Unit’ which allows pupils to investigate a topical issue in Chemistry.

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CHEMISTRY - NATIONAL 5

Course OutlineThe aims of the course are to enable pupils to: develop and apply knowledge and understanding of chemistry develop an understanding of chemistry’s role in scientific issues and relevant

applications of chemistry in society and the environment develop scientific inquiry and investigative skills and scientific analytical thinking

skills develop the use of technology, equipment and materials, safely, in practical

scientific activities develop problem solving skills in a chemistry context use and understand scientific literacy, in everyday contexts, to communicate ideas

and issues develop the knowledge and skills for more advanced learning in chemistry

The following is a list of some of the subjects covered at BOTH National 4 and 5 level: Chemical Changes, including rates of reaction, structure and bonding and acids

and alkalis. Nature’s Chemistry, including everyday consumer products, such as alcohol and

food. Chemistry in Society, including polymers, fertilisers and nuclear Chemistry.

Chemistry can open up a vast range of course and careers choices to you. Even if you think it will not require chemistry, it probably does! Listed here are just some of the wide range of careers that require knowledge of chemistry: doctor, dentist, pharmacist, engineer, zoologist, vet, archaeologist, oceanographers, laboratory technician, nurse, agricultural scientist, food scientist, forensic scientist, industrial chemist, biochemist, photographer and nature conservationist.

Course Assessment

Areas for assessment at National 5 level include:1. Scientific enquiry which includes planning, carrying out, concluding and evaluating a practical investigation.2. Unit tests involving application of knowledge and problem solving skills.3. A written exam including knowledge and understanding of chemistry, application of knowledge of chemistry to new situations, interpreting information, solving problems and processing information (using calculations and units, where appropriate).4. An assignment carried out under controlled conditions in which pupils carry out an in-depth study of a chemistry topic of their choice, and its impact on society/the environment.

The external exam, lasting 2 hours, makes up 80% of the final award at National 5 level. The remaining 20% comes from the externally marked research assignment.


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CHEMISTRY - HIGHER

Course Outline

The aims of the course should enable pupils to acquire: knowledge and understanding of chemical facts, theories and symbols the ability to solve chemical problems the ability to think creatively and independently the ability to apply critical thinking within new or unfamiliar contexts the ability to make reasoned evaluations based on the evidence available the skills required to communicate facts, ideas and theories clearly with others the ability to critically assess scientific claims made in the media an understanding of the need to assess the risk associated with practical

activities.

There are four units in the course:1. Chemical Changes and Structure, including topics such as the periodic table, bonding and structure and reaction rates.2. Nature’s Chemistry, including carbon chemistry, the chemistry of cooking and cosmetics.3. Chemistry in Society, which looks at the economic factors surrounding chemical production.4. Researching Chemistry, which is a skills-based unit focusing on the investigative and reporting skills demanded by employers and Further and Higher Education. Pupils are required to:

Research the Chemistry underlying a topical issue to a given brief. Plan and carry out investigative practical work related to the topical issue. Use the information collected to write an assignment that will be marked by the

SQA and contribute towards the final exam grade.

The development of skills is a central feature of the course. Skills of scientific investigation, communication skills, literacy and numeracy are all specifically developed and assessed within the course. There will be many opportunities to develop the skills associated with working with others, as well as independent learning. As Chemistry is a practical subject, the opportunities for high-quality experimental work will be numerous.

Course Assessment

Each of the units 1, 2 and 3 above all have a written assessment based on knowledge and understanding that must be passed. In addition to this, the unit assessments have problem solving questions, such as selecting information and drawing conclusions.The researching Chemistry unit will be internally assessed by the class teacher and verified by the SQA.Pupils must complete a practical investigation to be written up in a specified format.There is a final exam set by the SQA lasting 2 hours 30 minutes to be sat in May 2016. This paper is worth 100 marks.

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An assignment carried out under controlled conditions in which pupils carry out an in-depth study of a chemistry topic of their choice, and its impact on society/the environment is worth 20 marks.


DESIGN AND MANUFACTURE - NATIONAL 4

Course Outline

Pupils should acquire: develop and apply knowledge and understanding of design and manufacture

process develop an understanding of the applications of design and manufacture in

industry develop problem solving, analytical and evaluative skills develop confidence in the use of materials, techniques and processes.

There are two units in the course: Design and Manufacture: Design (National 4)

A products investigation, followed by a design portfolio and evaluation Design and Manufacture: Materials and Manufacturing (National 4)

Research into materials and processes, followed by a physical product.

Purpose and aims of the Course The Course provides a broad practical introduction to design, and materials and manufacturing processes. It provides opportunities for learners to gain skills in designing and in communicating design proposals. It allows learners to explore the properties and uses of materials and to make models and prototypes of products. The Course is practical, exploratory and experiential in nature. It combines elements of creativity and designing for aesthetic or visual impact with a requirement to consider a product’s function and performance. It helps the learner appreciate the tensions that exist between factors such as aesthetics, function, economics and the environment. The learner will consider the life cycle of a product from its inception through design, manufacture, and use, including its disposal or re-use— a ‘cradle-to-cradle’ approach to design. The Course provides learners with opportunities to develop skills that are of general value for learning, life and work: the ability to read drawings and diagrams; the ability to articulate and communicate design ideas and practical details; the ability to devise and develop practical solutions to design problems, and the ability to manufacture their design ideas.

The aims of the Course are to enable learners to develop: skills in the design and manufacturing of 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.

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Course Assessment

Each of the units; Design and Materials and manufacturing are pass or fail. These must be passed followed by a course assignment which is a pass or fail valued added unit. There is no exam therefore this course is PASS or FAIL

DESIGN AND MANUFACTURE – NATIONAL 5

Course Outline

Pupils should acquire: develop and apply knowledge and understanding of design and manufacture

process develop an understanding of the applications of design and manufacture in


There are two units in the course: Design and Manufacture: Design (national 5)

A products investigation, followed by a design portfolio and evaluation Design and Manufacture: Materials and Manufacturing (national 5)


Purpose and aims of the Course The Course provides a broad practical introduction to design, materials and manufacturing processes. It provides opportunities for learners to gain skills in both designing and in communicating design proposals. It allows learners to explore the properties and uses of materials and to make models and prototypes of products. The Course is practical, exploratory and experiential in nature. It combines elements of creativity and designing for aesthetic or visual impact with a requirement to consider a product’s function and performance. It helps the learner appreciate the tensions that exist between factors such as aesthetics, function, economics and the environment. It will consider the life cycle of a product from its inception through design, manufacture and use, including its disposal or re-use — a ‘cradle-to-cradle’ approach to design. The Course provides learners with opportunities to develop skills that are of general value for learning, life and work: the ability to read drawings and diagrams; the ability to communicate design ideas and practical details; the ability to devise and develop practical solutions to design problems; and the ability to manufacture their design ideas.

The aims of the Course are to enable learners to develop: skills in design and manufacturing models, prototypes and products knowledge and understanding of manufacturing processes and materials

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an understanding of the impact of design and manufacturing technologies on our environment and society

Course Assessment

Each of the units; Design and Materials and manufacturing are pass or fail. These must be passed followed by a course assignment under controlled conditions is weighted at 50% (70marks) of the overall course, the exam which is a 2 hour exam taken in May 2016 is also weighted at 50% (70 marks), the course is graded from A-D.

DESIGN AND MANUFACTURE - HIGHER

Course Outline

Pupils should acquire: An advanced knowledge and understanding of the design and manufacture

process Understand and investigate applications of design and manufacture in industry

and society Apply knowledge and understanding in a problem solving context Expand and develop a skill set and confidence in the use of materials,

techniques and processes.

There are two units in the course: Design and Manufacture: Design (Higher)

A products investigation, followed by a design portfolio and evaluation Design and Manufacture: Materials and Manufacturing (Higher)


This is recommended progression from the Design and Manufacture (National 5) Course.

Purpose and aims of the Course The Course provides a broad and practical experience in product design and manufacture. It provides opportunities for learners to gain skills in designing and communicating design proposals and opportunities for learners to refine and resolve their design ideas effectively. The Course stresses the integration of designing and making. It confirms that design is an iterative process. The Course highlights the close relationship between designing, making, testing, and refining design ideas. The Course provides opportunities for learners to apply practical skills and an understanding of the properties and uses of materials and manufacturing processes. It does so in a way that allows learners to inform and refine their own design proposals.

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It offers them opportunities to explore design alternatives and to consider the manufacturing practicalities that these design alternatives bring to light.

The Course provides learners with opportunities to develop: research skills idea generation techniques the ability to communicate design ideas and practical details the ability to evaluate and apply both tangible and subjective feedback the ability to devise, plan and develop practical solutions to design opportunities

Course Assessment

Each of the units; Design and Materials and manufacturing are pass or fail. These must be passed followed by a course assignment under controlled conditions is weighted at 50% (70marks) of the overall course, the exam which is a 2 hour exam taken in May 2016 is also weighted at 50% (70 marks), the course is graded from A-D.

ENGLISH – NATIONAL 4

Course outline

The main purpose of the Course is to provide learners with the opportunity to develop the skills of listening, talking, reading and writing in order to understand and use language. As learners develop their literacy skills, they will be able to process information more easily, apply knowledge of language in practical and relevant contexts, and gain confidence to undertake new and more challenging tasks in a variety of situations.

The Course offers learners opportunities to develop and extend a wide range of skills. In particular, the Course aims to enable learners to develop the ability to:

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

audience in the contexts of literature, language and media create and produce texts, as appropriate to purpose, audience and context plan and research, integrating and applying language skills as appropriate to

purpose, audience and context apply knowledge of language

English is an essential qualification that is required by virtually all employers and institutes of further education. Effective communication skills are also an important factor in most areas of life.

At National 4 level there are four main units:

Analysis and evaluation Creation and production

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Literacy Added Value

Course Assessment

There is no external exam at National 4 level. The course is graded PASS or FAIL.

Areas for assessment at National 4 level:All Units are internally assessed from work generated over the course of the year.

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ENGLISH – NATIONAL 5

Course outline

The main purpose of the Course is to provide learners with the opportunity to develop the skills of listening, talking, reading and writing. As learners develop their literacy skills, they will be able to process information more easily, apply knowledge of language in practical and relevant contexts, and gain confidence to undertake new and more challenging tasks in a variety of situations.

The Course offers learners opportunities to develop and extend a wide range of skills. In particular, the Course aims to enable learners to develop the ability to:

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

audience in the contexts of literature, language and media create and produce detailed texts, in a range of contexts, as appropriate to

purpose and audience plan and research, integrating and applying language skills as appropriate to

purpose, audience and context apply knowledge & understanding of language

English is an essential qualification that is required by virtually all employers and institutes of further education. Effective communication skills are also an important factor in most areas of life.

At National 5 level there are two main units:

Analysis and evaluation Creation and production

Course AssessmentInternal assessment of each of the two unitsThree externally assessed elements:

PORTFOLIO (30 marks)This consists of two pieces of writing, one broadly discursive and the other creative. This is produced over the course of the year before being submitted to the SQA for marking

EXTERNAL EXAMPaper 1: Reading for Understanding, Analysis, and Evaluation (30 marks)Learners will be given a passage of non-fiction text and required to answer questions on it.

Paper 2: Critical Reading – (40 marks)

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This paper has 2 sections, where learners are required to write a critical response to a Scottish text which they have studied then answer questions on a separate text from a different genre, which they will also have studied prior to the exam.

ENGLISH - HIGHER

Course outline

The Higher qualification in English immerses learners in literature. They will be given an understanding of some of the great works of writing in English – from various cultures – and be encouraged to study these independently.

Learners will gain extensive skills in understanding, evaluation, comparison and analysis. They will be able to work on their own and carry out close examination of texts, making reference to material they have studied earlier. They will learn how to express themselves in a sophisticated fashion in a variety of forms.

To study Higher English, pupils would normally be expected to have attained National 5 English at level A or B.

At Higher level there are two main units: Analysis and evaluation Creation and production

Course assessment

Internal assessment of each of the two units.Three externally assessed elements:

PORTFOLIO (30 marks)Higher students will be expected to produce a folio containing two substantial pieces of independent writing. The folio will provide evidence that a pupil is capable of thoroughly researching a particular topic and producing technically accurate work with the minimum of assistance.

One piece of writing will be personal/reflective or creative and the other discursive.

EXTERNAL EXAMPaper 1:Reading for Understanding, Analysis & Evaluation (30 marks)In response to a series of questions, candidates will be required to demonstrate their ability to understand, analyse and evaluate two previously unseen passages of non-fiction text.

Paper 2: Critical Reading (40 marks)Selecting from a range of questions, candidates will be required to write two Critical Essays, each on a different genre, chosen from the following: poetry, prose, drama,

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mass media or language. Section 1 requires candidates to write about specified text/s by a Scottish author. In the course of their responses, candidates will be required to demonstrate their ability to understand, analyse and evaluate previously studied texts.

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ENTERPRISE AND EMPLOYABILITY NATIONAL PROGRESSION AWARD

AT LEVELS 4 AND 5

Course Outline

The National Progression Award (NPA) in Enterprise and Employability equips pupils with relevant and transferable skills which can be used in any employment setting, including self-employment.

The principal aims of the course are to: Enhance pupils’ awareness of their own skills and personal qualities. Enhance pupils’ abilities to plan and review. Enhance pupils’ ability to self-reflect and review personal performance. Introduce pupils to the concept of Enterprise and Employability and develop

skills in these areas. Develop Core Skills in problem solving. Introduce the concept of self-employment.

In addition, pupils who complete the award at level 5 can expect to achieve the following aims:

Further develop evaluation skills through the use of recognised techniques. Enhance pupils’ ability to work independently.

The award is also designed to allow pupils who complete this award to expect: Improved opportunities for progression into employment An awareness of self-employment options Improved opportunities for progression to Further Education or training

programmes

The course is suitable for pupils who wish to follow a vocational pathway. It is also suitable for S5/6 pupils who wish to develop their transferable skills.

Please note – this course is NOT AVAILABLE AT HIGHER LEVEL.

Course Assessment

Assessment is through a range of practical activities, candidate folios, self-evaluation, planning and review. There is no external exam.

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FRENCH – NATIONAL4

Course outline

The main purpose of the Course is to develop the skills of reading, listening, talking and writing in order to understand and use French.

The Course offers learners opportunities to develop and extend a wide range of skills.In particular, the Course aims to enable learners to develop the ability to:

read, listen, talk and write in a modern language understand and use a modern language apply knowledge of a modern language plan, research and apply language skills

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

The National 4 Course is made up of three mandatory Units: Modern Languages: Understanding language (reading, listening) Modern Languages: Using language (writing, talking) Added Value Unit

Course assessment

This course is graded PASS or FAIL.

To achieve the National 4 Modern Languages Course, learners must pass all three Units.

Modern Languages: Understanding language (reading, listening): Learners will be required to provide evidence of their reading and listening skills in the modern language, using straightforward language, in one of the following contexts: society, learning, employability, or culture.

Modern Languages: Using language (writing, talking): Learners will be required to provide evidence of their talking and writing skills in the modern language, using straightforward language, in one of the following contexts: society, learning, employability, or culture.

Added Value Unit: Learners will be required to provide evidence of their ability to apply their reading, listening, talking and writing skills in the modern language on a chosen topic.

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FRENCH – NATIONAL5

Course outline



read, listen, talk and write in a modern language understand and use a modern language apply knowledge and understanding of a modern language


The National 5 Course is made up of two mandatory Units: Modern Languages: Understanding language (reading, listening) Modern Languages: Using language (writing, talking)

Course assessment

This course is graded A-D

To gain the award of the Course, the learner must pass all of the Units as well as the Course Assessment.

All Units are internally assessed.

Modern Languages: Understanding language (reading, listening): Learners will be required to provide evidence of their reading and listening skills in the modern language, using detailed language, in one of the following contexts: society, learning, employability, or culture.

Modern Languages: Using language (writing, talking): Learners will be required to provide evidence of their talking and writing skills in the modern language, using detailed language, in one of the following contexts: society, learning, employability, or culture.

Course assessment: The Course assessment will consist of two Components. - Component 1 comprises two question papers, one titled ‘Reading and

Writing’, another titled ‘Listening’. - Component 2 comprises a performance titled ‘Talking’.

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FRENCH - HIGHER

Course outline



read, listen, talk and write in a modern language understand and use a modern language develop the language skills of translation apply knowledge and understanding of a modern language


The Higher Course is made up of two mandatory Units: Modern Languages: Understanding language (reading, listening) Modern Languages: Using language (writing, talking)

Course assessment

This course is graded A-D

To gain the award of the Course, the learner must pass all of the Units as well as the Course Assessment.

All Units are internally assessed.

Modern Languages: Understanding language (reading, listening): Learners will be required to provide evidence of their reading and listening skills in the modern language, using detailed and complex language, in one of the following contexts: society, learning, employability, or culture.

Modern Languages: Using language (writing, talking): Learners will be required to provide evidence of their talking and writing skills in the modern language, using detailed and complex language, in one of the following contexts: society, learning, employability, or culture.

Course assessment: The Course assessment will consist of two Components: - Component 1 comprises two question papers, one titled ‘Reading and

Directed Writing’, another titled ‘Listening and Writing’. - Component 2 comprises a performance titled ‘Talking’.

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GAELIC LEARNERS – NATIONAL 4

Course Outline

This Course is made up of three mandatory Units. The structure of the Units enables learners to focus on the skills required to understand and use Gaelic, and to integrate reading, listening, talking and writing skills across the Units. Each Unit also offers opportunities for learners to focus on particular skills.

The Course aims to enable learners to develop the ability to:. Read, listen, talk and write in Gaelic. Understand and use Gaelic. Apply knowledge of Gaelic. Plan, research and apply language skills

Gaelic (Learners): Understanding Language Learners have the opportunity to develop reading and listening skills in Gaelic and to develop their knowledge of straightforward language in the contexts of society, learning, employability, and culture.Learners will be required to provide evidence of their reading and listening skills in Gaelic, using straightforward language, in one of the following contexts: society, learning, employability, or culture.

Gaelic (Learners): Using Language Learners have the opportunity to develop talking and writing skills in Gaelic, and to develop their knowledge of straightforward language in the contexts of society, learning, employability, and culture.

Course Assessment

To gain an award at National 4, learners must pass all Units. Units are assessed as pass or fail. Evidence of assessment of reading, listening, talking and writing will be required. A portfolio may be prepared.

Pupils must also pass the Added Value Unit which provides pupils with the opportunity to apply their language skills to investigate a chosen topic in a familiar context in Gaelic. Learners will be required to provide evidence of their talking and writing skills in Gaelic, using straightforward language, in one of the following contexts: society, learning, employability or culture.

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GAELIC LEARNERS – NATIONAL 5

Course Outline

This Course is made up of two mandatory Units. The Course provides learners with the opportunity to develop their reading, listening, talking and writing skills in order to understand and use Gaelic. The structure of the Units enables learners to focus on the skills required to understand and use Gaelic and to integrate reading, listening, talking and writing skills across the Units. Each Unit also offers opportunities for learners to focus on particular skills.

Gaelic (Learners): Understanding LanguageThe purpose of this Unit is to provide learners with the opportunity to develop readingand listening skills in Gaelic, and to develop their knowledge and understanding ofdetailed language in the contexts of society, learning, employability, and culture.

Gaelic (Learners): Using LanguageThe purpose of this Unit is to provide learners with the opportunity to develop talkingand writing skills in Gaelic, and to develop their knowledge and understanding ofdetailed language in the contexts of society, learning, employability, and culture.

Course Assessment

To gain National 5, learners must pass all Units and the Course Assessment. Units are assessed as pass or fail by the school. Unit assessment (or ‘evidence of learning’) could be digital or spoken presentations, discussions, extended writing, notes, multi-modal texts or podcasts. A portfolio to show progress through the units may be prepared.

The Course Assessment consists of two Question Papers (exams marked by the SQA).

Paper 1 (reading and writing) and Paper 2 (listening).

The Performance will require learners to research and deliver a presentation on a chosen topic followed by questions (internally assessed in accordance with SQA guidelines). The Course Assessment is graded A to D.

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GAELIC LEARNERS - HIGHER

Course outline

The main purpose of the Course is to develop the skills of reading, listening, talking and writing, in order to understand and use Gaelic. The Course offers learners opportunities to develop and extend a wide range of skills. In particular, the Course aims to enable learners to develop the ability to:

read, listen, talk and write in Gaelic understand and use Gaelic develop the language skills of translation understand and evaluate Gaelic literary texts apply knowledge and understanding of Gaelic .

This Course is made up of two mandatory Units. The structure of the Units enables learners to focus on the skills required to understand and use Gaelic, and to integrate reading, listening, talking and writing skills across the Units. Each Unit also offers opportunities for learners to focus on particular skills.

Gaelic (Learners): Understanding Language The purpose of this Unit is to provide learners with the opportunity to develop and extend reading, listening and literary appreciation skills in Gaelic, and to develop their knowledge and understanding of detailed and complex language in the contexts of society, learning, employability, and culture.

Gaelic (Learners): Using Language The purpose of this Unit is to provide learners with the opportunity to develop and extend talking and writing skills in Gaelic, and to develop their knowledge and understanding of detailed and complex language in the contexts of society, learning, employability, and culture.

Course assessment

To gain the award of the Course, the learner must pass all of the Units as well as the Course assessment (final exam). The two assessed units are:Gaelic (Learners): Understanding Language Gaelic (Learners): Using Language (Higher)

The Added Value Unit at Higher will focus on challenge and application. Learners will provide evidence of their listening, reading, talking and writing skills, and their ability to understand and use Gaelic language.

The Course Assessment is graded A to D.

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GÀIDHLIG – NATIONAL 4

Course Outline

The Course offers learners opportunities to develop and extend a wide range of skills. In particular, the Course aims to enable learners to develop:

the ability to listen, read, talk and write in Gaelic, as appropriate to purpose, audience and context

the ability to understand, analyse and evaluate texts, as appropriate to purpose and audience in the contexts of literature, language, media and culture

the ability to create and produce texts, as appropriate to purpose, audience and context

the ability to plan and research, integrating and applying language skills as appropriate to purpose, audience and context

the ability to apply knowledge of language knowledge of Gaelic cultural heritage and the cultural heritage of others

This Course is made up of four mandatory Units:

Gàidhlig: Analysis and Evaluation Learners will have opportunity to develop listening and reading skills in the contexts of literature, language, media and culture. They develop the skills needed to understand, analyse and evaluate straightforward texts.

Gàidhlig: Creation and Production Learners have opportunity to develop talking and writing skills in familiar contexts. They develop the skills needed to create and produce straightforward texts in both oral and written forms.

Gàidhlig: Literacy This Unit will develop the learners’ reading, writing, listening and talking skills in a variety of forms relevant for learning, life and work. Learners develop the ability to understand straightforward ideas and information presented orally and in writing. Learners develop the ability to communicate ideas and information orally and in writing with technical accuracy.

Added Value Unit: Gàidhlig: Assignment The Added Value Unit provides learners with the opportunity to apply their language skills to investigate and report on a chosen topic. This assignment will allow the learner to demonstrate challenge and application.

Course Assessment

To achieve the National 4 Gàidhlig Course, learners must pass all of the required Units, including the Added Value Unit.

The course is graded pass or fail.

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GÀIDHLIG – NATIONAL 5

Course Outline

The main purpose of the Course is to provide learners with the opportunity to develop the skills of listening, reading, talking and writing in order to understand and use Gaelic language.

Building on literacy skills, the Course develops understanding of the complexities of language, including through the study of a wide range of texts. The Course aims to enable learners to develop:




the ability to apply knowledge of language knowledge and understanding of Gaelic cultural heritage and the cultural

heritage of others

This Course is made up of two mandatory Units. The structure of the Units enables learners to focus on the skills required to understand and use language, and to integrate listening, reading, talking and writing skills across the Units. Each Unit also offers opportunities for learners to focus on particular skills.

Gàidhlig: Analysis and EvaluationThe purpose of this Unit is to provide learners with the opportunity to develop listening and reading skills in the contexts of literature, language, media and culture. Learners develop the skills needed to understand, analyse and evaluate detailed texts.

Gàidhlig: Creation and Production The purpose of this Unit is to provide learners with the opportunity to develop talking and writing skills in a range of contexts. Learners develop the skills needed to create and produce detailed texts in both oral and written forms.

Course Assessment

To gain the award of the Course, the learner must pass all of the Units as well as the Course assessment (final exam).

The Added Value Unit at National 5 will focus on: Challenge Application

Learners will provide evidence of their listening, reading, talking and writing skills, and their ability to understand and use Gaelic language.

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GÀIDHLIG – HIGHER

Course outline

The main purpose of the Course is to provide learners with the opportunity to develop the skills of listening, reading, talking and writing in order to understand and use Gaelic language.

Building on literacy skills, the Course develops understanding of the complexities of language, including through the study of a wide range of texts. The Course aims to enable learners to develop:




the ability to apply knowledge of language knowledge and understanding of Gaelic cultural heritage and the cultural

heritage of others

This Course is made up of two mandatory Units. The structure of the Units enables learners to focus on the skills required to understand and use language and to integrate listening, reading, talking and writing skills across the Units. Each Unit also offers opportunities for learners to focus on particular skills.

Gàidhlig: Analysis and EvaluationThe purpose of this Unit is to provide learners with the opportunity to develop listening and reading skills in the contexts of literature, language, media and culture. Learners develop the skills needed to understand, analyse and evaluate detailed and complex texts.

Gàidhlig: Creation and Production The purpose of this Unit is to provide learners with the opportunity to develop talking and writing skills in a wide range of contexts. Learners develop the skills needed to create and produce detailed and complex language in both oral and written forms.

Course assessment

To gain the award of the Course, the learner must pass all of the Units as well as the Course assessment (final exam). The two assessed units are:Gàidhlig: Analysis and Evaluation Gàidhlig: Creation and Production

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The Added Value Unit at Higher will focus on challenge and application. Learners will provide evidence of their listening, reading, talking and writing skills, and their ability to understand and use Gaelic language.


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GEOGRAPHY NATIONAL 4

Course Outline

The main aims of Geography are to enable learners to develop: a range of geographical skills and techniques an understanding of the ways in which people and the environment interact in

response to physical and human processes at local, national, international, and global scales

an understanding of spatial relationships and of the changing world in a balanced, critical and sympathetic way

a geographical perspective on environmental and social issues an interest in, and concern for, the environment leading to sustainable

development

The following list gives a flavour of subjects covered at National 4: Physical Environments - location of landscape type; formation of key landscape features; land use management and sustainability; and weather. Human Environments - contrasts in development; world population distribution and change; and issues in changing urban and rural landscapes.Global Issues - climate change and sustainability; the impact of world climates; environmental hazards; trade and globalisation; and development and health.

Course Assessment

There is no external exam at National 4 level, although there will be written tests throughout the course that are marked internally. The course is graded PASS or FAILThere are three areas for assessment at this level:

1. The ability to use a limited range of geographical skills and techniques, in familiar contexts, about physical, human and global environments.

2. Straightforward descriptions and brief explanations demonstrating knowledge and understanding, which is mainly factual, of physical environments drawn from Scottish and/or UK wide contexts, of human environments drawn from developed and developing countries and of global issues.

3. The ‘Added Value Unit’ in which learners carry out a personal study drawn from geographical contexts.

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GEOGRAPHY NATIONAL 5

Course Outline

The main aims of Geography are to enable learners to develop: a range of geographical skills and techniques an understanding of the ways in which people and the environment interact in

response to physical and human processes at local, national, international, and global scales

an understanding of spatial relationships and of the changing world in a balanced, critical and sympathetic way

a geographical perspective on environmental and social issues an interest in, and concern for, the environment leading to sustainable

development

The following list gives a flavour of subjects covered at National 5 level: Physical Environments - location of landscape type; formation of key landscape features; land use management and sustainability; and weather. Human Environments - contrasts in development; world population distribution and change; and issues in changing urban and rural landscapes.Global Issues - climate change and sustainability; the impact of world climates; environmental hazards; trade and globalisation; and development and health.

Course Assessment

1. A written exam drawing on, extending and applying the skills, knowledge and understanding the learner has acquired during the Course.

2. An assignment carried out under controlled conditions in which pupils carry out an in-depth study of a geography topic or issue of their choice. The assignment is externally marked and is written up in exam style conditions, lasting one hour.

Each of the three units covered in the written exam has a unit assessment that assesses minimum competency. All the outcomes require to be passed before the pupil is allowed to sit the final question paper.

The course assessment is graded A – D and is out of a total of 80 marks.

The question paper is externally marked and will last 1 hours and 45 minutes. It is worth 75% (60 marks) of the total mark and has three sections:

Physical Environments 20 Marks Human Environments 20 Marks

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Global Issues 20 Marks

The remaining 25% (20marks) comes from the externally marked research assignment.

GEOGRAPHY: HIGHER

The CfE Higher Geography course will develop learner’s understanding of our changing world and its human and physical processes. Opportunities for practical activities, including fieldwork, will be encouraged.

Course Outline The main aims of this Course are to enable learners to develop: a wide range of geographical skills and techniques an understanding of the complexity of ways in which people and the environment

interact in response to physical and human processes at local, national, international and global scales

understanding of spatial relationships and of the complexity of the changing world in a balanced, critical and sympathetic way

a geographical perspective on environmental and social issues and their significance

an interest in, understanding of, and concern for the environment and sustainable development

There are three units covered in the course:1. Physical Environments - atmosphere, hydrosphere, lithosphere and biosphere.2. Human Environments - population, rural land use change and management, urban change and management.3. Global Issues – development and health, global climate change.

Each of these three units has a unit assessment that assesses minimum competency and all outcomes require to be passed before the pupil is allowed to sit the final question paper.

In addition learners will also complete a geographical assignment. This assignment will give learners an opportunity to demonstrate the following higher order cognitive skills, knowledge and understanding:

identifying a geographical topic or issue carrying out research, which should include fieldwork where appropriate demonstrating knowledge of the suitability and reliability of methods used processing and using a range of information gathered drawing on detailed knowledge and understanding of the topic or issue analysing information from a range of sources reaching a conclusion supported by a range of evidence on a geographical topic

or issue

Course AssessmentThe course assessment is graded A – D and is out of a total of 90 marks.

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The question paper is externally marked and will last 2 hours and 15 minutes. It is worth 66% (60 marks) of the total mark and has four sections:

Physical Environments 15 Marks Human Environments 15 Marks Global Issues 20 Marks Application of Geographical Skills. 10 Marks

The remaining 33% (30marks) comes from the externally marked research assignment.

GEOGRAPHY – ADVANCED HIGHER

The Advanced Higher geography course develops a wider variety of geographical methods and techniques including fieldwork, the interpretation and production of maps and diagrams, and statistical analysis. These techniques are applied to produce an individual local Geographical Study. Candidates also submit a Critical Evaluation on a contemporary geographical issue.

Course outline

The Advanced Higher course is split into two separate components:

Component 1 – Exam question paperThis question paper gives learners the opportunity to demonstrate the following higher-order cognitive skills:

knowledge of a range of geographical methods and techniques and understanding of the contexts in which they ought to be used

application of a wide range of geographical methods and techniques including mapping skills, fieldwork skills, graphical techniques and statistical techniques for analysing and interpreting geographical data

Component 2 – Project: FolioThe coursework element of the course is split into two sections:

Project: Folio Section A: Geographical Study — a report on geographical research

Project: Folio Section B: Geographical Issue — an essay which critically evaluates an issue from a geographical perspective

These projects will give learners an opportunity to demonstrate the following higher-order cognitive skills, knowledge and understanding:

independent fieldwork/research the application of a range of geographical methods and techniques the integration of a range of geographic skills the critical evaluation of a complex geographical issue using a range of sources

and viewpoints

Course Assessment

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The course assessment is graded A – DBoth the question paper and the project folio are externally marked. The breakdown of marks allocated is shown below:

Component 1 – Exam question paper 50 marksComponent 2 – Project:

- Folio Section A: Geographical Study 70 marks - Folio Section B: Geographical Issue 30 marks

Total Marks 150 marks

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GRAPHIC COMMUNICATION - NATIONAL 4

Course Outline

Pupils should acquire: develop and apply knowledge and understanding of the graphic communication

process develop an understanding of the applications of graphic communication in


There are two units in the course: Graphic Communication: 2D Graphic communication (National 4)

Investigation and applied use of 2D based Graphic Skills Graphic Communication: 3D and Pictorial Communication (National 4)

Investigation and applied use of 3d and Pictorial Graphic skills

Purpose and aims of the Course The Course provides opportunities for learners to gain skills in reading, interpreting, and creating graphic communications. Learners will initiate, develop and communicate ideas graphically. They will develop spatial awareness and visual literacy through graphic experiences. The Course is practical, exploratory and experiential in nature. It combines elements of recognised professional standards for graphic communication partnered with graphic design creativity and visual impact. The Course allows learners to engage with technologies. It allows learners to consider the impact that graphic communication technologies have on our environment and society.

The Course provides learners with opportunities to develop: develop skills in graphic communication techniques, including the use of

equipment, materials and software extend and apply knowledge and understanding of graphic communication

standards, protocols and conventions, where these apply develop an understanding of the impact of graphic communication technologies

on our environment and society

Course Assessment

Each of the units; 2D Graphic Communication and 3D and Pictorial Communication are pass or fail. These must be passed followed by a course assignment which is a pass or fail valued added unit. There is no exam therefore this course is PASS or FAIL

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GRAPHIC COMMUNICATION – NATIONAL 5

Course Outline

Pupils should acquire: develop and apply knowledge and understanding of the graphic communication

process develop an understanding of the applications of graphic communication in


There are two units in the course: Graphic Communication: 2D Graphic communication (National 5)

Investigation and applied use of 2D based Graphic Skills Graphic Communication: 3D and Pictorial Communication (National 5)

Investigation and applied use of 3d and Pictorial Graphic skills

Purpose and aims of the Course The Course provides opportunity for learners to gain skills in reading, interpreting, and creating graphic communications. Learners will initiate, develop and communicate ideas graphically. They will develop spatial awareness and visual literacy through graphic experiences. The Course is practical, exploratory and experiential in nature. It combines elements of recognised professional standards for graphic communication partnered with graphic design creativity and visual impact. The Course allows learners to engage with technologies. It allows learners to consider the impact that graphic communication technologies have on our environment and society.

The Course provides learners with opportunities to develop: develop skills in graphic communication techniques, including the use of

equipment, graphics materials and software extend and apply knowledge and understanding of

graphic communication standards, protocols, and conventions where these apply

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

Course Assessment

Each of the units; 2D Graphic Communication and 3D and Pictorial Communication are pass or fail. These must be passed followed by a course assignment under controlled conditions weighted at 50% (70marks) of the overall course, the exam which is a 2 hour exam taken in May 2016 is also weighted at 50% (70 marks), the course is graded from A-D.

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GRAPHIC COMMUNICATION - HIGHER

Course Outline

Pupils should acquire: An advanced knowledge and understanding of the graphic communication

process Understand and investigate applications of graphic communication in industry

and society Apply knowledge and understanding in a problem solving context Expand and develop a skill set and confidence in the use of materials,

techniques and processes.

There are two units in the course: Graphic Communication: 2D Graphic communication (Higher)

Investigation and applied use of 2D based Graphic Skills Graphic Communication: 3D and Pictorial Communication (Higher)

Investigation and applied use of 3D and Pictorial Graphic skills

This is recommended progression from the Graphic Communication (National 5) Course.

Purpose and aims of the Course The Course provides opportunities for learners to initiate and develop their own ideas graphically. It allows them to develop skills in reading and interpreting graphics produced by others. Learners will continue to develop graphic awareness in often complex graphic situations thus expanding their visual literacy. The Course is practical, exploratory and experiential in nature. It combines elements of creativity and communicating for visual impact with elements of protocol and an appreciation of the importance of graphic communication standards, where these are appropriate. The Course allows learners to engage with technologies. It allows learners to consider the impact that graphic communication technologies have on our environment and society.

The Course provides learners with opportunities to develop: skills in graphic communication techniques, including the use of equipment,

graphics materials and software creativity in the production of graphic communications to produce visual impact

in meeting a specified purpose skills in evaluating the effectiveness of graphics in communicating and meeting

their purpose an understanding of the impact of graphic communication technologies on our

environment and society

Course Assessment

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Each of the units; 2D Graphic Communication and 3D and Pictorial Communication are pass or fail. These must be passed followed by a course assignment under controlled conditions weighted at 50% (70marks) of the overall course, the exam which is a 2 hour exam taken in May 2016 is also weighted at 50% (70 marks), the course is graded from A-D.

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HISTORY – NATIONAL 4

Course Outline

The main aims of History are to enable learners to develop: a conceptual understanding of the past a range of skills including the ability to apply a straightforward historical

perspective and comment on historical sources in a range of contexts a straightforward knowledge and understanding of the factors contributing to,

and the impact of, historical events the skills of investigating historical events and forming views the skills of explaining historical events, and drawing straightforward

conclusions

The following topics are likely to be covered at National 4 level:Historical Study: Scottish – Scottish Wars of Independence 1286-1328Historical Study: British - The Atlantic Slave Trade 1770-1807Historical Study: European and World – Free at Last Civil rights in USA or Appeasement and the Road to War 1918-1939

Course Assessment

There is no external exam at National 4 level, although there will be assessments throughout the course that are marked internally. The course is graded PASS or FAIL.

There are three areas for assessment at this level:1.The ability to comment on: historical sources, on the impact of a historical development and on the factors contributing to a development2. To be able to recall and apply knowledge and understanding of historical themes3. The ‘Added Value Unit’ in which learners carry out a personal study drawn from historical contexts.

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HISTORY – NATIONAL 5

Course Outline




conclusions

The following topics are likely to be covered at National 5 level:Historical Study: Scottish – Scottish Wars of Independence 1286-1328Historical Study: British - The Atlantic Slave Trade 1770-1807Historical Study: European and World – Free at Last Civil rights in USA or Appeasement and the Road to War 1918-1939

Course Assessment

An external exam makes up 75% of the final award at National 5 level. The remaining 25% comes from an externally marked research assignment. The course is graded from A-D.

Areas for assessment at National 5 level include:1. A written exam drawing on, extending and applying the skills, knowledge and understanding the learner has acquired during the Course. 2. An assignment carried out under controlled conditions in which pupils carry out an in-depth study of a history topic or issue of their choice within the contexts studied.

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HISTORY - HIGHER

Course Outline




conclusions

The Course is divided into three mandatory Units:

Unit 1 British History This unit is based on Britain 1850 -1951

Unit 2 European and World This unit is based on Germany 1815-1939 OR Appeasement and the Road to

War Unit 3 Special Topic: Scottish

The Scottish History unit seeks to build knowledge and understanding of historical themes on a chosen context. It also seeks to develop the skills of historical-source handling and independent thinking. Students will become skilled in source handling, requiring them to analyse sources by interpreting them, comparing them and by placing them into their historical context.

This unit will focus on The Impact of the Great War 1914-1918 OR The Wars of Independence 1286-1328

Course Assessment

Internal assessments of each of the three units Extended Essay which contributes to 20% of the final exam

Final Exam is made up of:Paper 1 (1 hour 20 minutes)Paper 1 examines knowledge and understanding and analysis covering the content of the Historical Studies: British and European and World

Paper 2 (1 hour 25 minutes) Paper 2 examines source evaluation skills, knowledge and understanding and analysis covering the content of the Scottish History

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HOSPITALITY SKILLS FOR WORK – NATIONAL 4

Course outline

This National 4 Hospitality course has been designed to provide an introductory qualification inHospitality which reflects the initial skills required for the hospitality industry. The Course will enable candidates to develop general and practical skills, knowledge and understanding, together with employability skills and attitudes needed to work in the hospitality industry

Skills for Work Courses are designed to help candidates to develop:•Skills and knowledge in a broad vocational area• Core Skills• An understanding of the workplace• Positive attitudes to learning• Skills and attitudes for employability

Practical activities for these units will be carried out under supervision either in aprofessional kitchen and training restaurant, realistic working environment or workplace, and will involve working with others in a team and provide opportunities to demonstrate good working practice.

Course assessment

Unit 1 - Working in the Hospitality IndustryPerformance and written/oral evidence is required to pass this Unit.

Unit2 - Working in the Professional Kitchen Practical activities will be supported by an assessor observation checklist.

Unit 3 - Working Front of HousePractical activities will be supported by an assessor observation checklist.Written/oral evidence is required which demonstrates knowledge and understanding of the effects of good and poor customer care on the business.

Unit 4 - Introduction to EventsWritten/oral evidence is required which demonstrates knowledge and understanding of events.

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LIFE SKILLS MATHEMATICS – NATIONAL 3

Course Outline

The course is split into 3 units:

Unit 1 - MANAGE MONEY AND DATAOutcome 1 - Manage money in basic real-life contextsOutcome 2 - Manage data in basic real-life contexts Unit 2 –SHAPE, SPACE AND MEASURES Outcome 1 - Use shape and space in basic real-life contextsOutcome 2 - Use measures in basic real-life contexts

Unit 3 - NUMERACY Outcome 1 - Use numerical skills to solve simple, real-life problems involving money/time/ measurementOutcome 2 - Interpret graphical data and situations involving probability to solve simple, real-life problems involving money/time/measurement.

All 3 units need to be passed to achieve a pass at Nat 3 Life Skills.

Course Assessment

There is no end of course assessment. The course is graded pass or fail.

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MATHEMATICS - NATIONAL 4

Course Outline


1. EXPRESSIONS AND FORMULAE 2. RELATIONSHIPS 3. NUMERACY

As well as an ADDED VALUE UNIT: MATHEMATICS TEST

The skills pupils will develop during Nat 4 Maths include:

understanding and applying straightforward mathematical skills in algebra, geometry, trigonometry, and statistics.

using mathematical techniques and reasoning skills to solve mathematical problems.

a positive attitude to mathematics based on an understanding of its use in real-life situations.

skills in using mathematical language and exploring mathematical ideas. resilience and confidence in problem-solving. analytical skills. understanding the importance of accuracy. interpreting, communicating and managing information in mathematical form

logical reasoning skills. communicating solutions, using presentation skills. decision-making. creativity and deduction. leadership and teamwork skills in group activities.

Course Assessment

To gain National 4, learners must pass all Units including the Added Value Unit (test) Units are assessed as pass or fail by the school.

The Added Value Unit (the Test) is in two parts (non-calculator and calculator) and is marked internally.

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MATHEMATICS - NATIONAL 5

Course Outline


1. EXPRESSIONS AND FORMULAE 2. RELATIONSHIPS 3. APPLICATIONS

As well as a COURSE ASSESSMENT consisting of 2 externally assessed exam papers

The skills pupils will develop during Nat 5 maths include: understanding and applying mathematical skills in algebra, geometry,

trigonometry, and statistics. simplifying and solving problems. selecting and applying mathematical techniques to real-life contexts. making connections and informed predictions. using mathematical language and exploring mathematical ideas. resilience and confidence in problem-solving. analytical and evaluative skills. interpreting, communicating and managing information in mathematical

form. logical reasoning skills. assessing risk and making informed decisions. creativity and the ability to think in abstract ways. the manipulation of abstract terms to solve problems and generalise.

Course Assessment

To gain National 5, learners must pass all Units and the Course Assessment (two Question Papers). Unit Assessment (or ‘evidence of learning’) may be gathered through class work, tests or oral evidence.

The Course Assessment consists of two Question Papers (exams marked externally by the SQA) and is graded A to D. National 5 (Grade A or B) usually progresses onto Higher Mathematics.

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MATHEMATICS - HIGHER

Course outline

The skills you learn in this course are useful in many careers involving engineering, medicine, technology, business and the physical sciences. Entry is at the discretion of the school, but you would normally be expected to have achieved an A or B at National 5 Mathematics.

The course consists of three compulsory units and the course assessment unit.

• Mathematics: Expressions and Functions • Mathematics: Relationships and Calculus • Mathematics: Applications

Course assessment

The course assessment has two question papers:

Paper 1 – Non-Calculator (60 marks) Paper 2 – Calculator may be used (70 marks).

The question papers will assess your numerical, algebraic, geometric, trigonometric, calculus and reasoning skills. The question papers will be set and marked by SQA.

Your work will be assessed by your teacher on an ongoing basis throughout the course. You must pass all three units and the May exam to gain the course qualification (graded A-D).

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MATHEMATICS – ADVANCED HIGHER

Course outline

The skills you learn in this course are useful in many careers involving engineering, medicine, technology, business and the physical sciences. Entry is at the discretion of the school, but you would normally be expected to have achieved an A or B at Higher Mathematics.

The course is made up of three compulsory units.

Unit 1:The learner will:Use mathematical operational skills linked to methods in algebra and calculus by:

Applying algebraic skills to partial fractions Applying calculus skills through techniques of differentiation Applying calculus skills through techniques of integration Applying calculus skills to solving differential equations

Unit 2:The learner will:Use mathematical operational and reasoning skills linked to geometry, proof and systems of equations by:

Applying algebraic skills to matrices and systems of equations Applying algebraic and geometric skills to vectors Applying geometric skills to complex numbers Applying algebraic skills to number theory Applying algebraic and geometric skills to methods of proof

Unit 3:The learner will:Use mathematical operational and reasoning skills linked to applications of algebra and calculus by:

• Applying algebraic skills to the binomial theorem and to complex numbers• Applying algebraic skills to sequences and series• Applying algebraic skills to summation and mathematical proof• Applying algebraic and calculus skills to properties of functions• Applying algebraic and calculus skills to problems

Course assessment

Units are assessed internally in accordance with SQA guidelines.

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The course is assessed by an examination set and marked by the SQA.

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MUSIC - NATIONAL 4

Course Outline

The aims of the music course are:• To provide learners with a broad practical experience of performing in solo and/or

group settings on their selected instruments• To enable learners to develop composing skills through creating original music,

using compositional methods and music concepts creatively• To contribute towards developing a general interest in music • To develop the knowledge and skills for more advanced learning in Music

The following elements are covered at National 4 and National 5:• Performing skills: perform on two different instruments (one of which may be

voice)• Compositional skills: create original music• Understanding Music: recognize and identify music concepts and styles

Each level builds on the existing skills, knowledge and understanding of the previous level.

At all levels, the learner has the opportunity to: • reflect on their own work, and that of others• evaluate their musical and creative skills thus identifying areas for improvement

Course Assessment

There is no external exam at National 4 level-the course is graded PASS or FAIL.

There are three Units for assessment at National 4 level: all are internally assessed by class teacher.1. Performing 12. Performing 23. Listening

The Performing units involve preparing and performing a variety of pieces with sufficient accuracy, whilst maintaining the musical flow. The Listening unit broadens the learner’s knowledge and understanding of music/musical literacy, by listening to music and identifying level-specific concepts.

The Composing Unit is a PASS/FAIL internal assessment, a PASS is essential for overall PASS award.

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MUSIC – NATIONAL 5

Course Outline

The aims of the music course are:• To provide learners with a broad practical experience of performing in solo

and/or group settings on their selected instruments• To enable learners to develop composing skills through creating original music,

using compositional methods and music concepts creatively• To contribute towards developing a general interest in music • To develop the knowledge and skills for more advanced learning in Music

The following elements are covered at National 4 and National 5:• Performing skills: perform on two different instruments (one of which may be voice)• Compositional skills: create original music• Understanding Music: recognize and identify music concepts and styles

Each level builds on the existing skills, knowledge and understanding of the previous level.

At all levels, the learner has the opportunity to: • reflect on their own work, and that of others• evaluate their musical and creative skills thus identifying areas for improvement

Course Assessment

Two external exams make 100% of the final award at National 5 level:

There are three Units at National 5 level: all are externally assessed by SQA 1. Performing 1 (30%)2. Performing 2 (30%)3. Listening (40%)

The Performing units involve preparing and performing a variety of challenging pieces with sufficient accuracy, whilst maintaining the musical flow. The Listening unit broadens the learner’s knowledge and understanding of music and musical literacy by listening to music and identifying level-specific concepts. The Composing Unit is a PASS/FAIL internal assessment, a PASS is essential for overall PASS award.

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MUSIC - HIGHER

Course Outline

The aims of the CfE Higher Music course are to enable learners to: Develop performing skills in solo and/or group settings on their selected

instruments Perform challenging music with sufficient accuracy, while maintaining the

musical flow and showing understanding of the composer’s intentions Compose original music, using compositional methods and music creatively

when composing , arranging or improvising Contribute towards developing a general interest in music Develop a life-long passion for music Expand musical knowledge and skills for more advanced learning in Music

The following elements are covered at CfE Higher Music level:

Performing skills: perform on two different instruments (one of which may be voice)

Understanding Music : recognise and identify music concepts and styles by audio, visual and written means

Compositional skills : create original music, record the composition using recording equipment and write an accompanying Programme Note, detailing the inspiration for the composition, demonstrating musical knowledge and musicianship development

Course Assessment

The Performing element (60% of award) is assessed by a Visiting Assessor from SQA in February or March – it is externally marked by VA.

(This is the first SQA Exam of the exam diet and allows the learner to focus on their performing skills directly after the school prelim exams in January; the focus thereafter is on the Understanding Music revision in preparation for the written exam. in May).

The Understanding Music exam (40% of award) is a question paper of one hour’s duration. Learners provide written answers to questions on musical extracts, relating to all the musical concepts studied from the start of their musical learning journey, in BGE S1-S3, up to Higher level. It is externally marked by SQA.

The Composing element is a PASS/FAIL assessment; it is internally assessed by class teacher.

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A PASS is essential to achieving an overall Higher Music Pass award.

PHYSICAL EDUCATION – NATIONAL 4

Course Outline

The main purpose of the Course is to develop and demonstrate movement and performance skills in physical activities. By engaging in physical activities, learners can demonstrate initiative, decision-making and problem-solving. The Course also encourages learners to develop a positive attitude towards a healthy lifestyle, and the contribution that physical activity makes to this.

The main aims of the Course are to enable learners to: ♦ develop the ability to safely perform a range of movement and performance skills in straightforward contexts ♦ develop and demonstrate knowledge of factors impacting on performance ♦ build capacity to perform effectively ♦ develop approaches to enhance personal performance ♦ monitor, record and reflect on performance development

The Course has two Units and an added value unit: Unit 1: Performance Skills Learners who complete the Unit will be able to: 1 Demonstrate a range of movement and performance skills in physical activities

Unit 2: Factors Impacting on Performance Learners who complete this Unit will be able to: 1 Demonstrate knowledge of factors that impact on performance in physical activities 2 Develop personal performance in physical activities 3 Review the performance development process

Added value Unit:Learners will integrate, extend and apply the skills, knowledge and understanding they have gained during the Course. These aspects will be assessed through a performance, which will provide evidence of learners’ ability to prepare for and carry out a performance in one physical activity. Learners will also be required to identify future development needs

Course Assessment

To gain Nat4 learners must pass all units and the added value unit. Units are assessed as pass/fail.

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PHYSICAL EDUCATION – NATIONAL 5

Course Outline

The main purpose of the Course is to develop and demonstrate movement and performance skills in physical activities. By engaging in practical activities, learners can demonstrate initiative, decision-making and problem-solving.

The Course encourages learners to develop a positive attitude towards a healthy lifestyle, and the contribution that physical activity makes to this. The Course also provides an opportunity to support the way that individual attitudes, values and behaviours are formed. The skills, knowledge and understanding that learners acquire by successfully completing this Course are transferable to learning, to life and to the world of work.

The main aims of the Course are to enable the learner to: • develop the ability to safely perform a comprehensive range of movement and

performance skills • understand factors that impact on personal performance in physical activities • build capacity to perform effectively • develop approaches to enhance personal performance • monitor, record and evaluate performance development

The Course has two mandatory Units

Unit 1: Performance Skills (National 5) The general aim of this Unit is to develop learners’ ability to perform in physical activities by enabling them to acquire a comprehensive range of movement and performance skills. They will learn how to select, use, demonstrate and adapt these skills. Learners will develop consistency in their control and fluency during movement to enable them to meet the physical demands of performance in a safe and effective way. The Unit offers opportunities for personalisation and choice in the selection of physical activities.

Unit 2: Factors Impacting on Performance (National 5) The general aim of this Unit is to develop learners’ knowledge and understanding of the factors that impact on performance in physical activities. Learners will consider the effects of mental, emotional, social and physical factors on performance, and will develop an understanding of how to plan for, monitor, record and evaluate the process of personal performance.

Course Assessment

Component 1 — performance 60 marks

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Component 2 — portfolio 40 marks Total marks 100 marks

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PHYSICS - NATIONAL 4

Course Outline

To enable pupils to: develop and apply knowledge and understanding of Physics develop an understanding of the role of Physics in scientific issues and in society develop scientific inquiry, investigative skills and scientific analytical thinking skills develop problem solving skills in a Physics context use scientific literacy, in everyday contexts, to communicate ideas and issues

Physics gives us an insight into the underlying nature of our world and its place in the universe. It covers a range of applications of the relationships that have been discovered through experiment and calculation, including those used in modern technology.

Physics is an important qualification if you intend to enter a career in engineering, physical science and some medical sciences. Furthermore, it is a recommended course for study for other careers, including law, military service, accountancy and other non-physical sciences.

The course has three main units: Electricity and Energy; which covers the generation of electricity, electrical power,

electromagnetism and practical electrical and electronic circuits. Waves and Radiation; including wave characteristics, sound, the electromagnetic

spectrum and nuclear radiation. Dynamics and Space; covering speed and acceleration, forces and, satellites and

cosmology.

Course Assessment

There is no external exam at National 4 level, although there will be written tests throughout the course that are marked internally.


There are three areas for assessment at this level:1. Scientific enquiry which includes planning, carrying out, concluding and evaluating a practical investigation.2. Unit tests involving application of knowledge and problem solving skills.3. A short research activity.4. The ‘Added Value Unit’ which allows pupils to investigate a topical issue in Physics.

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PHYSICS - NATIONAL 5

Course Outline

To enable pupils to: develop and apply knowledge and understanding of Physics develop an understanding of the role of Physics in scientific issues and in society develop scientific inquiry, investigative skills and scientific analytical thinking skills develop problem solving skills in a Physics context use scientific literacy, in everyday contexts, to communicate ideas and issues

Physics gives us an insight into the underlying nature of our world and its place in the universe. It covers a range of applications of the relationships that have been discovered through experiment and calculation, including those used in modern technology.

Physics is an important qualification if you intend to enter a career in engineering, physical science and some medical sciences. Furthermore, it is a recommended course for study for other careers, including law, military service, accountancy and other non-physical sciences.

The course has three main units: Electricity and Energy; covering practical electrical and electronics circuits, energy

transfer, heat and the gas laws. Waves and Radiation; including light, electromagnetic radiation and nuclear

radiation. Dynamics and Space; including kinematics, forces and cosmology.

Course Assessment

Areas for assessment at National 5 level include:1. Scientific enquiry which includes planning, carrying out, concluding and evaluating a practical investigation.2. Unit tests involving application of knowledge and problem solving skills.3. A written exam including knowledge and understanding of Physics, application of knowledge of Physics to new situations, interpreting information, solving problems and processing information (using calculations and units, where appropriate).4. An assignment carried out under controlled conditions in which pupils carry out an in-depth study of a Physics topic of their choice, and its impact on society/the environment.

The external exam, lasting 2 hours, makes up 80% of the final award at National 5 level. The remaining 20% comes from the externally marked research assignment.

The course is graded from A-D

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PHYSICS - HIGHER

Course Outline

Pupils should acquire: an increased knowledge and understanding of facts and ideas, of techniques

and of the applications of Physics in society skill in applying their knowledge and understanding in a wide variety of

theoretical and practical problem solving contexts skills associated with carrying out experimental and investigative work in

Physics and analysing the information obtained.

There are four units in the course:1. Dynamics and Space which includes topics such as equations of motion, the Doppler effect and Einstein’s theory of special relativity.2. Particles and Waves which looks at nuclear physics and particle accelerators, like the Large Hadron Collider.3. Electricity, which includes electrical circuits and semiconductors.4. Researching Physics, which is a skills-based unit focusing on the investigative skills and reporting skills demanded by employers and Further and Higher Education. Pupils are required to:

Research the Physics underlying a topical issue to a given brief. Plan and carry out investigative practical work related to the topical issue. Use the information collected to write an assignment that will be marked by the

SQA and contribute towards the final exam grade.

The development of skills is a central feature of the course. Skills of scientific investigation, communication skills, literacy and numeracy are all specifically developed and assessed within the course. There will be many opportunities to develop the skills associated with working with others, as well as independent learning. As Physics is a practical subject, the opportunities for high-quality experimental work will be numerous.

Course Assessment

Each of the units 1, 2 and 3 above all have a written assessment based on knowledge and understanding that must be passed. In addition to this, the unit assessments have problem solving questions, such as selecting information and drawing conclusions.The researching Physics unit will be internally assessed by the class teacher and verified by the SQA.Pupils must complete a practical investigation to be written up in a specified format.There is a final exam set by the SQA lasting 2 hours 30 minutes to be sat in May 2016. This paper is worth 130 marks, scale to 100.An assignment carried out under controlled conditions in which pupils carry out an in-depth study of a Physics topic of their choice, and its impact on society/the environment is worth 20 marks.

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PHYSICS – ADVANCED HIGHER

Course Outline

The aims of the Course are to enable learners to: develop a critical understanding of the role of physics in scientific issues and

relevant applications, including the impact these could make on the environment/society

extend and apply knowledge, understanding and skills of physics develop and apply the skills to carry out complex practical scientific activities,

including the use of risk assessments, technology, equipment and materials develop and apply scientific inquiry and investigative skills, including planning and

experimental design develop and apply scientific analytical thinking skills, including critical evaluation of

experimental procedures in a physics context extend and apply problem-solving skills in a physics context further develop an understanding of scientific literacy, using a wide range of

resources, in order to communicate complex ideas and issues and to make scientifically informed choices

extend and apply skills of independent/autonomous working in physics

There are three units in the course:

1. Rotational Motion and Astrophysics which includes kinematic relationships, angular motion, rotational dynamics, gravitation, general relativity and stellar physics.2. Quanta and Waves which includes introduction to quantum theory, particles from space, simple harmonic motion, waves, interference and polarisation.3. Electromagnetism which includes fields, circuits and electromagnetic radiation.

Course Assessment

Each of the units 1, 2 and 3 above have a written assessment based on knowledge and understanding that must be passed. In addition to this, the unit assessments have problem solving questions, such as selecting information and drawing conclusions.There is a final exam set by the SQA lasting 2 hours 30 minutes to be sat in May 2016. This paper is worth 140 marks, scale to 100.A project/assignment is used to assess a wide range of high-order cognitive and practical skills and to bring them together, such as skills relating to planning, analysis, synthesis and evaluation. The project requires learners to apply skills of scientific inquiry, using related knowledge, to carry out a meaningful and appropriately challenging task in physics and communicate findings. The learner will carry out a significant part of the work for the project independently with minimal supervision. This project is worth 30 marks.


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PRACTICAL WOODWORKING - NATIONAL 4

Course Outline

The aims of the course are to enable learners to develop:• skills in woodworking techniques for straightforward and familiar tasks• using a range of woodworking tools, equipment and materials safely and correctly,

with guidance• reading and interpreting simple drawings and diagrams• measuring and marking out straightforward timber sections and sheet materials• straightforward cutting and shaping tasks• practical creativity in the context of simple and familiar woodworking tasks• following given stages to take a practical problem-solving approach to

woodworking tasks with guidance• awareness of safe working practices in a workshop environment• knowledge of the basic properties and uses of common woodworking materials• knowledge of sustainability issues in a practical woodworking context

This qualification will be particularly useful for those who wish to undertake future training in fields such as crafts, construction, manufacturing and engineering.

There are three units in the course:1. Flat –frame construction2. Carcase construction3. Machining and finishing

In addition to this, there is an added-value unit which draws together skills from the other 3 units allowing pupils to make a finished product from wood

Course Assessment

To gain National 4, learners must pass all Units. Units are assessed as pass or fail by the school/centre (following SQA external quality assurance to meet national standards). Unit assessment can be presented in a variety of ways such as completed tasks, records of the taskdevelopment (blogs, logs, diaries). The Added Value Unit (Practical Activity) will require learners to produce a finished product in wood, completing a record of progress and an evaluation of the project.


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PRACTICAL WOODWORKING - NATIONAL 5

Course Outline

The aims of the course are to enable learners to develop:• skills in woodworking techniques for tasks with some complex features• using a range of woodworking tools, equipment and materials safely and correctly• reading and interpreting drawings and diagrams• measuring and marking out timber sections and sheet materials• cutting and shaping tasks with some complex features• practical creativity in the context of woodworking tasks with some complex

features• following given stages to take a practical problem-solving approach to

woodworking tasks• awareness of safe working practices in a workshop environment• knowledge and understanding of the properties and uses of a range of

woodworking materials• knowledge and understanding of sustainability issues in a practical woodworking

context

This qualification will be particularly useful for those who wish to undertake future training in fields such as crafts, construction, manufacturing and engineering.

There are three units in the course:1. Flat –frame construction2. Carcase construction3. Machining and finishing

In addition to this, there is an assignment which draws together skills from the other 3 units allowing pupils to make a finished product from wood

Course Assessment

To gain National 5, learners must pass all Units and the Course Assessment. Units are assessed as pass or fail by the school/centre, with verification by the SQA to ensure that national standards are met.Unit assessment could be presented in a variety of ways such as completed tasks, records of the task development (blogs, logs, diariesThe Course Assessment consists of a Practical Activity which requires learners to produce a finished product in wood, with working drawings, a record of progress and an evaluation of the project. This will be marked by the centre in accordance with SQA guidelines and will be graded A to D.

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SKILLS FOR WORK: RURAL SKILLS – NATIONAL 4

Course Outline

National 4 Skills for Work: Rural Skills allows candidates to begin to develop some of the basic practical skills necessary to work in most of the land-based disciplines — areas such as agricultural livestock, equine industries, horticulture, landscaping, agricultural crops and animal care. The Course also provides the opportunity to explore the very diverse employment prospects that exist in land-based industries. There is then a choice of a plant or an animal route, where candidates can develop some of the basic skills for the chosen route.

Learners will develop: understanding of the workplace and the employee’s responsibilities for example time-keeping, appearance, customer care self-evaluation skills positive attitude to learning flexible approaches to solving problems adaptability and positive attitude to change confidence to set goals, reflect and learn from experience

Course Assessment

Assessment in this Course will be based mainly on a range of practical activities, in real or simulated commercial settings, supported by tutor observation checklists, together with candidate self-assessment checks and question sheets to confirm the knowledge and understanding of the tasks that they have carried out. Portfolio evidence and case studies are also used.

The Units are internally assessed by the school and externally verified by SQA. There is no external assessment for this Course. Learners must successfully complete each Unit to achieve the Course. The course is graded PASS or FAIL.

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Farr High School Senior Phase Options Booklet 2016-17 · Web viewFarr High School Senior Phase...

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Transcript of Farr High School Senior Phase Options Booklet 2016-17 · Web viewFarr High School Senior Phase...