Index of Contents - Trinity High School, Renfrew · Glebe Street Renfrew 0141 886 6121 Dear Student...

Trinity High School

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Index of Contents Index of Contents ................................................................................... 1

Letter from Headteacher .......................................................................... 3

Understanding the Option Choice Form ...................................................... 4

Consortium Courses ................................................................................ 4

S5 OPTIONS 2014 – 2015 ........................................................................ 5

S6 OPTIONS 2014 – 2015............................................................................ 6

Important Dates ..................................................................................... 7

How is S5/6 different to S4? ..................................................................... 8

Trinity High School S5/6 Student Agreement .............................................. 9

Choosing Your Course ............................................................................. 10

The Senior School Curriculum .................................................................. 12

Assessment in National Qualifications ....................................................... 15

ADMINISTRATION .................................................................................. 17

ART & DESIGN ....................................................................................... 21

BIOLOGY ............................................................................................... 27

BUSINESS MANAGEMENT ........................................................................ 28

CHEMISTRY ........................................................................................... 33

COMMUNITY INVOLVEMENT: MODULE 2................................................... 34

COMPUTING .......................................................................................... 36

ENGLISH ............................................................................................... 39

ENTERPRISE .......................................................................................... 42

FINANCIAL EDUCATION .......................................................................... 43

GEOGRAPHY .......................................................................................... 45

S4/5 Options Handbook

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GRAPHIC COMMUNICATION..................................................................... 46

HISTORY ............................................................................................... 49

HOSPITALITY ......................................................................................... 52

MATHEMATICS ....................................................................................... 54

MODERN LANGUAGES ............................................................................. 62

MODERN STUDIES ................................................................................. 64

MUSIC .................................................................................................. 67

NUMERACY ............................................................................................ 70

PERSONAL DEVELOPMENT ....................................................................... 72

PHOTOGRAPHY - HIGHER ........................................................................ 73

PHYSICAL EDUCATION ............................................................................ 76

PHYSICS ............................................................................................... 78

P0LITICS............................................................................................... 79

PRACTICAL METALWORKING COURSE ....................................................... 80

PRACTICAL WOODWORKING COURSE ....................................................... 82

PRODUCT DESIGN .................................................................................. 84

PSYCHOLOGY ........................................................................................ 86

SPORTS LEADER UK ............................................................................... 88

CAREERS INFORMATION ......................................................................... 89

Where to get information from? ............................................................... 91

Trinity High School

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Letter from Headteacher

Trinity High School Glebe Street

Renfrew 0141 886 6121

Dear Student The purpose of this Booklet is to provide you with information to assist you in selecting an appropriate course of study for your Fifth Year and Sixth Year in Trinity High School. At this extremely important stage in your education it is essential that you consider all the Options available to you i.e. 1) National Qualifications’ Courses at different levels 2) Free Standing Units 3) College provision Every attempt has been made to provide clear pathways to the world of work, Further Education and Higher Education. It is vital that you seriously consider what you would like to do in the future as decisions taken now will influence how your future is shaped. However no matter what you decide to do in the future all courses to be studied will strive to ensure that every opportunity is given to enable you to develop the 4 capacities outlined by the Scottish Government and become:- (a) successful learners (b) confident individuals (c) responsible citizens (d) effective contributors Over the course of the next few weeks you will be given advice on which courses are considered appropriate for you and hopefully after discussions with staff and parents we can agree a programme of study which will allow you to achieve as much success as possible next session. Do not allow yourself to be concerned over course provision at Higher/National 6 level as whatever course is offered will be equally valid and accepted by Universities, Colleges and Employers. If you have any questions or doubts as to how you should proceed please ask. Remember this whole process is for your benefit and so it is vital that you find out as much as possible to help you make the right choices at this time. Yours sincerely John Nellaney HEADTEACHER


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Understanding the Option Choice Form The option choice form shown on the next page has subjects grouped together under the headings of column A, B, C, etc. Each column shows all the classes running at the same time, thus students can only choose one subject from each column. Some subjects may be offered in more than one column. Please note that for S6 Students additional curriculum provision is included in some columns. In some situations courses may be offered at National 4 level and may require 4 periods of study rather than the normal 6 periods. In these cases additional courses will be required to ensure a full Timetable is being taken in S5. The majority of the courses shown on the Option Choice form are offered in this school. However to provide students with a wider choice they can choose to study courses outwith Trinity High, as outlined below:-

Consortium Courses Trinity High is part of a consortium that includes Park Mains High and Renfrew High in the first instance as well as West College, Scotland. If you are unable to study a course at Trinity High you can arrange to attend the course at one of the consortium schools or a Further Education College. Indeed arrangements can sometimes be made to enable students to access courses in other schools in Renfrewshire.

Travelling arrangements: Transport or bus tickets to Consortium schools or college will be provided.

Trinity High School

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S5 OPTIONS 2014 – 2015

SCQF = Scottish Credit Qualifications’ Framework (24/2/14)

NAME CLASS

SIGNATURE OF PARENT

NB THESE CHOICES ARE PROVISIONAL AT THIS TIME Due consideration will be given to alternative student course choice within available resources.

COURSE A B C D E

SCQF LEVEL 6

English Mathematics Computing

Geography

History

Modern Studies

Art & Design

Biology

Bus. Management

Music

Physics

Product Design

Administration

Art & Design

Chemistry

French

Graphic Comm

Italian

Phys Education

SCQF LEVEL 5

English

Mathematics

Numeracy

Computing

History

Modern Studies

Art & Design

Biology

Bus. Management

Hospitality Practical Cookery

Music

Physics

Practical Craft Skills

– Metal work

Administration

Chemistry

Graph Comm

Hospitality Practical Cake

Craft

Phys. Education

Practical Craft Skills - Woodwork

SCQF LEVEL 4

English Mathematics

Numeracy

Computing

History

Modern Studies

Business Man.

Practical Craft Skills – Metal work

Admin

Graph Comm


Practical Craft Skills - Woodwork

OTHER COURSES

Literacy

Employability

(3/4)

Numeracy

Financial Ed.

Photography &

Print Making

Personal Development

West College

Scotland

Sports Leader

West College Scotland


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S6 OPTIONS 2014 – 2015

SCQF = Scottish Credit Qualifications’ Framework (24/2/14)

COURSE A B C D E

SCQF LEVEL 6

English

Politics

Mathematics

Psychology

Computing

Geography

History

Human Biology

Modern Studies

Photography

Art & Design

Bus. Management

Music

Physics

Product Design

Administration

Art & Design

Chemistry

French

Graphic Comm

Italian

Phys Education

INT 2 (English/

Maths only)

SCQF LEVEL 5

English

Mathematics

Computing

History

Modern Studies

Art & Design

Bus Management


Music

Physics

Practical Craft Skills

– Metal Work

Product Design

Administration

Chemistry

Graph Comm

Hospitality Practical Cake

Craft

Phys. Education

Practical Craft Skills – Woodwork

SCQF LEVEL 4

Comm Involvement

Comm Involvement

Comm Involvement/ Leadership

Computing

History

Modern Studies

Business Management

Comm Involvement/

Leadership

Practical Craft Skills – Metal Work

Admin

Comm Involvement/ Leadership

Hospitality

Practical Cookery

Practical Craft Skills – Woodwork

SHORT COURSES/

OTHER

Young Enterprise (Strathclyde Uni)

Sport Leadership

SCQF

LEVEL 7

CONSORTIUM MANAGEMENT

NAME CLASS GF SIGNATURE OF PARENT

NB THESE CHOICES ARE PROVISIONAL AT THIS TIME STUDENTS SHOULD NOTE THAT NOT ALL COURSES MAY BE AVAILABLE WITHIN TRINITY HIGH SCHOOL BUT COULD BE AVAILABLE ON A CONSORTIUM ARRANGEMENT.

Trinity High School

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Important Dates

Date Issue of this Options Choice booklet & Form February Parents’ Evening on Options Choice February Year Group Assembly/Appointment with Option Team Member March Final date for completing Option Choice form March New S5/6 Timetable starts June SQA Results August Renegotiation of course choice, if necessary August


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How is S5/6 different to S4?

Work and Responsibility For most students two of the main differences will be the level of difficulty of the work and being given more responsibility for your own learning and behaviour (see Students Agreement on page 8). Unlike National 3/4/5 courses which began in May of S3, all S5/6 courses are intended to be completed within one year. This means you must be prepared to work hard and steadily right from the start – there is no time to “catch up”. As senior students you have a responsibility to set a good examples to students in lower years. You will be given the opportunity to contribute more to school life in general.

Consortium Students Consortium students may be attending your classes. These people will not be as familiar with this school as you – be helpful and make them feel welcome.

Attending classes at college College students have a lot of freedom, they are expected to be responsible for their own work. Lecturers will not chase up your work – you are expected to motivate and organise yourself. College courses are often vocational ie related to work, like catering or hairdressing.

S6 Study Classes To assist S6 students in their studies those not involved in timetabled classes in the morning will be assigned Study Classes. These are not optional!

S5/6 Student Agreement This document is intended to clarify your choice of subjects and what that involves for the school and yourself.

Trinity High School

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Trinity High School S5/6 Student Agreement NAME: CLASS: PASTORAL TEACHER: Trinity High School agrees to:- 1. Offers a wide variety of courses as detailed in the brochure for senior students. 2. Ensure suitable learning conditions for all courses available to senior students. 3. Make appropriate arrangements for travel to the other consortium schools and

colleges. 4. Make study arrangements for senior students. 5. Give assistance through Pastoral staff in questions of course selection, difficulties in

maintaining progress, pastoral care, etc. 6. Provide careers advice and information. 7. Provide a programme of Religious Education. 8. Encourage all students to contribute to the wider school and its development. The Student agrees to:- 1. Attend classes punctually and conscientiously and to complete programmes of work

on time. 2. Use her/his study time efficiently. 3. Behave responsibly in class and within the school precinct. 4. Be mindful of the safety and welfare of others. 5. Consult their Pastoral teacher when a course change is contemplated. 6. Wear the correct school uniform. 7. Support the rules and procedures of any other educational establishment. 8. Contribute positively to the continuing development of the school. Signed …………………………………… Student Signed …………………………………… Parent/Guardian Signed …………………………………… Pastoral Teacher Both student and parent/guardian are advised to become familiar with the contents of the brochure for senior students before making this commitment.


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Choosing Your Course

Making the Choice When choosing your S5/6 course you will have to decide what subjects and what type of course (Higher or new National Qualifications’ courses at levels 4 - 6) would suit you best. When making your choice you should consider your abilities, interests and future career needs. Your past success in subjects will be of great help in your decision.

Using your S4 Results Look carefully at your results in your current assessments in the new National Qualifications’ courses (S4) or previous Standard Grade achievement/current progress (S5) for the different areas assessed, not just your overall grade. Find out which of these areas are assessed in the various courses on offer in S5/6 (details are given in next section – “Subject Information”) before committing yourself to a particular course of study in S5 or S6. For students who do not achieve an A or B pass at National 5 level then Higher/National 6 may not be the best course option in S5 (for S4). For returning S6 students previous Standard Grade achievements and current progress should be considered when making an informed choice of courses for S6.

Equal Opportunities We are often misled into thinking that certain subjects and careers are only suitable for girls (Biology and nursing), and others for boys (Physics and engineering). These ideas can prevent students being open minded when making subject and career choices, restricting the career opportunities of both sexes. Careers and lifestyles of both men and women are changing. Employers nowadays have to be more concerned about getting the right person for the job, regardless of race, sex, background or disability. Your choice of subjects and careers should be based on your abilities, interests, personality and health.

Trinity High School

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Choosing Your Course

Points to remember Choose subjects you are good at and enjoy. Be realistic about what you are able to do – there is little point in taking a subject you have not been successful at in the past or taking too may subjects at a particular level. Use your exam results carefully –see previous page. Choose the type of course that best suits your abilities. Are you:

able to work well on your own e.g. for an independent study?

better at practical work or written work?

good at exams covering all the course work, or do you prefer to be assessed on small amounts throughout the course?

prepared to study and work intensively for a Higher? Find out about the entry requirements needed for any jobs or College/University courses that you are considering. Make sure your information is up to date. Equal Opportunities! Discuss your options with other people. Ask them for information, help and advice – but remember it’s your decision.

When choosing your course remember to consider your abilities, interests

and future needs (entry requirements).


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The Senior School Curriculum

What is available for me?

National Qualifications cover a very full range of subjects and awards and will include

existing Highers and new National 6 courses as well as a range of existing/new National

Qualifications at other levels. The system brings subjects traditionally thought of as

academic school subjects (such as History and Mathematics) together with those

traditionally seen as more practical and orientated towards preparation for work (such as

Home Economics and Graphic Communication). Nationally over 200 courses and awards

are available for schools and colleges to choose, and what is chosen will reflect your

needs and the needs of the community, as well as the traditions and strengths of the

school.

How will I know what is on offer and best for me?

The school has provided details about what is on offer locally and this information is

contained in this booklet. Help and advice about the best choices for you is available from

your Pastoral teacher, class teachers and Skills’ Development Scotland (careers officer).

They will often suggest that you consider planning your course over two sessions,

balancing the whole study programme to suit your abilities and interests. You can still, of

course, take the necessary assessments to gain the first stage of your qualifications after

one year, and these will be recorded on your certificate.

All schools and colleges will be offering National Qualifications’ courses and awards,

therefore, you will be able to move confidently on to college, university or employment,

based on your choices.

How is the curriculum designed in Fifth and Sixth Year?

Units

The term ‘unit’ is the Higher Still term for what was previously called a ‘module’ or part of a

subject course. This term has also been continued into the new National Qualifications’

courses at levels 3 – 6. Most units are 40 hours long, though a few are 20 hours long, and

others, usually at more advanced levels or in subjects where a smaller chunk will make

learning more difficult, may be 80 hours. Each unit is assessed on a pass or fail basis

against criteria set out by the Scottish Qualifications’ Authority which have to be met

before credit can be given.

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The Senior School Curriculum All units will continue to be assessed by teachers in schools the way that all pupils/students have experienced in the school. Teachers will be able to use nationally developed or produced materials for this assessment to ensure consistency of standards across centres in a way that has not been possible before. It is also still possible for you to do units without following full courses. When you pass a unit the class teacher will confirm the pass and this will be recorded as part of your overall qualifications. There is always, therefore, a reward for finishing and doing well in classwork, and the chance to try also for a course award at the end.

Courses Courses are made up of units, usually in a group of three. All courses are the same length whatever the level. Units of a course make up 120 of the hours, and there is additional time to allow you to practice what you have learned and bring together what you have been learning throughout the course, and to prepare for the external assessment. You must be assessed by your teacher in school for each unit you do. Units which are part of courses will also be externally assessed (like Highers and new National 5 and 6 courses) making the pattern of assessment the same for all courses. Courses at National 3 or 4 levels will be internally assessed by teachers and verified (checked) by the Scottish Qualifications’ Authority. The course assessment might be a project, product or performance which is assessed by an examiner outside the school or an examination, just as exists at Higher now and new National 5 courses in 2014.

What is meant by ‘levels’? Courses are designed to let you study at the right level for you, so that the work is interesting and challenging, but not so hard that you feel you cannot cope. There are usually five levels of difficulty in any subject, and they are all linked. In principle, you can move up to the next level of difficulty when you complete your current level of course successfully. The five levels of study are called: National 3

National 4 National 5 National 6/Higher

Advanced Higher


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Curriculum Progression

For S6 students if you have gained a Credit award at Standard Grade or a strong Intermediate II award, you will usually move to Higher, (assuming Credit awards in the elements of the Courses continued into Higher) from a General award to new National 5 courses and from a Foundation award to National 4 courses. For S5 students progress from National 5 level will normally be to Existing Higher/National 6 if an A or B award is gained if a C or D award to improving the National 5 award. However in all cases the actual attainment in each element of a course should be carefully checked to ensure the suggested progression route is in fact the correct one for each student.

The Certificate You will receive a certificate which shows your qualifications in group awards, courses and in core skills. It will be updated each year automatically to show any new achievements.

Trinity High School

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Assessment in National Qualifications

All subjects in National Qualifications will be assessed within the same system.

Assessment has been designed to help you achieve the highest standards.

Units will help you to work at a level and at a pace best suited to your abilities, as you

progress through courses. You will know how you are doing through regular unit

assessments, and this should motivate you and encourage you to work hard and succeed.

You will also gain confidence because the skills and knowledge you are building up and

being assessed in through units are, in the main, those you will need for the external

assessment of a course (National 5 and above). However success in the final

Examination is not guaranteed simply by passing all Units. Much hard work is needed to

bring together the work done in all Units so as to enable students to properly tackle the

final external assessment.

What are Unit Assessments?

Unit assessments will be set and marked by teachers. Before starting a unit, teachers will

make sure that you know what you have to learn and what you have to do to pass a unit.

This information is known as the outcomes of a unit, and all outcomes are assessed.

Teachers will be able to draw on materials from the National Assessment Bank to assist

them with this work and ensure the national standards are applied to all unit assessments.

You and your teachers can track how well you are progressing through the outcomes of

units of a course. You will only be awarded the unit when you have passed all of the

outcomes satisfactorily. The passing of a unit will be recorded on your full certificate.

Assessment will vary depending on the subject, just as it does now, but might include

project work, performing, producing a report, making a product or an end-of-unit test.

An assessment such as a project might cover two or more outcomes. You can take

assessments at different times, in many cases, when you are judged to be ready. You can

do extra work and be reassessed if necessary should you not succeed at first. Units will

be awarded on a pass or fail basis.

What are Course Assessments?

You need to pass all your unit assessments if you wish to gain a course award. You must

also undertake an external assessment, in which your work is assessed by examiners

independently, outwith schools (National 5 and above). Course assessment will be set

nationally by the Scottish Qualifications Authority, the body which is responsible for all

National Qualifications assessments in Scotland.


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Assessment in National Qualifications

Extra time is allowed within each course to let you prepare fully for external assessment, in

addition to the time allowed to complete the units of a course. The type of assessment

used will vary with the type of subject but might range from a written examination paper to

completion of project work or a practical performance. Courses will be graded A, B, C or D

passes. For existing Highers and New National 6 courses passes will be grade A, B or C.

A ‘near miss’ in an Examination at existing Higher/National 6 level will be marked with the

award D.

The Summary Certificate

You will receive a summary certificate each year which records your achievement in

courses and core skills as part of a fuller more detailed record of your qualifications. This

should simplify and streamline the system and make it easier for everyone to understand,

including universities and employers.

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ADMINISTRATION For advice on any of these courses and their relevance to your future career, please contact Miss L Hall (PT of I.C.T.).

1. Administration: Higher Purpose This course will provide students with the opportunity to apply skills and knowledge to given situations requiring a high level of administrative services and to analyse the use of IT in an administrative and business context. The course places an emphasis on the development of problem solving and decision making skills and is appropriate for those individuals seeking careers within the modern administrative environment. Recommended Entry While entry is at the discretion of the centre, students would normally be expected to have obtained:

Standard Grade Administration at Credit level. Intermediate 2 Administration at A or B pass. National 5 – A or B pass recommended.

Course Details One 40 hour unit and one 80 hour unit plus 40 hours flexible time. Unit – Title, Length and Brief Description Administrative Services (H) 40 hours This unit should - enable students to:

Explain strategies which can be employed to ensure effectiveness in the workplace. Describe the impact of changing working practices on the modern working environment. Describe the procedures and processes involved in recruiting, developing and supporting staff. Explain how formal meetings are planned conducted and supported. Explain the importance of providing effective customer service.

Information Technology for Management (H) 80 hours This unit should enable students to:

Explain the role of information in decision making. Describe the impact of ICT on workflow, working practices and management and security of information. Use ICT to solve business problems and communicate and present solutions.


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Progression Students who achieve Higher Administration may progress to:

Advanced Higher Administration; National Certificate at appropriate level; A range of employment e.g. administrative assistant.

2. Administration: National 4 and National 5

Purpose and aims of the Course Administration is a growing sector which cuts across the entire economy and offers wide-ranging employment opportunities. Moreover, administrative and IT skills have extensive application not only in employment but also in other walks of life. The key purpose of this Course is to develop learners’ administrative and IT skills and, ultimately, to enable them to contribute to the effective functioning of organisations in administrative positions. The Course (National 4) aims to enable learners to: develop a basic understanding of administration in the workplace and key legislation

affecting employees develop an appreciation of good customer care develop IT skills and use them to perform straightforward administrative tasks acquire organisational skills in the context of organising and supporting small-scale

events The Course (National 5) aims to enable learners to: develop an understanding of administration in the workplace and key legislation

affecting both organisations and employees develop an understanding of good customer care and its benefits to organisations develop IT skills and use them to perform administrative tasks acquire organisational skills in the context of organising and supporting events The Course contains a significant practical component, which involves experiential learning, encouraging the integration of skills, knowledge and understanding through practical activities. Its use of real-life contexts makes it relevant to the world of work, and its uniqueness lies in developing IT skills in an administration-related context. The Course makes an important contribution to general education through developing a range of essential skills which will stand learners in good stead regardless of the career path they ultimately choose. Its contribution to vocational education is just as significant, as it opens up progression to a range of careers in administration and IT. The Course also supports the wider curriculum through its emphasis on IT.

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Information about typical learners who might do the Course

This Course is designed for those who are interested in administration and practical uses of IT and want to develop their administrative and IT skills further. Learners who have completed the Course will be able to utilise the acquired administration - and IT-related knowledge, understanding and skills at home, in the wider community and, ultimately, in employment. Learners will develop a range of both generic and subject-specific skills, including the ability to use the following IT applications: word processing, spreadsheets, databases, presentations and desktop publishing; and the ability to use technology, including the internet, for electronic communication and investigation. Learners will also develop the skills, qualities and attributes to organise and support small-scale events (National 4). Learners will also develop the skills, qualities and attributes to organise and support events (National 5). The Course will support learners’ personal and social development and will serve them very well in their day-to-day lives, as well as preparing them for the next stage in their education and for entering the world of work.

Course structure and conditions for award Course structure National 4 This Course comprises four mandatory Units, including the Added Value Unit. Administrative Practices (National 4) IT Solutions for Administrators (National 4) Communication in Administration (National 4)

Added Value Unit: Administration and IT Assignment (National 4) - The purpose of this Unit is to draw on the knowledge, understanding and skills developed in the other three Units. Learners will undertake practical administration - and IT-based tasks to organise and support a small-scale event or events. Conditions of award To achieve the National 4 Administration and IT Course, learners must pass all of the required Units, including the Added Value Unit.

Course structure

National 5


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Administrative Practices (National 5) IT Solutions for Administrators (National 5) Communication in Administration (National 5) Conditions of award National 5 To gain the award of the Course, the learner must pass all of the Units as well as the Course assessment.

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ART & DESIGN For advice on any of these courses and their relevance to your future career, please contact Ms E Rose (PT of Art, Design and Technology).

1. ADVANCED HIGHER Purpose To promote Knowledge and understanding of the visual arts and design, to develop and apply skills of practical investigation, media handling, problem solving and evaluation, through expressive and design activities, linked to related contextual, evaluative and historical studies. This course can provide a basis, on which to build a portfolio, for application to Art based University and College courses. Recommended Entry Students would normally be expected to have attained: Higher Art and Design at level C or above. Course Details Advanced Higher is designed to follow and build on the Higher Grade Art and Design Course. The students follow either a Design based course, or an Expressive based course, which comprises of:- one mandatory 80 hour practical unit of either Design or Expressive work, plus one 40 hour optional unit, of either Art and Design Studies, Expressive or Design work. This submission of practical and written work is submitted to the exam board for assessment.

EXPRESSIVE ENQUIRY COURSE MANDATORY EXPRESSIVE UNIT (80 hours) Evidence for this unit is a folio comprising of a minimum of 10 sheets, up to A1 size, 2D/3D visual and non visual evidence. In the folio the candidate should demonstrate evidence of the following:-

Recognises and understands the potential and qualities of external stimuli, exploring and investigating these imaginatively. Selects appropriate media techniques and processes handling these with confidence to make first hand, observational drawing, to express ideas. Develops personal ideas and lines of enquiry in visual or other appropriate forms. Makes effective use of the qualities of a variety of media and processes.


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OPTIONAL UNIT 1 – ART AND DESIGN STUDIES (40 hours) Evidence for this unit is a 1800 word submission, in any suitable format and may include visual material. In the submission the student should show evidence of the following:

That they have selected an appropriate area of enquiry, that shows evidence of considerable personal research.

Understands connections among sources.

Using appropriate and sophisticated reference, to their selected area of research, students can made connections with their work and that of the artists they have selected to study.

OPTIONAL UNIT 2 – DESIGN ACTIVITY (40 hours) Evidence for this unit is a folio containing a minimum of 6 sheets, up to A1 size, 2D/3D visual and non visual evidence. In the folio the student should show evidence of the following:

A personal selection of an appropriate design brief.

Sustained, substantial research, that focuses on the identified design issues.

Flexible thinking in research approaches and the ability to develop and refine possible solutions to the design brief.

High quality presentation of considered solutions, that reflect the individual approach, adopted by the student. STATEMENT OF INTENT (Mandatory) In this statement, the student has to explain their choice of course; the lines of enquiry pursued; their choice of media and processes and present an informed personal evaluation of the outcomes and solutions of the course of study,

DESIGN ENQUIRY COURSE MANDATORY DESIGN ACTIVITY (80 hours) Evidence for this unit is a folio containing a minimum of 10 sheets, up to A1 size, 2D/3D visual and non visual evidence. In the folio the student should show evidence of the following:

A personal selection of an appropriate design brief.

Sustained, substantial research, that focuses on the identified design issues.

Flexible thinking in research approaches and the ability to develop and refine possible solutions to the design brief. High quality presentation of considered solutions, that reflect the individual approach, adopted by the student.

Trinity High School

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OPTIONAL UNIT 1 – ART AND DESIGN STUDIES (40 hours) Evidence for this unit is a 1800 word submission in any suitable format and may include visual material. In the submission the student should show evidence of the following:

That they have selected an appropriate area of enquiry, that shows evidence of considerable personal research.

Understands connections among sources.

Using appropriate and sophisticated reference to their selected area of research, students can make connections with their work and that of the artists they have selected to study.

OPTIONAL UNIT 2 – EXPRESSIVE UNIT (40 hours) Evidence for this unit is a folio comprising of a minimum of 10 sheets, up to A1 size, 2D/3D visual and non visual evidence. In the folio the candidate should demonstrate evidence of the following:-

Recognises and understands the potential and qualities of external stimuli, exploring and investigating these imaginatively. Selects appropriate media techniques and processes, handling these with confidence to make first hand, observational drawing to express ideas. Develops personal ideas and lines of enquiry in visual, or other appropriate forms. Makes effective use of the qualities of a variety of media and processes.

STATEMENT OF INTENT (Mandatory) The Statement of Intent is a common element to both the Design Enquiry and the Expressive Enquiry courses. In this statement, the student has to explain their choice of course; the lines of enquiry pursued; their choice of media and processes and present an informed personal evaluation of the outcomes and solutions of the course of study.

Art & Design: Higher

Purpose To promote knowledge and understanding of the visual arts and design, their historical development and contemporary applications; to develop and apply skills of practical investigation, media handling, problem solving and evaluation through expressive and design practical activities, linked to related contextual, evaluative and historical studies. Recommended Entry While entry is at the discretion of the centre, students would normally be expected to have attained:


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Standard Grade Art and Design at Credit level; The Art and Design National 5 course or component units; Media Studies unit(s) or the course at Higher;

Graphic Communication unit(s) or the course at Higher; or equivalent units. Course Details The course comprises three mandatory 40 hour units, plus 40 hours flexible time. Unit – Title, Length and Brief Description Expressive Activity (H) 40 hours Deriving from appropriate context(s), students will identify, select and interpret sources and stimuli of personal interest. Investigating and recording at first hand will show understanding, structure and coherence; it will involve different approaches, a range of appropriate media used with control, assurance and fluency and production of a variety of evidence. Completed artwork will clearly convey the student’s ideas, feelings and responses with imagination and demonstrate considered and assured use of media. Design Activity (H) 40 hours In relation to particular design issue(s), problem(s) or need(s), the student will be expected to negotiate and finalise a specific design brief. He/she will investigate this in light of requirements, constraints and implications. A range of possible approaches will be explored and a number of possible solutions considered, showing inventiveness and flexibility of thought. From possibilities considered, a solution will be selected and made in finished or prototype form. Informed evaluation of both the developmental process and the solution – including consideration of modifications and/or alternatives – will be included. Related Studies (H) 40 hours Critical evaluation and historical studies in the visual arts and design will be of importance at this level. These will be dealt with, to a large extent, within the context(s) chosen for practical activities; thus, contextual studies will also be present. Assurance will characterise evidence produced in a variety of forms. Opportunities will be promoted for students to select and investigate areas of the visual arts and design which are of personal interest and relevance and to consider and interpret a wide range of examples and applications. From the informed standpoint thus promoted, students will be able to develop, formulate and communicate well supported personal judgements using appropriate vocabulary, in accordance with relevant criteria.

Progression Students who achieve Higher Art and Design may progress to: Advanced Higher Art and Design: Media Studies unit(s) or the course at Higher; Graphic Communication unit(s) or the course at Higher; Appropriate Scottish Group Award in school or further education; Appropriate HNC or HND course;

Degree course in art school or university (Fine Art, History of Art Media/Film, Art and Design); Or employment following SVQ training.

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The course or its component units may also form part of one or more Scottish Group Awards.

Art & Design: National 5 The aims of the Course are to enable learners to:

communicate personal thoughts, feelings and ideas through the creative use of art and design materials, techniques and/or technology.

Develop critical understanding of a range of art and design practice.

Plan, develop, produce and present creative art and design work.

Understand the impact of external factors on artists and designers and their work.

Develop creativity, problem solving, critical thinking and reflective practice skills. Recommended Entry This Course is a broad-based qualification. It is suitable for all learners with an interest in art and design, and for those wanting to progress onto higher levels of study. This qualification will allow learners to consolidate and extend their art and design skills. The Course is learner-centred and includes practical and experiential learning opportunities. The learning experiences in the Course are flexible and adaptable, with opportunities for personalisation and choice in both expressive design and contexts. This makes it highly accessible, as it can be contextualised to suit a diverse range of learners’ needs and aspirations. A broad overview of the mandatory subject skills, knowledge and understanding that will be assessed in the Course are

Producing analytical drawings and related investigative studies in response to stimuli.

Using visual elements expressively, showing a clear understanding of the subject matter.

Producing focused investigative visual and market research for a design activity.

Skills in using a range of art and design materials, techniques and/or technology creatively.

Developing and refining a variety of creative ideas for art and design in 2D and/or 3D formats.

Describing how artists and designers use materials, techniques and/or technology in their work.

Analysing the impact of social, cultural and other influences on artists’ and designers’ work and practice.

Using problem solving, planning and self-evaluation skills within the creative process.


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Art and Design: Expressive Activity (National 5) In this Unit, evidence will be required to show that the learner can produce a range of creative ideas and art work in response to stimuli. Learners will produce analytical drawings, investigative studies and expressive development work showing visual continuity and progressive development of their ideas. Knowledge and understanding of expressive artists and art practice will also be assessed. Art and Design: Design Activity (National 5) In this Unit, evidence will be required to show that the learner can produce a range of creative ideas in response to a design brief. Learners will produce investigative studies and market research. They will experiment with and use materials, techniques and/or technology when developing and refining their design ideas. Knowledge and understanding of designers and design practice will also be assessed. Art and Design: Added Value Unit (National 5) Course assessment structure

Component 1 – portfolio

Component 2 – question paper The Course consists of two mandatory Units and the Course assessment. To gain the award of the course, the learner must pass all of the Units as well as the Value added unit and it will provide the basis for grading attainment. Evidence will be submitted to SQA for external marking. Component 1 – portfolio In the portfolio, learners will produce one piece of expressive art work and one design solution. The portfolio will be sufficiently open and flexible to allow for personalisation and choice and will focus on both the process and products of learning. The question paper adds value by requiring integration and application of knowledge and skills from across the Units. Component 2 – question paper The purpose of this question paper is to assess learners’ knowledge and understanding of art and design practice and their ability to critically analyse and respond to examples of art and design.

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BIOLOGY For advice on any of these courses and their relevance to your future career, please contact Dr Lesko (PT of Science Faculty).

1. CfE Higher Biology Purpose 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, in a biology context

develop the use of technology, equipment and materials, safely, in practical scientific activities, including using risk assessments

develop planning skills

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 Progression into this Course National 5 Biology, however, learners would normally be expected to have attained some relevant skills and knowledge through prior experience. Skills and knowledge developed through any of the following, while not mandatory, are likely to be helpful as a basis for further learning for this Course. Course Details

Biology: DNA and the Genome (Higher) 6 SCQF credit points Biology: Metabolism and Survival (Higher) 6 SCQF credit points Biology: Sustainability and Interdependence (Higher) 6 SCQF credit points Course assessment 6 SCQF credit points This Course includes six SCQF credit points to allow additional time for preparation for Course assessment. The Course assessment covers the added value of the Course. Further information on the Course assessment is provided in the Assessment section. Progression

Students who achieve CfE Higher Biology may progress to Advanced Higher Biology.


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BUSINESS MANAGEMENT For advice on any of these courses and their relevance to your future career, please contact Miss L Hall (PT of I.C.T.).

1. Business Management: Higher Purpose To enable students to assess the activities of businesses, particularly with respect to the main functional areas which characterise the operation of all businesses. The course promotes the development of problem solving and decision making skills within a business framework. It would be suitable for students who wish to extend and develop previous study. It would also be appropriate as a starting point for those who wish to pursue a business related career. Recommended Entry While entry is at the discretion of the centre, students would normally be expected to have attained: A Business Management Standard Grade at Credit level.

Intermediate 2 Business Management at A or B pass. National 5 – A or B pass recommended.

Course Details One 40 hour unit and one 80 hour unit, plus 40 hours flexible time. Unit – Title, Length and Brief Description Business Enterprise (H) 40 hours This unit should enable students to:

Analyse the development of business enterprise in contemporary society.

Analyse the process of decision-making in business enterprises.

Assess the value of information and the application of information technology to business enterprises.

Business Decision Areas : Marketing & Operations (H) 40 hours This unit should enable students to:

Analyse the marketing decisions of business enterprises.

Analyse the operations decisions of business enterprises. Business Decision Areas : Finance & Human Resource Management (H) 40 hours

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This unit should enable students to:

Interpret financial information used in business.

Analyse human resource decisions. Progression Students who achieve Higher Business Management may progress to: Advanced Higher Business Management

HNC/D e.g. Business Administration

Degree courses eg BA Business Management.

A range of employment or training opportunities eg managerial posts in human resources or marketing.

2. Business: National 4 Purpose and aims of the Course Business plays an important role in society. We all rely on businesses and entrepreneurs to create wealth, prosperity, jobs and choices. The purpose of the Course is to develop learners’ understanding of the way in which businesses operate in the current dynamic, changing, competitive and economic environments, and to encourage enterprising attitudes. The Course aims to enable learners to develop: o knowledge and understanding of business concepts in a range of contexts o awareness of the processes and procedures businesses use to ensure customers’

needs are met o enterprising skills, and adopt enterprising attributes, by participating in practical

activities in realistic business situations o financial awareness through a business context o an insight into the impact of the economy on businesses and our daily lives, thus

gaining economic awareness A main feature of this Course is the development of enterprise and employability skills; learners will gain a better understanding of the personal qualities and attributes required of people involved in business. The knowledge gained of financial and economic situations, through a business context, can be applied to personal living so that learners can manage their own personal financial affairs with confidence, and gain a better understanding of the impact of economic issues on their lives.


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Information about typical learners who might do the Course The Course is designed for all learners, but may be of greatest appeal to those with an interest in business, whether that be in developing an understanding of the modern business environment or finding out how and why people set up in business. The combination of practical aspects and ICT-based learning will enable learners to apply their skills and knowledge to real-life business contexts. By developing many transferable skills, the Course prepares learners for everyday life, the world of work, or further study of business and other business-related disciplines. The Course fosters an understanding of how people contribute to business success. As a consequence, learners will be better informed about business and able to make effective contributions to society as consumers, employees, employers or self-employed people. The Course develops the skills of enterprise, employability, numeracy, ICT and citizenship, which are so essential in today’s society. By studying this Course, learners will develop skills which include an enterprising attitude and an appreciation of taking risks in a business context; a customer focus in business contexts; numeracy skills through improving knowledge of financial awareness, in a business context, which supports and further develops personal financial management; and decision making, by interpreting, analysing and evaluating a range of information to make responsible and effective business decisions. Successful completion of this Course opens up a range of vertical and lateral progression routes for learners. These include other National Qualifications, Skills for Work Courses, National Progression Awards and National Certificates. The Course may also lead to employment and/or training in various industries. Course structure and conditions of award Course structure The Course consists of three mandatory Units including the Added Value Unit. Business in Action (National 4) Influences on Business (National 4) Added Value Unit: Business Assignment (National 4) - In this Unit, learners will draw on and apply the skills, knowledge and understanding they have gained from across the other Units of the Course. This will be demonstrated by an assignment. Conditions of award To achieve the National 4 Business Course, learners must pass all of the Units, including the Added Value Unit.

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3. Business: National 5

Purpose and aims of the Course

Business plays an important role in society. We all rely on businesses to create wealth, prosperity, jobs and choices. Therefore, it is essential for society to have effective businesses and business managers to sustain this role. The purpose of the Course is to highlight ways in which organisations operate and the steps they take to achieve their goals. A main feature of this Course is the development of enterprising skills and employability skills. Learners will be able to understand and make use of business information to interpret and report on overall business performance in a range of contexts. The Course therefore includes the study of organisations in the private, public and voluntary sectors. The Course explores the important impact businesses have on everyday life, and therefore gives learners experiences which are topical. It develops skills for learning, life and work that will be of instant use in the workplace. It supports personal financial awareness through improving learners’ knowledge of financial management in a business context. The Course aims to enable learners to develop: o knowledge and understanding of the ways in which society relies on business to satisfy

our needs o an insight into the systems organisations use to ensure customers’ needs are met o enterprising skills and attributes by providing them with opportunities to explore realistic

business situations o financial awareness through a business context o an insight into how organisations organise their resources for maximum efficiency and

improve their overall performance o an awareness of how external influences impact on organisations Information about typical learners who might do the Course The Course is suitable for all learners interested in entering the world of business -whether as a manager, employee or self-employed person - as it gives learners knowledge of the business environment. The Course fosters a greater understanding of how people contribute to business success. The combination of practical and theoretical aspects and ICT-based learning will enable learners to apply their skills and knowledge to real-life business contexts.


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By developing many transferable skills, the Course prepares learners for everyday life, the world of work, or further study of business and other business-related disciplines. By studying this Course, learners will develop skills and attributes which include an enterprising attitude and an appreciation of taking risks in a business context; a customer focus in business contexts; entrepreneurship, by using their initiative in being creative and resourceful; and decision making, by interpreting, analysing and evaluating a range of information to make critical, ethical, responsible and effective business decisions. Other skills developed by learners will include numeracy, which supports and further develops learners’ personal financial management through improving their knowledge of financial management in a business context; and the ability to use ICT to gather, analyse and communicate business information efficiently and effectively. Successful completion of this Course opens up a range of vertical and lateral progression routes for learners. These include other National Qualifications, Skills for Work Courses, National Progression Awards and National Certificates. The Course may also lead to employment and/or training in various industries. Course structure and conditions of award Course structure The Course consists of three mandatory Units. Understanding Business (National 5) Management of People and Finance (National 5) Management of Marketing and Operations (National 5)

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

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CHEMISTRY

For advice on any of these courses and their relevance to your future career, please contact Dr M Lesko (PT of Science).

1. Chemistry: Higher Purpose

The course is designed for students who wish to continue their study of chemistry beyond National 5 and who may wish to progress to Advanced Higher. As such the Higher course could form the first year of a two-year post National 5 course. As a one-year course the study of chemistry at Higher can make an important contribution to the student’s knowledge and understanding of the physical and natural world. The course provides a grounding for the further study in higher education of chemistry and chemistry-related subjects such as environmental and food sciences, and provides valuable background knowledge for vocational training in many areas of health and technology. Completion of the Higher Chemistry course could contribute to a Group Award in Science. Recommended Entry

While entry is at the discretion of the centre, students would normally have obtained one of the following awards or equivalent:

National 5 Chemistry course or component units The preferred entry from National 5 is based on achievement of a pass in the final exam at level A or B. Mandatory Units Chemical Changes and Structure (Higher) 3 SCQF credit points Researching Chemistry (Higher) 3 SCQF credit points Nature’s Chemistry (Higher) 6 SCQF credit points Chemistry in Society (Higher) 6 SCQF credit points Progression This Course or its Units may provide progression to:

istry


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COMMUNITY INVOLVEMENT: MODULE 2

For advice on this course and its relevance to your future career, please contact Mrs L Ramsay (PT Pupil Support). Who can apply to study this module? This module is particularly suited to S6 students who are considering a career which involves working with people. For this module, having a sense of commitment and a caring personality are just as important as academic qualifications. The placement part of the module requires a commitment of time of 5 periods per week from the start of the session until the Easter break and can involve work, either within Trinity High School eg Peer Tutoring or in the wider community eg a primary school, a nursery, an old peoples’ home or any other relevant work experience placement. In addition, there will be a weekly tutorial period in the Support for Learning Department. What is the purpose of these modules? These modules aim to develop:

task management skills (planning, organising and decision making).

Interpersonal and group skills.

Self awareness, self reliance and self confidence.

The ability to seek and use appropriate knowledge. How will I benefit from studying these modules? These modules would be an invaluable addition to a National Record of Achievement, a C.V. or university or college application, particularly for students wishing to enter a caring profession.

The opportunity to develop your study skills by considering factors which make learning difficult or easy for different people.

The chance to re-explore your knowledge of basic skills through having to explain them to others.

Preparation for being a parent. What is peer tutoring? Peer tutoring is a way of giving extra individual help to younger pupils who are finding it difficult to learn in school. What will I have to do? Tutors can help younger students in two ways:

They can work with them in class, making sure that they understand the teacher’s instructions, repeating and clarifying them if necessary, reading questions to the student and helping students write their answers.

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They can also help by tutoring one or two students in reading, spelling or basic number work.

How will I be assessed? Assessment for these modules takes several forms. You will have the opportunity to show initiative by contributing to the process of planning individual support for your student. You will have to listen and observe attentively when working with your students, fellow tutors and teaching staff. You will be expected to seek help at appropriate times and in appropriate ways. Self-assessment will involve you in examining your own qualities, skills, interests and your contribution to the school as a community. How will I be prepared for my placement? The Support for Learning Department will help you to:

Identify the interests, qualities and skills which you can bring to communicating and interacting with others.

Decide on the most appropriate placement to meet your personal goals.

Gather essential information and finalise arrangements with teaching staff. At the beginning of S6, you will be expected to undergo an induction programme which will give you the opportunity to consider:

Factors which make learning difficult or easy to you.

Barriers to learning.

Ways in which students are supported by the school.

Ways of tutoring pupils in reading, spelling and basic number work.

Ways of supporting learners.

Building positive relationships.


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COMPUTING For advice on any of these courses and their relevance to your future career, please contact Miss Hall (PT of I.C.T.).

1. Computing: Higher Purpose The purpose of this course is to introduce students to the principles and practice of computer systems together with the stages in developing a software product. This course will provide progression for students who gain an award at Credit in Standard Grade or the Computing course at Intermediate 2. This course is also suitable for individuals who require a knowledge or computer systems for vocational purposes and provides a broad conceptual basis for further study. Recommended Entry While entry is at the discretion of the centre, students would normally be expected to have attained:

A pass in Computing Studies course at Intermediate 2 or their component units or possess equivalent experience.

Computing Standard Grade at Credit Level. National 5 – A or B pass recommended.

Course Details The course consists of two mandatory units and one optional unit as follows. Unit – Title, Length and Brief Description Mandatory units: Computer Systems (H) 40 hours This Unit is designed to develop knowledge and understanding of the principles of computer systems and practical skills related to computer systems through the use of contemporary hardware and software. Software Development (H) 40 hours This unit is designed to develop knowledge and understanding of software development and to develop practical skills in Software Development through the use of a high level language within an appropriate software development environment. Optional units: Multimedia Technology (H) 40 hours This unit is designed to develop knowledge and understanding of the principles of multimedia technology.

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Progression

Advanced Higher courses (including Computing and Information Systems). Higher National Certificates and Diplomas (including HND Computing) Degree courses (including B.Sc Computing Science) Employment.

2. COMPUTING SCIENCE NATIONAL 4 AND NATIONAL 5

Purpose and aims of the Course Computing science is vital to everyday life - socially, technologically and economically; it shapes the world in which we live and its future. Computing is embedded in the world around us, from systems and devices in our homes and places of work, to how we access education, entertainment, transportation and communication. Understanding computational processes and thinking is also vital to many other fields, including science, economics, business and industry. While many learners will want to become computing professionals, all will benefit from the development of these foundational skills and the underpinning knowledge necessary to meet the needs of society today and for the future. The aims of the Course are to enable learners to: introduce and develop aspects of computational thinking across a range of

contemporary contexts develop knowledge and understanding of key facts and ideas in computing science apply skills and knowledge in analysis, design, implementation and testing to a range

of digital solutions communicate computing concepts clearly and concisely using appropriate terminology develop an understanding of the impact of computing science in changing and

influencing our environment and society Information about typical learners who might do the Course The Course is designed to be of value to all learners, especially those considering further study or a career in computing science and related disciplines. It provides sufficient breadth, flexibility, personalisation and choice to meet the needs of all learners. Learners will develop an appreciation of the central role of computation in the modern world and gain an understanding of the many functions of computing systems, concepts and processes. They will gain an insight into the capacities of computing professionals as problem-solvers and designers, able to design, implement and operate hardware and software systems, and the far-reaching impact of information technology on our environment and society. They will also develop a range of transferable skills for learning, skills for life and skills for work, opening up a wide range of career and study opportunities and enabling them to develop as global citizens who can contribute effectively to their communities, society and the world.


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Course activities also provide opportunities for learners to enhance generic and transferable skills in planning and organising, working independently and in teams, critical thinking and decision making, research, communication and self-and peer-evaluation, in a range of contexts. Course structure and conditions of award Course structure The Course enables learners to develop a range of basic computing and computational thinking skills, including skills in analysis and problem-solving, design and modelling, developing, implementing and testing digital solutions across a range of contemporary contexts. The Course also enables learners to develop knowledge and understanding of key computing concepts and processes, and the ability to apply this to a variety of problems; and an awareness of different software development languages and environments and the legal and environmental impact of computing technologies. National 4 The Course has three mandatory Units including the Added Value Unit. Software Design and Development (National 4) Information System Design and Development (National 4) Added Value Unit (National 4) - This Unit requires the learner to apply skills and knowledge from the other Units to analyse and solve an appropriate challenging computing science problem. Conditions of award To achieve the National 4 Computing Science Course, learners must pass all of the required Units including the Added Value Unit. National 5 In addition to the Course assessment, the Course includes two mandatory Units. Software Design and Development (National 5) Information System Design and Development (National 5) Conditions of award To gain the award of the Course, the learner must pass all of the Units as well as the Course assessment. Course assessment will provide the basis for grading attainment in the Course award.

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ENGLISH For advice on any of these courses and their relevance to your future career, please contact Mr J Docherty (PT of English). NATIONAL 4 IN S4 National 4 consists of 3 separate banks of Assessment which are undertaken internally. There is no final examination. This course is completely internally assessed. English: Added Value Unit: Investigation, analysis and presentation. Literacy Unit: Evidence of basic competence in Reading, Writing,

Talking and Listening. English: Competence in Reading, Writing, Talking and Listening.

Comprises the Creative and Productive Unit and the Analysis and Evaluation Unit.

Pupils experience a variety of contexts where they endeavour to overtake the above outcomes. Entry Levels: Pupils who are progressing through Level 3 in the Broad General

Education, or/and Those who achieve Level 3 in the Assessment at the end of the Broad General Education.

PROGRESSION: Pupils who achieve National 4 have a variety of Progression Highways.

National 5 in S5.

Units in National 5 in preparation for National 5 Examination in S6.

Vocational/Stand-alone Units in the theme of Preparation for Work. NATIONAL 5 IN S4 AND/OR S5 National 5 consists of 2 Units (Creation and Production and Analysis and Evaluation). These 2 Units comprise 2 outcomes each. Creation and Production - Writing and Talking Analysis and Evaluation - Reading and Listening Pupils must pass all 4 outcomes in order to proceed to the National examination in May.


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That examination consists of:- Close Reading: Passage followed by questions. Critical Essay: Analysis of text taught in class. Scottish Texts: Analysis of Scottish Texts taught in class. In addition candidates will submit a portfolio of 2 pieces of writing which will be assessed by SQA markers. All 4 components will be aggregated to provide an overall grade. Grades A – D are passes. If, after a re-sit opportunity, pupils fail a particular outcome (Writing, Talking, Reading, Listening) they cannot move forward to the National Examination. They can attempt to overtake the remaining outcomes or transfer to National 4. ENTRY LEVELS Pupils who have achieved Level 4 in the Broad General Education and passed their S3 Assessment in May of that year will have the opportunity to embark on National 5. PROGRESSION Whilst SQA view A – D as a pass only pupils with A and B have a realistic chance to attain Higher (National 6). Those pupils with C, D, Fail should progress to either repeat/upgrade National 5 or attempt Higher Units in S5 with the view to doing Higher in S6. NATIONAL 6 (Higher) National 6 consists of 2 Units (Creation and Production and Analysis and Evaluation). These 2 Units comprise 2 outcomes each. Creation and Production - Writing and Talking Analysis and Evaluation - Reading and Listening Pupils must pass all 4 outcomes in order to proceed to the National examination in May. That examination consists of:- Close Reading: Passage followed by questions. Critical Essay: Analysis of text taught in class. Scottish Texts: Analysis of Scottish Texts taught in class.

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In addition candidates will submit a portfolio of 2 pieces of writing which will be assessed by SQA markers. All 4 components will be aggregated to provide an overall grade. Grades A – C are passes. If, after a re-sit opportunity, pupils fail a particular outcome (Writing, Talking, Reading, Listening) they cannot move forward to the National Examination. They can attempt to overtake the remaining outcomes or transfer to National 5. ENTRY LEVELS Pupils who achieve A/B in National 5 will have automatic entry to National 6 (Higher). PROGRESSION From a pass at National 6 (Higher) pupils can progress to Advanced Higher in a Consortia School.


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ENTERPRISE

Calling all Entrepreneurs!

The Enterprise course is run for final year pupils, by Strathclyde University. Pupils are challenged to form teams and market a real product or service. As part of the team you will have to deal with all the aspects of setting up and running a real business such as managing people, strategy, marketing, finance and production etc… If you are interested in business this is an opportunity to experience what is involved in running your own company.

Each school team is supported by an experienced Business Advisor (from industry) and a Link Teacher. The programme is launched in August at Reid Kerr College, followed by a Christmas Trade Fair where all the competing companies display and sell their wares.

Trade continues throughout the session until the area finals in March at University of the West of Scotland. During the year the teams have to raise capital to fund their projects, and do this in various ways such as holding events at their school.

It is a varied course and will give you an insight into the world of business – you could be in sales, human resources or maybe even Managing Director ! There is an exam set by Strathclyde University which has been a useful additional qualification for those going on to study business, or anyone wanting to demonstrate their personal development journey. Speak to Mrs Reid, Mrs Renfrew or Mrs Lewis.

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FINANCIAL EDUCATION For advice on this course and its relevance to your future career, please contact Mrs J Walker (PT Mathematics).

Course Title: Financial Education (Combine with N4 or N5 Numeracy) Purpose and Aims of this Unit The importance of financial education in schools is widely recognised as an important and necessary life skill for young people. The Personal Finance Award will equip pupils with the knowledge and skills to cope confidently and effectively with basic financial encounters as well as managing money. The Course aims to:

increase the learners’ understanding of everyday financial encounters

enable learners to make informed choices about bank accounts and spending decisions

develop the learners’ understanding of spending choices and affordability

motivate and challenge learners by enabling them to select and apply straightforward mathematical techniques in a variety of real-life situations

allow learners to interpret, communicate and manage information in mathematical form

develop skills relevant to learning, life and work in an engaging and enjoyable way Recommended Entry Entry to this Unit is at the discretion of the centre. However, learners would normally be expected to have attained the skills, knowledge and understanding required by achieving

National 4 Mathematics Course National 3 Lifeskills Mathematics

Course Details This course consists of two units. Principles of Money and Money Management. Assessment of both units will be through online testing. The Principles of Money Unit assessment consists of 22 questions covering all topics. Candidates must achieve a minimum of 50% in each of the tasks to achieve the Unit. The Money Management Unit assessment consists of 20 questions covering all topics. Candidates must achieve a minimum of 50% in each of the tasks to achieve the Unit.


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Unit Details Principles of Money

identify money

identify and describe different forms of income

describe ways to store and access money

create and use a budget

describe how to open a bank account

foreign exchange

Money Management

costs and calculate bills

different forms of borrowing

insurance and long term financial planning

buying and spending (including auctions)

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GEOGRAPHY For advice on any of these courses and their relevance to your future career, please contact Mr K Herron (PT of Social Subjects).

1. Geography: Higher Purpose The purpose of Higher Geography is to build on the knowledge and skills learned at Standard Grade and give the student a deeper understanding of the way in which people are affected by the world around them. Recommended Entry Students should normally have achieved a Credit pass at Standard Grade Geography. Course Details The course comprises three units: Unit 1 Physical Environments (Study of how the natural world works). Unit 2 Human Environments (Study of how human actions affect the world around them). Unit 3 Environmental Interactions (A detailed study of two topics). Each of these units is assessed internally. Students are required to pass the internal element before they are eligible for a full external pass. External assessment of the higher course is through an examination. Progression: The achievement of a Higher Geography pass allows the student to progress to:

Advanced Higher Geography Higher level in another Social Subject University or College courses Employment


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GRAPHIC COMMUNICATION For advice on any of these courses and their relevance to your future career, please contact Ms E Rose (PT Art, Design and Technology).

1. Graphic Communication: Higher Mandatory Units The course comprises the following mandatory Units 2D Graphic Communication 3D and Pictorial Graphic Communication Course assessment Purposes and aims of this 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 aims of the Course are to enable learners 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 graphic communication standards protocols and conventions, where these apply

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

The Course Structure As well as the Course assessment, the Course includes two mandatory Units. Both Units are designed to provide progression to the corresponding Units at Advanced Higher. To gain the award of the Course, the learner must pass all of the Units as well as the Course assessment.

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2D Graphic Communication This Unit helps learners to develop their creativity and presentation skills within a 2D graphic communication context. For this Unit, learners will be required to provide evidence of:

skills in interpreting and creating a range of 2D graphics — preliminary, production and promotional graphics

an understanding of appropriate drawing standards, protocols and conventions including the principles of dimension and tolerance

an understanding of techniques and terminology involved in creating graphic displays digitally

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

It will allow learners to initiate, plan, develop and communicate ideas graphically, using two-dimensional graphic techniques. Learners will develop a number of skills and attributes within a 2D graphic communication context, including spatial awareness, visual literacy, and the ability to interpret given drawings, diagrams and other graphics. Learners will evaluate the effectiveness of their own and given graphic communications to meet their purpose. 3D and Pictorial Graphic Communication This Unit helps learners to develop their creativity and presentation skills within a 3D and pictorial graphic communication context. For this Unit, learners will be required to provide evidence of:

skills in interpreting a range of pictorial and 3D preliminary, production and promotional graphics

skills in creating a range of pictorial and/or 3D preliminary, production and promotional graphics

knowledge and understanding of appropriate drawing standards, protocols, and conventions in commercial/industrial settings

an understanding of techniques and terminology involved in the production of 3D graphics and 3D graphic displays

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

It will allow learners to initiate, plan, develop and communicate ideas graphically, using three-dimensional graphic techniques. Learners will develop a number of skills and attributes within a 3D graphic communication context, including spatial awareness, visual literacy, and the ability to interpret given drawings, diagrams and other graphics. Learners will evaluate the effectiveness of their own and given graphic communications to meet their purpose. Value Added Unit This added value consists of a question paper and an assignment. Component 1 — Question paper The question paper will give learners an opportunity to demonstrate the following skills, knowledge and understanding.

Demonstrate their understanding of computer-aided design/draughting techniques.


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Demonstrate reasoning ability by justifying graphics in specific contexts.

Explain the advantages and disadvantages of manual and electronic graphic methods for specific situations.

Interpret/respond to given 2D, 3D and pictorial drawings and sketches.

Identify and describe drawing standards, protocols and conventions.

Define and describe recognised desktop publishing features.

Comment knowledgeably on graphic communication as it impacts on our environment and society.

The question paper will require learners to demonstrate aspects of breadth and application in a graphic context, based on recognised graphic principles and those used in industry and commerce.

Component 2 — Assignment The assignment should clearly demonstrate application of knowledge and skills, at an appropriate level from both the 2D Graphic Communication and 3D and Pictorial Graphic Communication Units The assignment will require the learner to produce practical responses to a graphics situation. This will allow the learner to confirm their capabilities through challenge and application.

This will be achieved through:

applying knowledge and understanding from across the Units to describe and explain graphic communication techniques, methods and standards

applying knowledge and understanding from across the Units to interpret unfamiliar, potentially complex graphic communications

applying skills and knowledge from across the Units to produce a response to a brief

Recommended entry However, learners would normally be expected to have attained the skills, knowledge and understanding required by one or more of the following or by equivalent qualifications and/or experience:

National 5 Graphic Communication Course Progression This Course or its Units may provide progression to:

other SQA qualifications in Graphic Communication or related areas

further study, employment and/or training

On completing the Course, learners will be able to: initiate, develop and communicate often complex ideas graphically and with clarity; interpret often complex graphic communications initiated by others; select and use appropriate graphic communication equipment with skill and confidence, employ software and materials effectively in tasks; and apply knowledge and understanding of graphic communication standards and protocols, where these apply.

In addition, learners will have developed: graphic design skills, including creativity; an understanding of the impact of graphic communication technologies on our environment and society; graphic spatial awareness and visual literacy; and skills in constructively evaluating the effectiveness of graphic communications.

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HISTORY For advice on any of these courses and their relevance to your future career, please contact Mr K Herron (PT of Social Subjects).

1. History: Higher Purpose The purpose of the Course is to open up the world of the past for learners. History provides learners with insights into their own lives and of the society and the wider world in which they live. By examining the past, learners can better understand their own communities, their country and the wider world. Through an understanding of the concept of continuity, they can better appreciate change and its significance, both in their own times and in the past. The learner will acquire breadth and depth in their knowledge and understanding of the past through the study of Scottish, British, European and world contexts in a variety of time periods. Options cover topics from the Medieval, Early Modern and Later Modern periods and include elements of political, social, economic and cultural history. The approach developed and the understanding gained can be applied to other historical settings and issues. Recommended Entry Pupils should have achieved a National 5 pass or in the case of a ‘crash’ Higher this is at the discretion of the department. Course Details Historical Study: Scottish (Higher) In this Unit, learners will develop techniques to evaluate a range of historical sources. Complex issues in Scottish history may be studied from the Medieval, Early Modern or Later Modern period. Learners will develop knowledge and understanding of an area of historical study. The Age of the Reformation, 1542–1603 : The Reformation of 1560, The reign of Mary, 1561–1567, James VI and the relationship between monarch and Kirk, The impact of the Reformation on Scotland, to 1603 Historical Study: British (Higher) In this Unit, learners will develop techniques to evaluate the impact of historical developments. Complex issues in British history may be studied from the Medieval, Early Modern or Later Modern period. Learners will develop knowledge and understanding of an area of historical study. The Making of Modern Britain, 1851–1951: An evaluation of the reasons why Britain became more democratic, 1851–1928, An assessment of how democratic Britain became, 1867–1928, An evaluation of the reasons why women won greater political equality by 1928 , An evaluation of the reasons why the Liberals introduced social welfare reforms, 1906–1914, An assessment of the effectiveness of the Liberal social welfare reforms , An assessment of the effectiveness of the Labour social welfare reforms, 1945–1951


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Historical Study: European and World (Higher) In this Unit, learners will develop techniques to evaluate the factors contributing to historical developments. Complex issues in European and world history may be studied from the Medieval, Early Modern or Later Modern period. Learners will develop knowledge and understanding of an area of historical study. Germany, 1815–1939: An evaluation of the reasons for the growth of nationalism in Germany, 1815–1850, An assessment of the degree of growth of nationalism in Germany, up to 1850, An evaluation of the obstacles to German unification, 1815–1850, An evaluation of the reasons why unification was achieved in Germany, by 1871, An evaluation of the reasons why the Nazis achieved power, in 1933, An evaluation of the reasons why the Nazis were able to stay in power, 1933–1939 Course Assessment History Higher is assessed through a mixture of internal and external assessment. The purpose of this question paper is to demonstrate application of skills and breadth of knowledge and understanding from across the three Units of the Course. The question paper Component of the Course assessment will have a greater emphasis on the assessment of knowledge and understanding. The other marks will be awarded for the demonstration of skills. The paper will account for 60 marks. The purpose of the assignment which will be produced internally is to demonstrate challenge and application by demonstrating the following higher order cognitive skills, knowledge and understanding within the context of an historical issue. The assignment will account for 30 marks. Progression Students may progress to a number of social science or humanities subjects at University including law.

2. History National 5 Purpose The purpose of the Course is to open up the world of the past for learners. History provides learners with insights into their own lives and of the society and the wider world in which they live. By examining the past, learners can better understand their own communities, their country and the wider world. Through an understanding of the concept of continuity, they can better appreciate change and its significance, both in their own times and in the past. The learner will acquire breadth and depth in their knowledge and understanding of the past through the study of Scottish, British, European and world contexts in a variety of time periods. Recommended Entry Pupils should have achieved a National 4 pass in Modern Studies or any other Social Subject. Course Details Historical Study: Scottish

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In this Unit, learners will develop techniques to evaluate a range of historical sources. Events and themes of Scottish history may be studied from the Medieval, Early Modern or Later Modern period. Mary Queen of Scots, and the Reformation, 1542–1587: Mary, from the ‘Rough Wooing’ to becoming Queen of France, to 1559 , The Reformation in Scotland, 1560 , Mary’s reign, 1561–1567 , Mary in England, 1567–1587 Historical Study: British In this Unit, learners will develop techniques to evaluate the impact of historical developments. Events and themes of British history may be studied from the Medieval, Early Modern or Later Modern period. The Making of Modern Britain, 1880-1951: Divided Society: poverty, housing; politics, Liberal Reforms 1906-14 , Social Impact of World War II in Britain , Labour Reforms: the Welfare State 1945-51 Historical Study: European and World In this Unit, learners will develop techniques to evaluate the factors contributing to historical developments. Events and themes of European and world history may be studied from the Medieval, Early Modern or Later Modern period. Hitler and Nazi Germany, 1919–1939 :Weimar Germany, 1919-29 , Nazi rise to power, 1929–1933 , Nazi control of Germany , Nazi social and economic policies Course Assessment Pupils will be assessed through a mixture of an end of year exam and internal and unit assessments. At National 5 level pupils will be required to sit an external final exam while National 3 & 4 are internally assessed. In National 5 the question paper is to demonstrate application of skills and breadth of knowledge and understanding from across the Course. The question paper will have 60 marks out of a total of 80 marks. The question paper is therefore worth 75% of the overall marks for the Course assessment. The purpose of this assignment at National 5 is to demonstrate challenge and application by demonstrating skills, knowledge and understanding within the context of a historical topic or issue. The assignment will have 20 marks out of a total of 80 marks. The assignment is therefore worth 25% of the overall marks for the Course assessment. Progression From achievement at National 5 pupils may progress to study Higher in Modern Studies in 6th year For any further information please do not hesitate to contact Mr K Herron PT Social Subjects


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HOSPITALITY Hospitality: Practical Cookery National 5 Course Hospitality enables learners to develop cookery-related knowledge, understanding and skills, and to use them at home, in the wider community and, ultimately, in employment. The course lays foundations for lifelong learning. The Course aims to enable pupils to:

use a range of cookery skills, food preparation techniques and cookery processes when following recipes

select and use ingredients to produce and garnish or decorate dishes

develop an understanding of the characteristics of ingredients and an awareness of their sustainability

develop an understanding of current dietary advice relating to the use of ingredients

plan and produce meals and present them appropriately

work safely and hygienically The course will develop successful pupils who;

achieve through participating in engaging, motivating and relevant learning experiences in real-life hospitality contexts.

derive satisfaction from being able to produce dishes and meals and from having their achievements and skills recognised.

actively participate in the work of the class, develop awareness of issues affecting society, such as sustainability of produce, and who take on organisational tasks.

share their views with others and support their peers whenever appropriate. At National 5 the following units are compulsory; Cookery Skills, Techniques and Processes (National 5) 9 SCQF credit points Understanding and Using Ingredients (National 5) 9 SCQF credit points Organisational Skills for Cooking (National 5) 9 SCQF credit points Pupils must also complete the National 5 Course assessment (6 SCQF credit points) Progression This Course or its Units may provide progression to:

other qualifications in Hospitality or related areas

further study, employment or training.

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Hospitality: Practical Cake Craft National 5 Course This course is practical and relevant to the world of work. It enables learners to develop a range of artistic techniques and to develop them through practical activities. Drawing on all aspects of design, such as shape, colour, texture, balance and precision, learners are given the opportunity to produce a variety of individualised cakes and other baked items, and to creatively interpret a design brief. The Course makes an important contribution to general education through developing a range of essential skills which will stand learners in good stead for their future. Its contribution to vocational education is significant because it is a springboard for a range of careers in the hospitality industry.

At National 5 the following units are compulsory; Cake Baking (National 5) 9 SCQF credit points Cake Finishing (National 5) 9 SCQF credit points Pupils must also complete the National 5 Course assessment (6 SCQF credit points) This course is designed for those wishing to acquire cake-baking and cake-finishing skills and to develop and demonstrate innovation in these areas. An interest in the creative and artistic aspect of the course would be an important consideration.

Progression This Course or its Units may provide progression to:

other qualifications in Hospitality or related areas

further study, employment or training.


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MATHEMATICS For advice on any of these courses and their relevance to your future career, please contact Mrs J Walker (PT Mathematics).

1. Mathematics: Higher (S6 only) Purpose The aim of this course is to build upon and extend students’ mathematical learning in the areas of algebra, geometry and trigonometry and to introduce students to elementary calculus. Mathematics 1(H), Mathematics 2 (H) and Mathematics 3 (H) are progressive units. Recommended Entry While entry is at the discretion of the centre, students would normally be expected to have attained:

Intermediate 2 Pass at Grade A.

Units at this level that were achieved in S5.

Course Details Three mandatory 40 hour units plus 40 hours flexible time. Unit – Title, Length and Brief Description Mathematics 1 (H) 40 hours This unit includes the gradient and equation of the straight line, sketching and identifying related functions and graphs, composite functions, solution of trigonometric equations, basic differentiation and recurrence relationships. Mathematics 2 (H) 40 hours The content of this unit covers quadratic theory and the Remainder Theorem, basic integration, use of the addition formulae in trigonometry and the equation of a circle and tangency. Mathematics 3 (H) 40 hours Mathematics 3(H) contains vectors in three dimension and the scalar product, further differentiation and integration, properties of exponential and logarithmic functions and further trigonometric relationships. Progression Students may progress to: Advanced Higher Mathematics

Exit to higher or further education, using either the qualification as a general or specific entry requirement for mathematics, engineering, or science HNC/D or degree courses.

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2. Mathematics: Intermediate 2 (S6 only) Purpose The aim of this course is to build upon and extend students’ mathematical learning in the areas of algebra, geometry, trigonometry and statistical analysis. Recommended Entry While entry is at the discretion of the centre, students would normally be expected to have attained:

Intermediate 1 Pass at A

Units at this level that were achieved in S5. Course Details Two mandatory 40 hour units and one optional 40 hour unit plus 40 hours flexible time. Unit – Title, Length and Brief Description Mandatory: Mathematics 1(Int 2) 40 hours The content of this unit includes calculations involving percentages, using formulae to find volumes of spheres, cones and prisms, linear relationships in the form of sketches and finding the equations of straight lines, multiplication and factorisation of algebraic expressions, finding the length of an arc and the area of a sector of a circle and solution of problems involving circles.

Mathematics 2 (Int 2) 40 hours This unit contains both mathematical and statistical content. The mathematics content is further trigonometry using the area of a triangle formula and the Sine and Cosine rules, and simultaneous linear equations. The statistics is an extension of the statistics contained in Mathematics 2 (Int 1). It includes the use of graphs, charts and tables and the use of simple statistics, such as standard deviation, semi-interquartile range, finding the equation of a regression line and assigning probability to an event. Applications of Mathematics (Int 2) 40 hours This unit concentrates on social arithmetic, the application of mathematics to logic diagrams and spreadsheets, and the use of formulae in application. The final outcome is a statistical assignment requiring the collection and analysis of data and the communication of conclusions.

3. Mathematics: Higher Mathematics (National 6)

Course Title: Purpose and Aims of the Course Mathematics is important in everyday life, allowing us to make sense of the world around us and to manage our lives.


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Using mathematics enables us to model real-life situations and make connections and informed predictions. It equips us with the skills we need to interpret and analyse information, simplify and solve problems, assess risk and make informed decisions. The Course aims to:

motivate and challenge learners by enabling them to select and apply mathematical techniques in a variety of mathematical situations

develop confidence in the subject and a positive attitude towards further study in mathematics and the use of mathematics in employment

deliver in-depth study of mathematical concepts and the ways in which mathematics describes our world

allow learners to interpret, communicate and manage information in mathematical form; skills which are vital to scientific and technological research and development

deepen the learner’s skills in using mathematical language and exploring advanced mathematical ideas

Recommended Entry Entry to this Course is at the discretion of the centre. However, learners would normally be expected to have attained the skills, knowledge and understanding required by the following or equivalent qualifications and/or experience:

National 5 Mathematics Course – Grade A/B

Course Details The course consists of three Units which are statements of standards for assessment and will be delivered throughout the duration of the course. The Course Assessment will provide the basis for grading attainment in the Course award. This final exam which consists of two Question Papers (exams marked by the SQA) and is graded A to D: Paper 1 – Non Calculator (1hour 10 minutes) worth 60 marks Paper 2 – Calculator worth (1hour 30 minutes) 70 marks To gain a Higher Award, learners must pass all Units and the Course Assessment. Unit Title and Brief Description Expressions and Functions The general aim of this Unit is to develop knowledge and skills that involve the manipulation of expressions, the use of vectors and the study of mathematical functions. The Outcomes cover aspects of algebra, geometry and trigonometry, and also skills in mathematical reasoning and modelling. Relationships and Calculus The general aim of this Unit is to develop knowledge and skills that involve solving equations and to introduce both differential calculus and integral calculus. The Outcomes cover aspects of algebra, trigonometry, calculus, and also skills in mathematical reasoning and modelling.

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Applications The general aim of this Unit is to develop knowledge and skills that involve geometric applications, applications of sequences and applications of calculus. The Outcomes cover aspects of algebra, geometry, calculus, and also skills in mathematical reasoning and modelling. Progression On successful completion of this Course, the learner could progress to:

Advanced Higher Mathematics

4. Mathematics: National 5

Purpose and Aims of the Course Mathematics is important in everyday life, allowing us to make sense of the world around us and to manage our lives. Using mathematics enables us to model real-life situations and make connections and informed predictions. It equips us with the skills we need to interpret and analyse information, simplify and solve problems, assess risk and make informed decisions. The Course aims to:

motivate and challenge learners by enabling them to select and apply mathematical techniques in a variety of mathematical and real-life situations

develop confidence in the subject and a positive attitude towards further study in mathematics

develop skills in manipulation of abstract terms in order to solve problems and to generalise


develop the learner’s skills in using mathematical language and to explore mathematical ideas

develop skills relevant to learning, life and work in an engaging and enjoyable way Recommended Entry While entry is at the discretion of the centre, students would normally be expected to have attained a National 4 Course award. In terms of prior learning and experience, attainment of relevant experiences and outcomes will be required to provide an appropriate basis for doing this Course. Course Details The course consists of three mandatory units and a final external exam. Units are statements of standards for assessment and will be delivered throughout the duration of the course.


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The Course Assessment is a final exam which consists of two Question Papers (exams marked by the SQA) and is graded A to D: Paper 1 – Non Calculator (1hr) worth 40 marks Paper 2 – Calculator (1) worth 50 marks To gain National 5 Award, learners must pass all Units and the Course Assessment. Unit Title and Brief Description Expressions and Formulae The general aim of this Unit is to develop skills linked to mathematical expressions and formulae. These include the manipulation of abstract terms, the simplification of expressions and the evaluation of formulae. The Outcomes cover aspects of number, algebra, geometry and reasoning. Relationships The general aim of this Unit is to develop skills linked to mathematical relationships. These include solving and manipulating equations, working with graphs and carrying out calculations on the lengths and angles of shapes. The Outcomes cover aspects of algebra, geometry, trigonometry and reasoning. Applications The general aim of this Unit is to develop skills linked to applications of mathematics. These include using trigonometry, geometry, number processes and statistics within real-life contexts. The Outcomes cover aspects of these skills and also skills in reasoning Progression Students that gain a pass at National 5 Mathematics at grade A/B can progress to Higher.

5. Mathematics: National 4

Course Title: National 4 Mathematics Purpose and Aims of the Course Mathematics is important in everyday life, allowing us to make sense of the world around us and to manage our lives. Using mathematics enables us to model real-life situations and make connections and informed predictions. It equips us with the skills we need to interpret and analyse information, simplify and solve problems, assess risk and make informed decisions. The Course aims to:

motivate and challenge learners by enabling them to select and apply mathematical techniques in a variety of mathematical and real-life situations

develop confidence in the subject and a positive attitude towards further study in mathematics

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develop skills in manipulation of abstract terms in order to solve problems and to generalise


develop the learner’s skills in using mathematical language and to explore mathematical ideas

develop skills relevant to learning, life and work in an engaging and enjoyable way Recommended Entry While entry is at the discretion of the centre, students would normally be expected to have attained a National 3 Lifeskills Course award. In terms of prior learning and experience, attainment of relevant experiences and outcomes will be required to provide an appropriate basis for doing this Course. Course Details The course consists of three Units which are statements of standards for assessment and will be delivered throughout the duration of the course. There is also a final Mathematics Test which is the Added Value Unit of the National 4 Course. This will consist of two Question Papers:

Paper 1 – Non Calculator (20 minutes) Paper 2 – Calculator (40 minutes)

To gain National 4 Award, learners must pass all four units including the Added Value Unit. Units are assessed as pass or fail by the school/centre (following SQA external quality assurance to meet national standards). Unit Title and Brief Description Expressions and Formulae The general aim of this Unit is to develop skills linked to straightforward mathematical expressions and formulae. These include the manipulation of abstract terms, the simplification of expressions and the evaluation of formulae. The Outcomes cover aspects of algebra, geometry, statistics and reasoning. Relationships The general aim of this Unit is to develop skills linked to straightforward mathematical relationships. These include solving equations, understanding graphs and working with trigonometric ratios. The Outcomes cover aspects of algebra, geometry, trigonometry, statistics and reasoning. Numeracy The general aim of this Unit is to develop learners’ numerical and information handling skills to solve straightforward, real-life problems involving number, money, time and measurement. As learners tackle real-life problems, they will decide what numeracy skills to use and how to apply these skills to an appropriate level of accuracy. Learners will also interpret graphical data and use their knowledge and understanding of probability to identify solutions to straightforward real-life problems involving money, time and measurement. Learners will use their solutions to make and explain decisions.


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Mathematics Test This is the Added Value Unit of the National 4 Mathematics Course. The general aim of this Unit is to enable the learner to provide evidence of added value for the National 4 Mathematics Course through the successful completion of a test which will allow the learner to demonstrate breadth and challenge. Breadth and challenge will be demonstrated through the use and integration of mathematical ideas and strategies linked to straightforward mathematical expressions, formulae and relationships. This will include the application of algebraic, geometric, trigonometric, statistical and reasoning skills. Numerical skills underpin all aspects of the Course, and the ability to use these without the aid of a calculator will also be assessed. Progression On successful completion of this Course, the learner could progress to:

National 5 Mathematics Numeracy (National 5) Unit

5. Lifeskill Mathematics: National 3

Purpose and Aims of the Course The National 3 Lifeskills Mathematics Course will help learners to become numerate, to make sense of the world around them and to function responsibly and independently in everyday life. The Course, which includes the freestanding Unit in Numeracy, will motivate and challenge learners by enabling them to select and apply mathematical and numerical skills in a variety of mathematical and real-life situations. The Course includes the study of number, money, shape, space and measurement in everyday life, allowing individuals to interpret data and tackle real-life situations. It is designed to develop the learners’ skills relevant to learning, life and work in an engaging and enjoyable way. The Course develops confidence in the subject and a positive attitude towards further study in mathematics and other subject areas which use mathematics. The aims of this Course are to enable learners to: ♦ interpret real-life situations involving mathematics ♦ investigate the use of basic mathematical ideas and number processes in real-life contexts ♦ select and apply basic mathematical and numeracy skills in real-life contexts ♦ interpret and use the results of calculations, measurements and data to make informed decisions ♦ communicate mathematical information in an appropriate way

Recommended Entry In terms of prior learning and experience, attainment of relevant experiences and outcomes will be required to provide an appropriate basis for doing this Course.

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Course Details The course consists of three Units which are statements of standards for assessment and will be delivered throughout the duration of the course. To gain National 3 Lifeskills Award, learners must pass all three units which are assessed as pass or fail by the school/centre (following SQA external quality assurance to meet national standards). Unit Title and Brief Description Manage Money and Data The general aim of this Unit is to enable learners to apply their skills, knowledge and understanding of mathematics and numeracy to manage money and data in real-life contexts. Learners will build on their mathematical and numerical skills to determine factors affecting income and expenditure, budgeting and saving. Learners will also organise, present and interpret data based on real-life contexts. Shape, Space and Measures The general aims of this Unit is to enable learners to apply their skills, knowledge and understanding of shape, space and measures in real-life contexts. Learners will build on their mathematical and numerical skills by using measures and elementary geometry to tackle real-life situations. Numeracy The general aim of this Unit is to develop learners’ numerical and information handling skills to solve simple, real-life problems involving number, money, time and measurement. As learners tackle real-life problems, they will use their knowledge of number processes, information handling and probability to make informed decisions. Progression On successful completion of this Course, the learner could progress to:

National 5 Mathematics Numeracy (National 5) Unit


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MODERN LANGUAGES For advice on any of these courses and their relevance to your future career, please contact Mrs M Fogg (PT of Languages).

1. Modern Languages: Higher Purpose The aim of this course is to offer progressive development of competence in the four skill areas of listening, speaking, reading and writing, within a widening range of contexts and language purposes. Recommended Entry While entry to the course or units will be at the discretion of the centre, students will normally be expected to have attained: For S6 Students Intermediate 2 Modern Languages or its component units. Standard Grade award at grades 1 or 2, including Writing award at grades 1 or 2 or equivalent qualification. Students holding a Standard Grade award at grades 1 or 2 and Writing award at grades 3 or 4 would be advised to follow the Intermediate 2 course. For S5 Students National 5 award at grades A or B in the Course assessment. Course Details Two mandatory units (one of 80 hours and one of 40 hours) plus 40 hours flexible time. Unit – Title, Length and Brief Description Language 80 hours This unit will seek to ensure progress in language in a variety of contexts, combining the skills in appropriate integrated tasks. It will build on students’ prior learning. Contexts of language covered will reflect the age and interests of the students and at this level the skills of speaking and writing will place emphasis on the student’s ability to express points of view in some detail and to exchange ideas with evidence of increasing confidence and accuracy. Either Extended Reading/Viewing (H) 40 hours OR Language in Work (H) 40 hours

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Of the two options above, students will study one, thereby developing further particular language skills in line with their personal or vocational needs or interests. It will be for each centre to decide, in the light of the expertise of the staff and the interests of the students, which of these options to offer, or whether both should be made available. Progression Attainment of the award will allow students to progress as follows: Advanced Higher course or units in the same language.

Higher Education courses at appropriate levels, including HNC or HND or degree courses. Courses offered by foreign language agencies at appropriate levels. Employment, possibly making use of foreign language competence.

This course (or its component units) may form part of one or more Scottish Group Awards and the Scottish Baccalaureate.


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MODERN STUDIES For advice on any of these courses and their relevance to your future career, please contact Mr K Herron (PT of Social Subjects).

Higher Purpose The purpose of this course is to develop knowledge and understanding of political, social and international issues and to promote the development of the critical skills of analysis, synthesis, evaluating and decision making. Recommended Entry Students would normally be expected to have attained:

National 5 Modern Studies

Course Details

The course comprises three units. 1. Political Issues in the United Kingdom (H) Students will study one of four study themes:

Study Theme 1D: Electoral Systems, Voting and Political Attitudes. 2. Social Issues in the United Kingdom (H) Students will study one theme:

Study Theme 2: Wealth and Health Inequalities in the United Kingdom. The skills of decision making will be incorporated in this unit. 3. International Issues (H) Students will study two of six study themes:

Study Theme 3C: The United States of America. Study Theme 3F: The Politics of Development in Africa. Each unit is assessed internally. Course Assessment This is done through an external examination. Progression Students who are successful in the Higher course could progress to:

Advanced Higher Modern Studies or to a Higher course in another social subject.

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Alternatively, students may progress to HNC or HND awards or use the Higher qualification for general entrance to university or to particular degree courses in social sciences such as Politics, Sociology and International Relations or in Public Administration. Students may also progress to employment in local government or social science related work.

Modern Studies National 5 Purpose Modern Studies opens up the world of contemporary society for learners. The purpose of Modern Studies is to develop the learner’s knowledge and understanding of contemporary political and social issues in local, Scottish, United Kingdom and international contexts. In these contexts, learners will develop an awareness of the social and political issues they will meet in their lives. This purpose will be achieved through successful study of the three Units of the Course. Through this Course, learners will undertake a coherent study of contemporary society with concepts and themes being revisited and built upon across Units. The Course will develop the skills to help learners interpret and participate in the social and political processes they will encounter now and in the future. Recommended Entry Pupils should have achieved a National 4 pass in Modern Studies or any other Social Subject. Course Details Democracy in Scotland and the United Kingdom In this Unit, learners will develop skills by using sources of information in order to detect and explain examples of exaggeration and selectivity in the use of facts. Learners will develop a detailed knowledge and understanding of democracy in Scotland and the United Kingdom. They will develop a knowledge and understanding of the UK political structure including the place of Scotland within this and the debates around this arrangement. Learners focus their study on the UK political system. Learners will develop knowledge and understanding of the main institutions and organisations which make up political life in the UK. They will develop knowledge and understanding of the ways in which society is informed about the political system, and able to participate in, and influence, the political system. They will develop an understanding of their rights and responsibilities in contemporary democratic political society. Social Issues in the United Kingdom In this Unit, learners will develop skills by using sources of information in order to make and give detailed justifications of decisions. Learners will develop detailed knowledge and understanding of social issues in the United Kingdom. Learners will focus their study on crime and the law in the UK. In the social inequality context, learners will focus on In the crime and the law context, learners will develop knowledge and understanding of the causes of crime, the impact of crime on individuals and society and the role of individuals, the police, the legal system and the state in tackling crime. International Issues


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In this Unit, learners will develop skills by using sources of information in order to draw and give detailed support for conclusions. Learners will develop a detailed knowledge and understanding of the Global Issue of Politics of Development. Course Assessment Pupils will be assessed through a mixture of an end of year exam and internal and unit assessments. At National 5 level pupils will be required to sit an external final exam while National 3 & 4 is internally assessed. In National 5 the question paper is to demonstrate application of skills and breadth of knowledge and understanding from across the Course. The question paper will have 60 marks out of a total of 80 marks. The question paper is therefore worth 75% of the overall marks for the Course assessment. The purpose of this assignment at National 5 is to demonstrate challenge and application by demonstrating skills, knowledge and understanding within the context of a modern studies topic or issue. The assignment will have 20 marks out of a total of 80 marks. The assignment is therefore worth 25% of the overall marks for the Course assessment. Progression From achievement at National 5 pupils may progress to study Higher in Modern Studies in 6th year.

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MUSIC For advice on any of these courses and their relevance to your future career, please contact Mr P Monaghan (PT of Music).

1. Music National 6 Purpose To provide experience in: Performing, Composing and Understanding Music Recommended Entry While entry is at the discretion of the centre, students would normally be expected to have attained: National 5 Music at Grade A or B. Course Details There are 4 elements to the course:-

Performing Skills on Instrument 1


Composing Skills

Understanding Music Performing, Composing and Understanding Music These units will offer opportunities to:

Perform music from a wide range of styles in a solo and/or group situation on one instrument.

Compose original music with evidence or originality, creativity, planning and good use of compositional techniques such as the deployment of selected concepts; arranging and improvising may be included where appropriate.

Listen to music which is relevant, related to practical experiences and based on a conceptual approach.

Promote musical literacy using music notation and performance directions. Progression Students who achieve National 6 Music might progress to: Further additional units at the same level or at the level above. Advanced Higher (National 7) in Music. Degree courses in Music. HNC or HND courses in Music.

Other degree and higher education courses which use Higher Music as a general entry qualification. Employment.

The course or its component units may form part of one or more Scottish Group Awards.


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2. Music With Performing: Advanced Higher Purpose To provide experience in: Solo Performing, Composing and Listening Recommended Entry While entry is at the discretion of the centre, students would normally be expected to have attained: Higher Music at Grade A or B. Course Details There are 4 elements to the course:-

Solo performance Instrument 1

Solo performance Instrument 2

Composition

Listening Unit – Title, Length and Brief Description Mandatory: Performing, Composing and Listening (AH) The unit will offer opportunities to: Perform music from a wide range of styles in a solo and/or group situation on one instrument. Compose original music with evidence or originality, creativity, planning and good use of compositional techniques such as the

deployment of selected concepts; arranging and improvising may be included where appropriate. Listen to music which is relevant, related to practical experiences and based on a conceptual approach.

Progression Students who achieve Advanced Higher Music might progress to: Further additional units at the same level or at the level above. Degree courses in Music. HNC or HND courses in Music.

Other degree and higher education courses which use Advanced Higher Music as a general entry qualification. Employment.


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3. Music National 5 Purpose To provide experience in: Performing, Composing and Understanding Music Recommended Entry While entry is at the discretion of the centre, students would normally be expected to have attained:

Units or a course in music at National 4; or equivalent. Course Details There are 4 elements to the course:-



Composing Skills

Understanding Music Performing, Composing and Understanding Music (National 5) These units will offer opportunities to:

Perform music from a wide range of styles in a solo and/or group situation on one instrument.

Compose original music with evidence or originality, creativity, planning and good use of compositional techniques such as the deployment of selected concepts; arranging and improvising may be included where appropriate.

Listen to music which is relevant, related to practical experiences and based on a conceptual approach.

Promote musical literacy using music notation and performance direction. Progression Students who achieve National 5 in Music might progress to: Further additional units at the same level or at the level above. Higher (National 6) in Music. HNC or HND courses in Music.

Other higher and further education courses which use National 5 Music as a general entry qualification. Employment.



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NUMERACY For advice on any of these courses and their relevance to your future career, please contact Mrs J Walker (PT Mathematics).

1. Course Title: National 5 Numeracy (Free Standing Unit) Purpose and Aims of this Unit The general aim of this Unit is to develop learners’ numerical and information handling skills to solve real-life problems involving number, money, time and measurement. At this level, real-life problems will have some complex features and be set in contexts which are likely to be unfamiliar to the learner. As learners tackle real-life problems, they will decide what numeracy and information handling skills to use, and how to apply those skills to an appropriate level of accuracy. Learners will also interpret graphical data and use their knowledge and understanding of probability to identify solutions to solve real-life problems involving money, time and measurement. Learners will use their solutions to make and justify decisions. Recommended Entry Entry to this Unit is at the discretion of the centre. However, learners would normally be expected to have attained the skills, knowledge and understanding required by achieving

National 4 Mathematics Course National 4 Numeracy

Unit Details This unit consists of two outcomes in which the learner will:

Use numerical skills to solve straightforward, real-life problems involving money/time/measurement

Interpret graphical data and situations involving probability to solve straightforward, real-life problems involving money/time/measurement

Progression On successful completion of this Course, the learner could progress to:

National 5 Lifeskills Mathematics

2. Course Title: National 4 Numeracy (Free Standing Unit)

Purpose and Aims of this Unit The general aim of this Unit is to develop learners’ numerical and information handling skills to solve straightforward, real-life problems involving number, money, time and measurement. As learners tackle real-life problems, they will decide what numeracy skills to use and how to apply those skills to an appropriate level of accuracy. Learners will also interpret graphical data and use their knowledge and understanding of probability to identify solutions to straightforward real-life problems involving money, time and measurement. Learners will use their solutions to make and explain decisions.

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Recommended Entry Entry to this Unit is at the discretion of the centre. However, learners would normally be expected to have attained the skills, knowledge and understanding required by achieving

National 3 Lifeskills Mathematics Course

Unit Details This unit consists of two outcomes in which the learner will:

Use numerical skills to solve straightforward, real-life problems involving money/time/measurement

Interpret graphical data and situations involving probability to solve straightforward, real-life problems involving money/time/measurement

Progression On successful completion of this Course, the learner could progress to:

National 4 Lifeskills Mathematics National 4 Mathematics Numeracy (National 5) Unit


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PERSONAL DEVELOPMENT For advice on this course and its relevance to your future career, please contact Mrs Reid, Principal Teacher of Health & Wellbeing Faculty. Personal and Social Education Awards Purpose To enable students to build upon previous PSE experience and to develop, within a range of contexts their self awareness, interpersonal, task management and evaluating skills, while increasing their knowledge and understanding of themselves. Recommended Entry While entry is at the discretion of the centre, students would normally be expected to be studying English at National 4. Course Details The course comprises 4 mandatory units. Personal and Development Self Awareness This unit focuses on the personal aspect of self development. ‘Health related issues’ allows students the opportunity to improve personal well being as well as developing some awareness of the health needs of others. Personal Development: Self work This unit focuses on the vocational aspect of self development. ‘Vocational options’ involves students examining their skills, abilities and interests in relation to career options or job-seeking activities. Personal Development: Self in Society This unit focuses on the social aspect of self development. Candidates will evaluate their interpersonal skills to enable them to set targets. They will identify tasks that will allow them to achieve their targets as they plan and carry out a project with others. Personal Development: Practical Abilities Candidates will be involved in one or more projects. They will demonstrate the ability to gather and organise information, communicate and deliver a service. In undertaking each unit, the student is required to demonstrate a basic level of skill in planning, organising, carrying out and evaluating complex activities related to two self development targets. Progression Completion of this course may lead to: Progression to the Higher Personal and Social Education Course.

Further education in eg human resource management, childcare, nursery nurse. Employment areas such as human resource management, childcare, nursery nurse. Any area of employment that involves working with other people.

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PHOTOGRAPHY - HIGHER

For advice on any of these courses and their relevance to your future career, please contact Ms E Rose (PT Art, Design and Technology). Higher Photography Mandatory Units The course comprises of the following mandatory units: Photography: Image Making Photography: Contextual Imagery Course assessment Purpose and aims of the Course The Course encourages learners to be inspired and challenged by visually representing their personal thoughts and ideas through the medium of photography. Using an integrated approach to learning, learners will plan, develop and produce imaginative photographs. They will also develop their appreciation of photographic work and practice. The skills that learners acquire by successfully completing the Course will be valuable for learning, life and work. The Course allows learners to broaden and deepen their skills base, and to widen their horizons regarding a range of vocations. The aims of the Course are for learners to:

communicate personal thoughts, feelings and ideas using photography

develop technical and creative skills in using photographic media, techniques and processes

develop knowledge and understanding of a range of photography practice

develop skills in problem solving, critical thinking and reflective practice

analyse the impact of social and cultural influences on photographers and their work

become critically self-reflective autonomous learners The Course Structure As well as the course assessment, the course includes two mandatory units. To gain the award of the Course, the learner must pass all of the Units as well as the Course assessment. Course assessment will provide the basis for grading attainment in the Course award. This Course is suitable for all learners with an interest in photography. It is suitable for learners with a general interest in the subject, and for those wanting to progress onto higher levels of study. This qualification will allow learners to consolidate and extend creative skills developed through, for example, the National 5 Art and Design Course.


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On completing the Course, learners will be able to plan, develop, produce and present creative photographic work using a range of photographic media, techniques and processes. They will be able to communicate personal thoughts, feelings and ideas in their photographic work and analyse the impact of outside influences on photographers and photography. They will use creative and technical problem solving skills and will be able to critically reflect on and evaluate their own work and the work of others. The learning experiences in the Course are flexible and adaptable, with opportunities for personalisation and choice. This makes the qualification accessible, as it can be contextualised to suit a diverse range of learners’ needs and aspirations. Photography: Image Making (Higher) In this Unit, learners will develop knowledge and understanding of camera techniques and controls and will investigate and analyse the factors which influence photographers and their work. They will apply their knowledge of light and image formation when creating photographic images. They will use exposure times, composition and framing in creatively for photographic effect, organise their files and output their photographic images. Learners will also be required to evidence use of a range of camera skills and photographic processes for specific effect and their ability to produce effectively composed photographs, manage files and output images. Photography: Contextual Imagery (Higher) In this Unit, learners will explore and experiment with using a variety of photographic techniques, technology and processes. They will use their understanding of the social and cultural interplay between photographers and society when developing their own personal, creative approaches to photography. They will plan, produce and present photographic images in different styles and genres. Learners will develop their applied use of a range of photographic processes. They will plan for and compose images before producing and presenting a range of creative photographic work for specific purposes. Course assessment The Course assessment will consist of one Component, a project. The project will have three Sections. Component 1 — project The purpose of this project is to assess learners’ ability to integrate and develop their creativity and technical skills within a negotiated photography project. This project will give learners an opportunity to demonstrate the following skills, knowledge and understanding:

applied technical and creative photography skills

project planning skills

critical thinking and evaluation skills

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This project has three Sections. Section 1, titled ‘Research and investigation’.

a structured project proposal, showing evidence of project planning skills (based on the negotiated photography project brief)

consideration of site logistics and resource availability during the planning process

collated investigative research related to the project topic, including research and investigation of relevant image makers/photographers

Section 2, titled ‘Development and production’.

the exploratory development of photographic imagery (including contact sheets or test images where appropriate)

evidence of ongoing justified and creative decision making

the appropriate selection of images to meet the project requirements

producing edited images that are optimised for print output

the production, printing and presentation of photographic images on suitable papers/substrates

Section 3, titled ‘Evaluation’,

critically reflecting on and identifying personal strengths and areas for improvement in their photographic work

critically reflecting on and identifying personal strengths and areas for improvement in their practice

Recommended entry Entry to this Course is at the discretion of the centre.

relevant Photography Units (National 5 and above)

National 5 Art and Design Course or relevant component Units

Progression This Course or its Units may provide progression to:

other qualifications in Photography, Art and Design or related areas

further study, employment and/or training On completing the Course, learners will be able to plan, develop, produce and present creative photographic work using a range of photographic media, techniques and processes. They will be able to communicate personal thoughts, feelings and ideas in their photographic work and analyse the impact of outside influences on photographers and photography. They will use creative and technical problem solving skills and will be able to critically reflect on and evaluate their own work and the work of others.


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PHYSICAL EDUCATION For advice on any of these courses and their relevance to your future career, please contact Mrs A Reid (Principal Teacher of Health & Wellbeing) or any member of P.E. staff.

1. Physical Education: Higher This is a One Year Academic Course for students who wish to continue their study at an increasingly theoretical level. The development of performance is the prime focus of the Higher Course in Physical Education. Practical experiential learning provides the opportunity to develop high standards of performance and the underpinning knowledge and understanding required for this development. The Physical Education Course has three broad and inter-related aims :

to develop performance through participation in selected physical activities. to develop knowledge and understanding of performance through a study of

processes and related concepts involved in its analysis and development. to contribute to each individual’s personal and social development.

ENTRY REQUIREMENTS Students are expected to have studied Physical Education in S3/S4 at National 5 Grade (A1or 2 or B3) achieved. Or An Intermediate 2 course award in Physical Education or its sectional units. National 5 English is desirable. COURSE CONTENTS The course lasts for 160 hours. There are two KEY AREAS: The Higher Physical Education Course design enables the two mandatory Units

1 Physical Education: Performance 2 Physical Education: Analysis and Development of Performance to be integrated in a flexible way.

The final assessment comprises 40% Practical Mark. 60% Analysis/Theory

PROGRESSION

Advanced Higher Physical Education Higher Education : HNC/HND and Degree course A career amateur/ professional SPORT or DANCE Employment in the fitness, health, leisure and recreation industries. Acceptable as entrance qualification to HE/FE

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Physical Education National 5 Course

This course is designed to allow pupils to improve their performance, understanding and observation skills in a range of activities. It aims to help them understand the principles involved and through practical experience to learn to apply these principles to a variety of activities. This course also encourages pupils to make and accept decisions and to take on responsibility. It is available to pupils going in to S5/6 and leads to awards at National 5. The skills that learners acquire by successfully completing this Course are transferable to learning, to life and to the world of work and the main aims of the course are to enable the learner 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 At National 5 the following units are compulsory; Physical Education: Performance Skills (National 5) Physical Education: Factors Impacting on Performance (National 5) Progression This Course or its Units may provide progression to: Higher Physical Education Course

other qualifications in Physical Education or related areas

employment or training Unit assessment at national 5 All Units are internally assessed Followed by the course assessment (portfolio) which is assessed by SQA.


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PHYSICS For advice on any of these courses and their relevance to your future career, please contact Dr Lesko (PT of Science).

1. Physics: Higher Purpose This course reinforces and extends the knowledge and understanding of the concepts of physics and related problem solving skills and practical abilities acquired at the National 5 level by providing a deeper insight into the structure of the subject. The course endeavours to provide learning experiences leading to the acquisition of worthwhile knowledge, skills and attitudes. Recommended Entry While entry is at the discretion of the centre, students would normally have obtained one of the following awards or equivalent:

National 5 Physics course or component units The preferred entry from National 5 is based on achievement of a pass in the final exam at level A or B. Mandatory Units Physics: Our Dynamic Universe (Higher) 6 SCQF credit points Physics: Particles and Waves (Higher) 6 SCQF credit points Physics: Electricity (Higher) 3 SCQF credit points Researching Physics (Higher) 3 SCQF credit points Progression This Course or its Units may provide progression to:

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P0LITICS

For advice on this course please contact Mr K Herron (PT Social Subjects ) 1. Politics : Higher Purpose To provide a programme of political study which will develop the knowledge, concepts, skill and critical awareness needed to understand political events and issues. Recommended Entry National 5. Course Details The course compromises 3 units: 1. Political Theory: The study of various political concepts such as the State, Authority, Legitimacy and ideologies such as Liberalism, Conservatism, Socialism. 2. Political Structures: The study of a number of key political structures in the UK in comparison with those in either Scotland or the USA. 3. Political Representation: The study of elections in the UK and the US Presidential election along with other electoral systems and theories of representation and voting behaviour. Course Assessment Pupils will be internally assessed through the use of NAB items for each of the above units and the final Assessment and award is through an external examination. Progression Students may progress to study higher / further education qualifications in a range of Law, Humanities and Social Science based subjects.


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PRACTICAL METALWORKING COURSE For advice on any of these courses and their relevance to your future career, please contact Ms E Rose (PT Art, Design & Technology). The purpose and aims of this course This Course is a broad-based qualification for learners with an interest in crafts. It is suitable for learners with an interest in practical metalworking and those wanting to progress to higher levels of study or a related career. The Course is practical, exploratory and experiential in nature. It combines elements of practical metalworking techniques and standard practice with elements of creativity. The aims of the Course are to enable learners to develop:

Skills in metalworking techniques.

Skills in measuring and marking out metal sections and sheet materials.

Safe working practices in workshop environments.

Practical creativity and problem-solving skills.

Knowledge of sustainability issues in a practical metalworking context. The Course also gives learners the opportunity to develop thinking, numeracy, employability, enterprise and citizenship skills. The Course Structure To achieve the National 4/5 Practical Metalworking Course, learners must pass the mandatory units and the Added Value Unit. Mandatory Units Practical Metalworking: Bench Skills This Unit helps learners develop a range of metalworking hand tool skills including simple bench-fitting work, basic sheet-metal work and simple measuring and marking out work. The ability to read and interpret simple drawings and diagrams is developed in this Unit. Practical Metalworking: Machine Processes This Unit helps learners build measuring and marking out skills to develop skills in using common metalwork machines, equipment and related processes. Learners will work with an appropriate range of metals. Practical Metalworking: Fabrication and Thermal Joining This Unit helps learners develop skills in fabrication, forming and joining of simple metalwork components. Learners will develop skills in thermal joining techniques. They will also build skills in measuring and marking out.

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Added Value Unit Making a Finished Product from Metal This Unit requires learners to draw on and extend their range of practical metalworking experiences and skills in order to produce an effective overall response to the task. The practical activity will be sufficiently open and flexible to allow for personalisation and choice. In each of the Units above, learners will develop an appreciation of safe working practices in a workshop environment. They will also gain an understanding of sustainability issues in a practical metalworking context. Each Unit covers a set of new metalworking skills. All of the Units include skills in measuring, marking out, cutting and joining techniques. On completing the Course, the learners will have developed skills in practical metalworking. This will include correct use of tools and equipment and a range of metalworking materials, processes and techniques. In addition, learners will gain an appreciation of safe working practices in a workshop environment. Recommended Entry Learners would normally be expected to have attained skills and knowledge required by one or more of the following or equivalent qualifications and/or experience:

National 3 Practical Craft Skills Course or relevant component Units.

National 3 Design and Technology Course or relevant component Units. Progression

This Course or its Units may provide progression to:

Other qualifications in practical technologies or related areas.

Further study, employment and/or training.


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PRACTICAL WOODWORKING COURSE For advice on any of these courses and their relevance to your future career, please contact Ms E Rose (PT Art, Design & Technology). The purpose and aims of this course The Course is practical, exploratory and experiential in nature. It combines elements of technique and standard practice with elements of creativity. The Course provides opportunities for learners to gain a range of practical woodworking skills and to use a variety of tools, equipment and materials. It allows them to plan activities through to the completion of a finished product in wood. The Course also gives learners the opportunity to develop thinking, numeracy, and employability, enterprise and citizenship skills. The aims of the Course are to enable learners to develop:

skills in woodworking techniques

skills in measuring and marking out timber sections and sheet materials

safe working practices in workshop environments

practical creativity and problem-solving skills

knowledge of sustainability issues in a practical woodworking context Mandatory Units Practical Woodworking: Flat-frame Construction This Unit helps learners develop skills in the use of woodworking tools and in the preparation and production of basic flat-frame woodworking joints and assemblies. Learners will learn to read and follow simple woodworking drawings or diagrams. In this Unit, evidence will be required that the learner can produce basic flat-frame joints and assemblies to a given standard. Evidence of knowledge will also be required. Practical Woodworking: Carcase Construction This Unit helps learners develop skills in the preparation and production of basic woodworking joints and assemblies suitable for use in carcase construction. This may include working with manufactured board or with frames and panels. The Unit includes the use of simple working drawings or diagrams. Machining and Finishing This Unit helps learners develop skills in using common machine and power tools. It also helps learners develop skills in a variety of simple woodworking surface preparations and finishing techniques.

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Added Value Unit Making a Finished Product from Wood This Unit requires learners to draw on and extend their range of practical woodworking experiences and skills in order to produce an effective overall response to the task. The practical activity will be sufficiently open and flexible to allow for personalisation and choice In each of the Units above, learners will develop an appreciation of safe working practices in a workshop environment. They will also gain knowledge and understanding of sustainability issues and good practice in recycling in a practical woodworking context. The structure of the Course allows learners to cover fundamental woodworking skills in a progressive fashion. Each Unit covers a set of new woodworking skills. All of the Units include skills in measuring, marking out, cutting and jointing techniques. Recommended Entry Learners would normally be expected to have attained the skills and knowledge required by the following or equivalent qualifications and/or experience:

National 3 Practical Craft Skills Course or relevant component Units

National 3 Design and Technology Course or relevant component Units Progression This Course or its Units may provide progression to:

other qualifications in practical technologies or related areas

further study, employment and/or training


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PRODUCT DESIGN For advice on any of these courses and their relevance to your future career, please contact Ms E Rose (PT Art, Design & Technology).

1. Product Design: Higher Purpose To foster understanding of the process of designing and of the factors which influence designs in a commercial context. It will enhance the student’s knowledge of industrial manufacturing processes and materials while increasing awareness of economic considerations and the social implications of design and related to the industrial context. The course should provide experience, knowledge, understanding and skills which are transferable to a range of careers as well as contributing to general education, useful life skills and personal development. In particular the course serves to develop all four areas of technological capability. Recommended Entry While entry is at the discretion of the centre, students would normally be expected to have attained:

Higher National 5 Design & Manufacture. Higher Grade, Art and Design at grade 1, 2. National 5: Product Design Graphic Communication at National 5.

Intermediate 2 National 4 Design & Manufacture

Course Details Three mandatory units, each of 40 hours. Unit – Title, Length and Brief Description Design Analysis Carry out a consumer evaluation of a commercial product. Apply manual graphic techniques in the context of designing. Developing Design Proposals Explain the factors which influence designing for people. Describe how a commercial product is designed. Produce a design specification. Produce designs for people. Manufacturing Products Identify the materials and manufacturing processes used in the manufacture of selected products. Select materials and manufacturing processes to produce requirements.

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Investigate and develop ideas for the industrial/commercial manufacture of a proposed solution to a design specification. Progression Achievement at Higher Craft and Design might enable progress to: Advanced Higher Craft and Design A Scottish Group Award in a related area at an appropriate level.

A degree or HND or HNC course in areas such as Product Design, Engineering, Interior Design. Other university or art college courses. Employment in a wide range of occupations in fields such as engineering, construction or design.


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PSYCHOLOGY

Higher Psychology

General Three Units-All are mandatory:

Unit One: Understanding the individual

Unit Two: Investigating Behaviour

Unit Three: The Individual in the Social Context

Unit One: Understanding the Individual Covers three domains (areas):

Developmental Psychology,

Cognitive Psychology

Physiological Psychology. Two topics to be studied from a choice of:

Developmental Psychology: Early Socialisation

Cognitive Psychology: Memory

Physiological Psychology-Stress

Unit Two: Investigating Behaviour

Research Methods-Experimental and non-experimental

Research Issues- Hypotheses, Sampling, Realism

Data Analysis- Descriptive Statistics

Ethical Issues- Ethical Principles

Research Skills- Planning and carrying out a research investigation.

Unit Three: The Individual in a Social Context The unit covers two domains (areas): Social Psychology and the Psychology of Individual Differences. One topic must be studied from each domain. We will study one topic from the domain of Social Psychology and one from the domain of Individual Differences. The topics are in italics. Social Psychology: Conformity and Obedience Individual Differences: Atypical Behaviour

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Assessment Three Assessment Objectives running through course:

Knowledge and understanding

Analysis, interpretation and evaluation

Practical Research Skills

Internal assessments:

Unit Assessments- all three units. All one hour in duration with the exception of Investigating Behaviour which is comprised of Assessment Questions and Research Log (Please see below)

Research Log- part of the unit Investigating Behaviour. This will provide evidence of planning for the research investigation.

External assessment:

Examination- 2Hrs 30 minutes

Research Investigation (1500-2000 words)


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SPORTS LEADER UK Aims and Objectives

“Sports Leader UK believes that everyone has the potential to make a meaningful contribution to their local community – but not every one has the opportunity.

Sports Leaders UK is an awarding body which creates, develops and maintains a range of different qualifications and awards, all of which focus the development of leadership skills through a variety of practically based activities”.

The course is designed to develop leadership skills through sport that can be applied to a variety of sporting situation as well as contributing to the personal development of pupils.

The aim of this course is to give candidates an understanding of what it means to be an effective leader and knowledge of skills and abilities they will need in order to lead others successfully.

. Benefits of doing the Level 1 Award in Sports Leadership include:- o Personal Development o Obtaining “life” skills o Community Involvement o Further Training o Nationally recognised qualification.

This is a practical course and, as such, the skills and competencies set out in the learning outcomes for each unit should be delivered through practical activity wherever possible. Certain activities may be more suited to classroom work and written work may be appropriate to reinforce knowledge and check understanding.

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CAREERS INFORMATION

Three main factors influence the choice of subjects made by pupils at the end of second year. 1. Ability 2. Personal preference 3. Career intention

Although it is fair to say that most pupils at this stage are still unsure about career intentions, subject choice may be important for those who aspire to Further or Higher education. It may also be a factor for some who have specific careers in mind which have defined subject requirements for entry. In order to answer some of these questions Pastoral staff have a particular responsibility for advising pupils entering employment, Further Education or University. The school is greatly assisted in this process by the services of a visiting Careers Advisor can provide the expertise necessary to allow your son or daughter to arrive at a sound realistic career decision and develop their Career Management Skills. e.g. Employment Further Education University Teacher Training Modern Apprenticeship Training

FURTHER EDUCATION

A list of all full-time, sandwich and part-time courses of Higher and Further education offered in the Further Education Colleges, in addition to those in the Scottish Central Institutions, can be found in the Directory of Day Courses, published by the Scottish Education Department. This is available in the Careers Library.

The local Colleges of Further Education include:- West College Scotland City of Glasgow College Glasgow Clyde College Glasgow Kelvin College These Colleges provide courses in a wide range of subjects including:- Business Administration, Clerical and Secretarial Studies, Construction Science, Catering, Pre-nursing, Engineering, Sport & Leisure, Social Science.

And further studies in preparation for Standard and Higher grades.

HIGHER EDUCATION Vocationally orientated courses to prepare students for a particular career are provided by various institutions. Several of the full-time courses and sandwich courses link academic work in the College and professional experience gained by working in an appropriate environment outside the College for a period of time during the course. Entrance requirements are similar to those sought by the Universities.

Some of the local institutions are:- a) Glasgow School of Art b) City of Glasgow College c) Royal Conservatoire Scotland d) West of Scotland Agriculture College, Ayrshire


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UNIVERSITY

Applicants for admission to degree courses are required to fulfil:- a) The GENERAL entrance requirements of the University b) The SPECIFIC faculty requirements

Details of entry requirements for the Scottish Universities are to be found in their annual prospectuses or websites. These requirements are only general and each University publishes competitive entry standards which vary from year to year according to the number of applicants and their qualifications. 4 or 5 Highers at AAAA or AAABB at first sitting including 2 Sciences. Where a candidate’s entrance qualifications are spread over two attempts some universities expect a slightly higher net attainment.

1 sitting - 4 or 5 Highers AAAB or AABBB 2 sitting – 6 or 7 Highers AAAABB or AAABBBB.

Must include Higher English B and National 5 or equivalent Maths.

FACULTY REQUIREMENTS The qualifications needed to have a realistic chance of entry to the Arts Faculty are four Highers at grades of A B B B. This may go up or down a little depending on the exact number of places available. If you apply and are made a conditional offer, this will specify the precise grades that are required.

TEACHER TRAINING College of Education

1) St Andrew’s Faculty of Education – Glasgow University 2) Strathclyde University, Jordanhill Campus 3) University of the West of Scotland – Craigie Campus

Primary and Secondary Teaching

1) Bachelor of Education Primary or Secondary Degree Course 4 years (currently under review).

2) Post-graduate Course Primary or Secondary Education 1 year Practical Aesthetic subjects – Art; Business Studies; Home Economics; Music; Physical Education and Technical Education – details may be found in the Renfrewshire Council Careers Handbook, available from the Careers Library, individual University websites or the sites listed below.

Useful Websites www.planitplus.net www.ucas.com www.myworldofwork.co.uk

http://www.planitplus.net/

http://www.ucas.com/

http://www.myworldofwork.co.uk/

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Where to get information from?

Financial Assistance

Educational Maintenance Allowances (EMAs) are grants available from the local

authority. S5/6 school students are eligible. The allowance is means tested ie the

amount of money you get will depend on the amount of money coming into your

household. There is a requirement that students, who are awarded an allowance,

must have an excellent attendance record in order to receive payment of the

allowance. In the event of any absences due to illness a medical certificate must be

produced. However each student is entitled to a period of self-certified absence

due to illness before a medical certificate must be produced.

For further information on Educational Maintenance Allowances, please contact:

Renfrewshire Council Tel: 0300 300 0300

Educational Services

Educational Maintenance Allowances

Cotton Street

Paisley

PA1 1LE

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