Senior Phase Options Book S5/S6 - · PDF fileLearners will provide folio evidence for both...

Our Lady’s High School

Motherwell

Senior Phase

Options Book

S5/S6

Senior Options Booklet 2016-2017

Page 1 of 54

Dear Parent/Carer Included in this booklet is information about the courses which will be available in Our Lady’s High School in the session ahead for pupils entering Fifth and Sixth year. These will be delivered by the staff of Our Lady’s High. The information relating to Vocational Courses to be delivered by New College Lanarkshire is available in a separate booklet. Various courses are also available in other local schools. If you require further information about these we will do our best to furnish you with this information on request. Most courses have an entry requirement and although your child might have attained the minimum entry it might not be in his/her best interest to pursue a subject at a higher level. This could be due to the demands of the course which requires previous knowledge and achievement in all areas of performance. Therefore in all cases, entry to a course is at the discretion of the Centre (school). Staff will discuss this with the pupil concerned and plan the best course of study for each individual. There are various other sources of information available – not least the SQA website and Parent Zone. I hope that you find this useful. If you require any assistance please do not hesitate to contact me. Mrs M Donnachie Depute Head Teacher Senior Phase


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Contents:

Page 3 Overview of New Courses

4 Art and Design

9 English

14 Esol

16 Foreign Languages French Spanish 18 Information Technology Business Management Computing Science

21 Lifestyle Development: Home Economics Physical Education 25 Skills for Work Sport & Recreation Rural Skills 27 Mathematics 30 Performing Arts: Drama Music 35 Religious Education

38 Science: Biology Chemistry Physics 43 Social Subjects: Geography History Modern Studies 50 Technical Education Design & Manufacture Graphic Communication Practical Woodworking 53 Sample S5/S6 Options Form


Page 3 of 54

S5/6 Options - Overview of Courses

New Courses

In 2013 Standard Grade courses and Intermediate 1 and 2 courses were replaced by National 4 and National

5 courses for students. The following year the new CfE Higher was introduced. This year 2015 – 2016 New

Advanced Highers have been introduced.

Please see the table below to see the equivalent qualifications

New

Qualifications

SQF Previous

Qualifications


Page 4 of 54

Art & Design: National 5 Course Guidelines

The National 5 course in art and design will provide a broad practical experience relating to both expressive

arts and design together with related critical and historical studies. The course provides opportunities for

learners to be inspired and creatively challenged as they explore how to visually represent and communicate

their thoughts, ideas and feelings through their work. Learners will investigate factors influencing artists and

designer’s work and practice and use this understanding when developing and producing their creative

practical expressive art and design work.

Entry level recommended

Art and Design course at National 4 level

Course Content

2 Practical units assessed externally with a final written exam.

Expressive Activity

This unit gives learners the opportunity to express and develop visual thoughts

and ideas using a variety of media and techniques in either 2D or 3D formats.

Learners will develop a critical understanding of artists’ practices and the social

and cultural influences affecting their work. They will select stimuli and

produce analytical drawings and studies. Based on their stimuli learners will

then refine their expressive ideas and artwork using a range of materials,

techniques and/or technology in 2D and/or 3D formats.

Design Activity

This unit gives learners the opportunity to develop a design solution from a design

brief using the design process. Learners will research the brief, consider ideas,

produce a solution and evaluate their work. Learners will develop a critical

understanding of designers’ working practices and the main social and cultural

factors influencing their work. They will experiment with, develop and refine

design ideas, using a range of materials, techniques and/or technology in 2D

and/or 3D formats.

Critical and Historical Studies

Critical and historical studies activity will be incorporated into work for both

expressive and design practical activities.

Assessment

Learners will provide folio evidence for both expressive and design activities that includes development

work for a single line of enquiry plus a final solution. This evidence will be sent to the SQA for external

grading. Learners will also undertake a final written SQA examination relating to their critical studies on the

work of artists and designers’. Folio evidence contributes to 80% of marks available with the remaining

20% allocated to the final written exam.

Career Opportunities in the Creative Industries

Architecture Art Therapist Animation Advertising Architectural Technician

Beauty Therapy Hairdressing Fashion Design Interior Design Industrial Design

Interior Design Make-Up Artist Landscape Design Web Design Multimedia Design

Textile Design Illustration Photography Teacher Games Design

Graphic Design Set Design Furniture Design Model Making Floristry Artist

Jewellery Design Special Effects (TV and Film) Set Design (TV/Film) Marketing

Progression Routes

Pupils can progress either to Higher level or onto further education at NQ, NC or HNC level courses relating

to the creative industries.


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Art & Design: Higher Course Guidelines

The Higher course in art and design will provide a natural progression from the National 5 course. This will

allow further development in practical experience’s relating to both expressive arts and design together with

related critical and historical studies. The course provides opportunities for learners to be inspired and

creatively challenged as they explore how to visually represent and communicate their thoughts, ideas and

feelings through their work. Learners will investigate factors influencing artists and designer’s work and

practice and use this understanding when developing and producing their creative practical expressive art

and design work.


Art and Design course at National 5 level

Course Content

2 Practical units assessed externally with a final written exam.

Expressive Activity

This unit gives learners the opportunity to express and further develop visual

thoughts and ideas using a variety of media and techniques in either 2D or 3D

formats. Learners will develop a more involved critical understanding of artists’ practices and the social and

cultural influences affecting their work. They will select stimuli and produce analytical drawings and

studies. Based on their stimuli learners will then refine their expressive ideas and artwork using a range of

materials, techniques and/or technology in 2D and/or 3D formats.

Design Activity

This unit gives learners the opportunity to further develop their knowledge and

understanding of design issues and techniques that will allow them to produce a

design solution from a design brief. Learners will research the brief, consider

ideas, produce a solution and evaluate their work. Learners will develop a

critical understanding of designers’ working practices and the main social and

cultural factors influencing their work. They will experiment with, develop and

refine design ideas, using a range of materials, techniques and/or technology in

2D and/or 3D formats.

Critical and Historical Studies

Critical and historical studies activity will be incorporated into work for both

expressive and design practical activities.

Assessment

Learners will provide folio evidence for both expressive and design activities that includes development

work for a single line of enquiry plus a final solution. This evidence will be sent to the SQA for external

grading. Learners will also undertake a final written SQA examination relating to their critical and historical

studies on the work of artists and designers’. Folio evidence contributes to 73% of marks available with the

remaining 27% allocated to the final written exam.






Graphic Design Set Design Furniture Design Model Making Floristry Artist


Progression Routes

Pupils can progress either to Advanced Higher level or onto further education at HNC, HND or degree level

course relating to the creative industries.


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Art & Design: Advanced Higher Course Guidelines

The Advanced Higher course in art and design provides learners with the opportunity to further develop

their skills, knowledge and understanding in either the expressive arts and art practice or in the field of

design and design practice. The course allows learners to be independent and self-directed in the area of

study they choose be it design or expressive. Learners’ will develop

higher-order thinking skills by analysing, synthesising and responding to

designers’ or artists work.


Art and Design course at Higher level.

Course Content

2 units plus externally assessed course assessment in the form of a

portfolio either Design enquiry and Design Studies or Expressive

Enquiry with Expressive Studies.

Expressive Enquiry and Expressive Studies

These units give learners the opportunity to plan and carry out a personal

art enquiry in the visual arts. Learners will select stimuli and produce

initial investigative material that is then developed and refined into ideas for artwork for the enquiry.

Learners will investigate an area of personal interest relating to their practical work and express

substantiated personal judgements about artwork and the contexts, which influenced the work.

Design Enquiry and Design Studies

These units give learners the opportunity to plan, develop and produce

developmental lines of enquiry and creative design work relating to an

area of design. Learners will investigate a chosen area of design relating

to their practical work and express substantiated personal judgements

about design work and practices the work and the contexts, which

influenced the work.

Assessment

Learners will have both units internally assessed in school on a pass or

fail basis. There is no formal examination at this level. To obtain a course

award at this level learners must undertake and added value assessment in the form of a portfolio that

is externally graded. This folio will contain a body of artwork, the critical analysis of a single artwork or

series of closely related art works together with the learner’s evaluation of their artwork. A total of 100

marks are awarded with an allocation of 60 marks for practical work, 30 marks for the critical analysis and

10 marks for evaluation.






Graphic Design Set Design Furniture Design Model Making Floristry


Progression Routes

Pupils can progress to further education at HND or degree level courses relating to the creative industries.


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Art & Design: Fashion Brand Retailing

Fashion Brand Retailing is an exciting day-release course,

which allows you to sample university life at Glasgow

Caledonian University, the leading Scottish provider of higher

education in the field of fashion, marketing and retailing.

For a preview of what to expect, follow this link:

www.gcu.ac.uk/fashionbrandretailing

Subject: Fashion Brand Retailing Fashion history, trend forecasting, garment design and production awareness, Retail

structures and trends, branding, marketing and promotional strategies.

Qualification: Level 1, 20 credit module, equivalent to Advanced Higher Grade C.

Learning and Teaching: Lectures and seminars, guest speakers; group work; retail trips; competitions and

projects. You will learn important academic skills such as report writing, researching

and referencing, and develop skills in presentation, communication, employability,

team-work and information technology.

Entry requirements: Higher English is recommended, but we also consider candidates with National 5

English, working towards achieving the Higher in S6

Mathematics at National 4 is required.

http://www.gcu.ac.uk/fashionbrandretailing

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiOi9688bjLAhVsMJoKHTGIDw0QjRwIBw&url=http://www.istockphoto.com/illustrations/dressmakers%2Bmannequin&bvm=bv.116636494,d.d2s&psig=AFQjCNHnR7YuCHrLb2pbDfslLvd-2Eln1w&ust=1457794352111994

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http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwis99Da9bjLAhUySJoKHU9bBekQjRwIBw&url=http://us.makemefeed.com/2015/08/03/breaking-taboo-jerusalem-palestinians-seek-israeli-citizenship-62416.html&bvm=bv.116636494,bs.2,d.d2s&psig=AFQjCNGj9n3sLj5tQbxbPCfiwi3a1iZt4A&ust=1457795422103296


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Art & Design: Higher Photography Course Guidelines

The Higher Photography course provides learners with the opportunity to express

themselves through the medium of photography. Learners will develop technical

skills in using photographic media, techniques and processes to produce

aesthetically pleasing and interesting photographs. Learners will be able to

analyse the social and cultural influences and appreciate the work of

photographers.


Art and Design course at N5, Higher level or NPA Photography at level 4.

A general interest in Photography

Course Content

2 units internally assessed and course assessment in the form of a

photography project that is externally assessed.

Image Making Unit

In this unit learners will develop knowledge and understanding of

camera techniques and controls. They will also investigate and analyse

the factors that influence photographers and their work. Learners will

also create photographs that show creativity and be able to organise

their files and output their photographic images

Contextual Imagery

This unit will allow learners to explore and experiment with using a variety of photographic techniques,

technology and processes. They will use their understanding of photographers and their work as inspiration

for their own personal and creative approach to photography. They

will plan and produce photographs that display different styles and

genres, before evaluating their work.

Assessment

The course assessment takes the form of a negotiated photographic

project. The project has a total of 100 marks. Part 1 of the project is

entitled research and investigation and is worth 25 marks. Part 2 is

entitled development and production and is worth 60 marks. Part 3 is

entitled evaluation and is worth the remaining 15 marks. Both units

and the course assessment must be passed to gain a course award in

Higher Photography.

Career Opportunities in the Photography

Studio photographer Wedding photography Stock –photo photographer fashion photography

photo- journalism medical photographer advertising photography sports photography

press photographer

Many other careers in the creative industries use photography and photographers in their creative processes.

Progression Routes

Pupils can progress to further education at HND or degree level courses

in photography or the creative industries.


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ENGLISH: NATIONAL 5 A one year course building on the skills students have developed

through the broad general education.

The National 5 English course:

Provides learners with the opportunity to develop the skills

of listening, reading, writing and talking in order to

understand and use language

Enables learners to develop the ability to :

• Listen, talk, read and write as appropriate to purpose, audience and context

• Understand , analyse and evaluate texts, including Scottish texts, as appropriate to purpose and

audience in the contexts of literature, language and media

• Create and produce texts, as appropriate to purpose, audience and context

• Apply knowledge and understanding of language


Completion of National 4 and teacher recommendation for National 5. A series of assessments will

take place in S4 to gauge suitability for National 5

C or D pass at National 5 for those wishing to upgrade

Course Structure The course is made up of two mandatory units. The two units include the four language skills of listening,

talking, reading and writing.

English :Analysis and Evaluation

The purpose of this unit is to provide learners with the opportunity to develop listening and reading skills in

the contexts of literature, language and media. Learners develop the skills needed to understand, analyse and

evaluate detailed texts.

English : Creation and Production

The purpose of this unit is to provide learners with the opportunity to develop talking and writing skills in a

wide range of contexts. Learners develop the skills needed to create and produce detailed texts in both

written and oral forms.

Conditions of Award To gain the award of the course, the learner must pass all of the Units as well as the course assessment- the

external examination.

Course assessment structure Component 1 – Question paper; reading 70 marks

Component 2 – portfolio; writing 30 marks

Writing Folio A folio of writing will be submitted to the SQA in April and is externally assessed. This forms 30% of the

overall grade.

National 5 requires two essays to be submitted, one of a Personal/ Creative nature and one of a Discursive

nature. Maximum length is 1000 words for each.

Career Possibilities Qualifications in English are important for most career choices.

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiwp5OA65_LAhXoFZoKHRPwANYQjRwIBw&url=http://cglenenglish.weebly.com/&psig=AFQjCNFgLFC3qRFG7pNG-qk8cX5qNoRYFw&ust=1456933660375906


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ENGLISH : HIGHER A one year course for students who wish to continue their study

of English beyond National 5 level

The Higher English course:

Provides learners with the opportunity to develop the

skills of listening, reading, writing and talking in order to

understand and use language

Enables learners to develop the ability to :

• Listen, talk, read and write as appropriate to purpose,

audience and context

• Understand , analyse and evaluate texts, including Scottish texts, as appropriate to purpose and

audience in the contexts of literature, language and media

• Create and produce texts, as appropriate to purpose, audience and context

• Apply knowledge and understanding of language


National 5 English at Grade A - C.

Course Structure: The course is made up of two mandatory units. The two units include the four language skills of listening,

talking, reading and writing.

English :Analysis and Evaluation The purpose of this unit is to provide learners with the opportunity to develop listening and reading skills in

the contexts of literature, language and media. Learners develop the skills needed to understand, analyse and

evaluate detailed and complex texts.

English : Creation and Production The purpose of this unit is to provide learners with the opportunity to develop talking and writing skills in a

wide range of contexts. Learners develop the skills needed to create and produce detailed and complex texts

in both written and oral forms

Conditions of Award To gain the award of the course, the learner must pass all of the Units as well as the course assessment- the

external examination.

Course assessment structure Component 1 – Question paper; reading 70 marks

Component 2 – portfolio; writing 30 marks

Writing Folio A folio of writing will be submitted to the SQA in April and is externally assessed. This forms 30% of the

overall grade.

Higher requires two essays to be submitted, one of a Personal/ Creative nature and one of a Discursive

nature. Maximum length is 1300 words for each.

Career Possibilities Higher and Advanced Higher can lead to study at university or college.

Qualifications in English are important for most career choices.

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ENGLISH : ADVANCED HIGHER

Component 1: Literary Study – Final exam – 20 marks.

You will choose one question from a range of questions and write a

critical essay.

You will use texts we study in class

Component 2: Textual Analysis – final exam – 20 marks.

You will choose one question on an unseen literary text and write an

extended critical analysis of it. You will select from poetry, prose,

prose non-fiction or drama.

Component 3: Writing Folio – 30 marks.

You will produce two pieces of writing for two different purposes.

These pieces can be persuasive, informative, argumentative, reflective, poetry, prose fiction or drama.

1000 word minimum, no maximum.

Component 4: Dissertation – 30 marks.

You will produce an extended critical essay showing your knowledge and understanding of an aspect or

aspects of literature.

2500 word minimum, 3000 word maximum.

The text(s) chosen must not be the same as those used in ‘Literary Study’. It will usually be done on two

texts that are linked in some way, or one substantial text.

You will also undertake two units (‘Analysis and Evaluation’ and ‘Creation and Production’) as part of the

course. These will be part of the process of preparing for the four components above.

Dissertation

1. ITS VALUE

The dissertation is worth 30% of your overall award—so it’s important to take it very seriously.

2. EXCLUSIONS

Authors, texts and topics that are central to your work in one component of course assessment (for example,

Literary Study) may not be used in any other component of course assessment (for example, your

Dissertation). You will be required to record your Dissertation texts and topic on your answer booklet.

3. WHAT YOU HAVE TO DO

You have to make an independent study of and produce a dissertation on an aspect or aspects of literature.

4. SELECTING TEXTS AND TOPICS

The first stage in the process is the selection of texts or topics and the formulation of a brief descriptive

statement of what you propose to study. This proposal must be approved by your teacher in order to ensure

that the materials are appropriate to an English course and worthy of study at this level and that the study

itself is manageable. Your study should explore a limited area and examine it in detail with lots of

appropriate supporting evidence.

It should be noted that texts and topics:

must be personally selected by you (under the guidance of your teacher)

must be accepted by your centre as suitable choices

must not be the subject of teaching in this unit

must not be the subject of teaching or assessment in other units of the Advanced Higher English course or in

the units of other courses.


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5. THE PRODUCTION OF THE DISSERTATION

You should:

write, type or word-process the dissertation on one side of A4 paper only

use italics or underlining to indicate titles of texts

set in from the margin all quotations of more than one line so that they are clearly distinguishable from the

text of the dissertation

use footnotes and page references where appropriate to identify quotations from and references to primary

sources

use footnotes and page references at all times to identify and acknowledge quotations from, references to

and information/ideas gleaned from secondary sources

provide an accurate bibliography

give footnote and bibliography references in the following form:

D.Gifford and D. McMillan, A History of Scottish Women’s Writing, EUP, 1997.

Advice on the presentation of your dissertation Title page

Your title page should include:

your centre name

your centre number

your name

your candidate number

your title/topic/texts.

Style

If word-processed, your dissertation should observe the following conventions:

each page should be numbered, including the title page and the bibliography

each page should be single-sided

each page should be typed in single line spacing

the font used should be Times New Roman (BOO!)

the font size should be 12 point

your text should be left-justified

titles of texts - novels, plays, poems, critical or reference works - should be in italics, without quotation

marks

quotations, unless only a few words long (when quotation marks should be used), should be preceded and

followed by a double line space AND indented.

Citing references in the body of your dissertation

Footnotes should be kept to a minimum and numbered sequentially from the beginning to the end of your

dissertation.

The first reference to a text cited or quoted from should be given in full as follows:

Bennett, Joan, Four Metaphysical Poets, (London, 1953), p23.

The normal convention for subsequent references is: Bennett, p47.

It is acceptable to abbreviate lengthy titles in footnotes or textual references. For example: All's Well That

Ends Well can become AWTEW.

Simple references, such as line numbers or page references of quotations from a book or a play or a poem

already cited in full, can usually be incorporated in the text, normally in parentheses after quotations.

Internet sources should be referred to thus:

Crowley, J, New York Times (1985), Review of Lanark. Available:

http://www.users.globalnet.co.uk/~crumey/gray1.html


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Listing sources in your bibliography

You should take a fresh page for your bibliography.

Make separate lists of primary texts (those chosen for study) and secondary sources (critical or reference

works, periodicals, Web documents).

List sources in alphabetical order, according to the author's surname.

6. LENGTH

The dissertation you produce must be between 2500 and 3000 words in length, including quotations but

excluding footnotes and bibliography. You should note that, in order to achieve consistency in this area, any

dissertation that falls outside these limits of length will not be accepted. You must indicate on the

dissertation flyleaf the actual number of words used.

7. PLAGIARISM

While you should of course consult secondary sources, you must be careful not to rely on them excessively

and you must never copy them without acknowledgement. Always remember that to plagiarise is to cheat—

and this could lead to your disqualification from any award. Markers are instructed to report all instances

where plagiarism is suspected for further investigation (so be warned!).

Folio 1. ITS VALUE

The Folio is worth 30% of your overall award—so it's important to take it very seriously.

2. WHAT YOU HAVE TO DO

You must show that you can write in more than one genre by submitting for assessment two pieces of

writing. The genres from which you can choose are

reflective essay

prose fiction

poetry

drama

persuasive

informative

argumentative

3. LENGTH

Other than poetry, where length should be appropriate to subject and form, each piece of writing should be

at least 1000 words in length. You are required to indicate on the folio flyleaf the actual number of words

used in each piece. You should also note that, although there is no prescribed maximum length, excessively

lengthy pieces are usually self-penalizing.

4. PLAGIARISM

Always remember that to plagiarise is to cheat—and this could lead to your disqualification from any award.

Markers are instructed to report all instances where plagiarism is suspected for further investigation (so be

warned!).


Page 14 of 54

ESOL National 5

Course Structure and Content:- The National 5 course offers learners opportunities to

develop and extend a wide range of skills, further building

on the knowledge gained through completion of National 4.

In particular, it aims to enable learners to further develop the

ability to read, write, speak and listen in English. It also

allows students to develop the language skill of translation

and apply knowledge and understanding of English, both in

an everyday and academic context.

Entry requirements

A pass at National 4 (internal unit assessments)

Course outline

The course has two compulsory units: ESOL in Everyday

Life and ESOL in Context. In the first unit, learners will be

required to provide evidence of their reading, writing,

listening and speaking skills in a variety of everyday contexts, including shopping, the local area and

planning a holiday.

In the second unit, students will again have to provide evidence of the four elements but in an academic

context, focusing on essay writing and presentation skills. Throughout both units, there will be a focus on

vocabulary and grammar.

Learning and Teaching Approaches Pupils have opportunities to work independently, in pairs, as well as small group situations throughout the

entirety of the course. ICT is used widely throughout, both for research purposes and presentation of ideas.

Pupils will be able to communicate ideas and be creative whilst perfecting their skills in the four elements of

English. Classes will be delivered in a manner that encourages pupils to build on their knowledge of the

National 4 course, as well as gaining in confidence to communicate freely in English.

Assessment Homework in National 5 ESOL is given on a weekly basis and complements the work being covered in

class. There are two unit assessments which are internally assessed. These consist of Reading, Writing,

Speaking and Listening in both an everyday and academic context. The final, external exam has two papers:

Paper 1 assesses listening and is worth 20 marks; Paper 2 assesses reading and writing and is worth 50

marks in total. There is also a performance unit, which is internally assessed. The pupil takes part in a

discussion with a partner and both talking and listening skills are assessed by the teacher.

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjLvMuEnqLLAhUGMhoKHVGVCwIQjRwIBw&url=http://www.lotc.org.uk/new-lotc-resource-packs-for-history-published/&bvm=bv.115339255,d.d24&psig=AFQjCNHwQvclKyv2ChcgQ-0USTlNE0MsKA&ust=1457016071037083


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ESOL HGHER

Course Structure and Content

The Higher course offers learners opportunities to develop

and extend a wide range of skills. In particular, it aims to

enable learners to further develop the ability to read, write,

speak and listen in English. It also allows students to

develop the language skill of translation and apply

knowledge and understanding of English, both in an

everyday and academic context.

Entry requirements

Pass at National 5

Course outline

The course has two compulsory units: ESOL in Everyday Life and ESOL in Context. In the first unit,

learners will be required to provide evidence of their reading, writing, listening and speaking skills in a

variety of everyday contexts, including understanding of media, healthcare and culture. In the second unit,

students will again have to provide evidence of the four elements but in an academic context, focusing on

preparation for work or higher education. Throughout both units, there will be a focus on Higher level

vocabulary and grammar.

Learning and Teaching Approaches Pupils have opportunities to work independently, in pairs, as well as small group situations throughout the

entirety of the course. ICT is used widely throughout, both for research purposes and presentation of ideas.

Pupils will be able to communicate ideas and be creative whilst perfecting their skills in the four elements of

English. Classes will be delivered in a manner that encourages pupils to build on their knowledge of the

National 5 course, as well as gaining in confidence to communicate freely and to a high standard in English.

Assessment Homework in Higher ESOL is given on a weekly basis and complements the work being covered in class.

There are two unit assessments which are internally assessed. These consist of Reading, Writing, Speaking

and Listening in both an everyday and academic context. There is a final Speaking assessment which is

worth 30 marks and consists of a discussion on a chosen topic as well as a final exam at the end of the

session. This external exam consists of two papers; Paper 1 is a listening assessment worth 20 marks and

Paper 2 is an assessment of Reading and Writing, which is worth 50 marks.

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Page 16 of 54

Foreign Languages French & Spanish – National 4 & 5

The Modern Languages Department will offer French and Spanish at

National 4 and 5.

The course is designed to develop the skills of listening and talking

reading and writing in order to use the target language.

The course will be delivered through a variety of methodology and using

a range of media.

Learners will study two units of work; Understanding Language and

Using Language, which will enable them to understand and be understood in the target language.

At National 4 they will also undertake an assignment which will give them the opportunity to integrate and

demonstrate their language skills.

Assessment of National 4

There is no external assessment at National 4

The units will be assessed internally

The assignment will be assessed internally

On completion of National 4, learners may progress to National 5


There will be an internal assessment for each unit

There will also be an end of course assessment

To gain the Course award, learners must pass all the units and the Course assessments

On completion of National 5, learners may progress to Higher

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Foreign Languages French & Spanish - Higher

Course Structure & Content The Course offers learners opportunities to develop and extend a wide range of skills. In particular, the Course aims to enable learners to develop the ability to read, listen, talk and write in a modern language; understand and use a modern language; develop the language skills of translation and apply knowledge and understanding of a modern language. Entry Requirements: A – C. Higher Course: The course has 2 mandatory units: Understanding Language - Learners will be required to provide evidence of their reading and listening skills using detailed and complex language, in one of the following contexts: society, learning, employability, or culture. Using Language where learners will be required to provide evidence of their talking and writing skills, using detailed and complex language, in one of the 4 contexts.

Learning & Teaching Approaches The Modern Language classroom will be vibrant and motivational where pupils will reflect, communicate and develop ideas through language. Pupils will participate in individual and group activities. A wide range of media and modern, interactive software means our pupils will not only have the opportunity to communicate ideas and think critically, but to also be creative and enhance their enjoyment and understanding of their own and other cultures. Classes will be delivered in a manner that encourages pupils to build on their 4 skills of Speaking, Listening, Reading and Writing and to also gain the confidence to communicate freely in their chosen language.

Assessment Homework at Higher level will be consistent together with monitoring performance and participation in class. The core skills of Listening, Reading and Writing will be internally assessed and pupils will sit a final Speaking Exam which will contribute to 30% of their overall mark for the course. The external exam comprises of Paper 1 which is worth 40 marks and involves Reading, Translation and Directed Writing and Paper 2 which is worth 30 marks and involves Listening and Writing.

Career Possibilities Modern Languages offers endless opportunities for learners to acquire the skills and knowledge essential for learning, work and life. The courses allow the learner to communicate, be critical thinkers, develop cultural awareness and to be creative. As well as developing skills that are crucial in the world of work, the study of a Modern Language has a unique position in that its learners can make connections with different people and their cultures and thereby encourage them to play a fuller part as global citizens.

There are many job opportunities for those pupils who have completed a National Qualification in Modern Languages: International Business, the IT and Financial Sectors, professions in Travel, Tourism and Hospitality, Interpreting & Translation and Teaching are only a few, however many employers find the ability to use and understand another language as highly desirable criteria.

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Information Technology Computing Science:

This Higher course continues the practical and theoretical

work pupils have done at National 5 in Software Design

and Development, Information Systems Design and

Development. 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.

At this level, learners will be introduced to an advanced range of computational processes and thinking, and

learn to apply a rigorous approach to the design and development process. Learners also gain an awareness

of the importance that computing professionals play in meeting the needs of society today and for the future,

in fields which included science, education, business and industry.

Entry Level recommended

Learners would be expected to have achieved

National 5 Computing Science

A good standard of English and Mathematics

Course Content

This course comprises 2 mandatory units

Software Design and Development

This is the study of how a software package makes the journey from an original idea to the final product on

the shelf or as used in a company.

The aim of this Unit is for the learner to further develop

Skills in software design and development

Knowledge and understanding of software design and development

Understanding of the impact of contemporary computing technologies

Information System Design and Development

The aim of this unit is for the learner to further develop

Skills in information system design and development

Knowledge and understanding of information system design and development

Understanding the legal, environmental, economic and social implications involved in designing and

developing an information system

The units will be assessed through a combination of an assignment and a question paper.

Career Possibilities

Almost all jobs nowadays involve the ability to use a computer, so a qualification in Computing at any level

would be seen as desirable to an employer. Such a qualification would also be extremely useful, if not

necessary, for jobs such as software/hardware engineering/design, systems analysts/designers, programmers,

computer operators, CAD/CAM etc as well as in the areas of communications, entertainment, education,

business and industry.


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Information Technology: Business Management (National 5) The aims of the course are to enable learners to develop:

Knowledge and understanding of the way society

relies on business to satisfy our needs

An insight into the systems organisations

use to ensure customers’ needs are met

Enterprising skills and enterprising

attributes by participating in activities in

realistic business situations, and an understanding

of financial awareness through a business context

An insight into how organisations organise their resources for maximum efficiency

An understanding of the steps taken by organisations to improve their overall performance

An awareness of how external influences impact on organisations, including economic impact

There are three mandatory Units in the course.

Understanding Business

In this unit, learners will be aiming to develop understanding of the business environment. This unit

will develop skills, knowledge and understanding by carrying out activities relating to the role of

business organisations and entrepreneurship in society.

Management of People and Finance

In this unit, learners will be aiming to develop understanding of the management of people and

finance. The unit will develop the basic skills, knowledge and understanding required to make

straightforward decisions about how to manage these resources effectively.

Management of Marketing and Operations

In this unit, learners will be aiming to develop understanding of the management of marketing and

operations. The unit will develop the basic skills, knowledge and understanding required to make

straightforward decisions about how to manage these activities effectively.

At National 5 the course assessment covers the Added Value of the course.

Assessment

Units and coursework will be internally assessed. There will also be a final course assessment.

Conditions of Award

To gain the award for the National 5 course the learner must pass all of the units as well as the Course

Assessment or final exam. Course Assessment will provide the basis for grading attainment in the course

award.


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Information Technology Business Management: Higher

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 if they are to sustain this role.

The Higher Business Management course develops:

An understanding of a range of methods businesses use to ensure customers’ needs are met

Understanding of business-related financial matters

An understanding of the ways businesses can use resources to achieve maximum efficiency

An understanding of the steps taken by business to improve overall performance and effectiveness

Entry Level Recommended

Candidates would expect to have achieved

National 5 Business Management

A good standard of English and Mathematics

Course Content The course consists of 3 mandatory units

Understanding Business – this unit should enable students to:

Analyse the development of business enterprise in contemporary society

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

Analyse the process of decision-making in business enterprises

Management of Marketing and Operations – this unit should enable the students to:

Analyse the marketing decisions of business enterprises

Analyse the operations decisions of business enterprises

Management of People and Finance – this unit should enable the students to:

Analyse the human resources decisions of business enterprise

Interpret and manipulate financial information used in business


For anyone intending to follow a Business course at university/college leading to Management opportunities

in Marketing, Recruitment, Operations, Finance, IT and Stock Control, the study of Higher Business

Management would be of considerable benefit. This is also the situation for anyone intending to pursue a

career in teaching.

Direct employment opportunities include Trainee Office Manager, Trainee Departmental Manager, range of

e-commerce positions.

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Lifestyle Development National 5 Hospitality: Practical Cake Craft

The Hospitality: Practical Cake Craft qualification develops

learners' cake baking and cake finishing skills in a range of

production methods. Learners also develop their knowledge of food

safety and hygiene, and develop organisational skills in the context

of managing time and resources.

There are two Mandatory Units:

H20F 75 Cake Baking (National 5)

9 SCQF credit points

H20G 75 Cake Finishing (National 5)

9 SCQF credit points

There is then a Course assessment –

6 SCQF credit points, rather than an exam at the end of

the course. This involved planning, designing,

manufacturing and evaluating a final cake which

demonstrates the variety of skills learned in the course.

Recommended entry

Learners would normally be expected to have gained the skills, knowledge and understanding required by

National 4 or 5 Hospitality. N4 or 5 Art or an interest in design and being creative is also recommended.


The course will support learners’ personal and social development in their everyday lives and will also

prepare them for further training in Hospitality related areas.

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Lifestyle Development: Physical Education National 5 This is a national Qualification course that is made up from the

following units:

Physical Education: Performance Skills (National 5)

The general aim of this Unit is to develop learners’ ability to perform

in physical activities by enabling them to acquire a comprehensive

range of movement and performance skills. They will learn how to

select, use, demonstrate and adapt these skills. Learners will develop

consistency in their control and fluency during movement to enable them to meet the physical demands of

performance in a safe and effective way. The Unit offers opportunities for personalisation and choice in the

selection of physical activities.

Physical Education: Factors Impacting on Performance (National 5)

The general aim of this Unit is to develop learners’ knowledge and understanding of the factors that impact

on performance in physical activities. Learners will consider the effects of mental, emotional, social and

physical factors on performance, and will develop an understanding of how to plan for, monitor, record and

evaluate the process of personal performance.

Course Assessment

Component 1 - Performance:

The purpose of this performance is to assess the learner’s ability to plan, prepare for, effectively perform and

evaluate personal performance in one physical activity. This performance will be a single event and will give

learners an opportunity to demonstrate the following skills, knowledge and understanding:

Planning, developing, implementing and evaluating performance

A comprehensive range of movement and performance skills

Effective decision-making and problem-solving in performance contexts

The performance will have three Sections:

Plan for the single performance event

Perform at a single event

Evaluate the single performance event


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The context of the performance must be challenging, competitive and/or demanding. This will allow learners

to demonstrate their ability to select from a broad range of skills, make informed effective decisions to meet

the challenges during the single performance event and follow the rules, regulations and etiquette that apply

to their chosen physical activity. The performance must be long enough to sufficiently challenge learners, and

the context of the performance should enable learners to provide their best evidence.

The single performance event will have a total of 60 marks: 10 marks for planning, 40 marks for the

performance and 10 marks for evaluation, making 60% of the overall marks for the Course assessment

Component 2 - Portfolio

The purpose of this portfolio is to assess the learner’s knowledge and understanding of the performance

development process. It will assess the learner’s ability to integrate skills and apply knowledge and

understanding from across the Units.

The portfolio will have a greater emphasis on the knowledge and understanding than the performance.

This portfolio will give learners an opportunity to demonstrate the following skills, knowledge and

understanding:

Understanding factors that impact on performance

Planning, developing and implementing approaches to enhance personal performance

Monitoring, recording and evaluating performance development

Decision-making and problem-solving

The portfolio will draw on the skills, knowledge and understanding described in the further mandatory

information on course coverage. The portfolio will have 40 marks. This is 40% of the overall marks for the

Course assessment.

Entry Requirements

Recommended entry to this Course is at the discretion of the department. However, learners would normally

be expected to have attained the skills, knowledge and understanding required by the following or by

equivalent qualifications and/or experience: National 4 Physical Education Course or relevant component

Units Progression

Progression

This Course or its Units may provide progression to: Higher Physical Education Course or other qualifications

in Physical Education or related areas.


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Lifestyle Development: Physical Education – Higher

Skills, Knowledge and Understanding:

Candidates at Higher level will be expected to:

Select, demonstrate and safely apply a broad and comprehensive range of

complex movement and performance skills in challenging contexts.

Demonstrate a range of approaches for developing or refining skills,

fitness and performance composition/tactics.

Analyse factors that impact on performance.

Plan, develop and implement skills and strategies safely in a range of performance situations.

Apply sound decision making and problem-solving skills in challenging contexts.

Course Structure: Two Units and Course Assessment

Physical Education: Performance Skills

Physical Education: Factors Impacting on Performance

Course Assessment

Component 1 - performance (60 marks)

Component 2 – question paper (40 marks)

Students wishing to select this course must understand the demands at this level. Students must achieve the

standard to pass both units. They must also be comfortable in performance situations where they will be

expected to perform in front of others.

The external exam places pressure on students’ ability to cope with conveying answers in written form

within a restricted time.

Recommended Entry

National 5 A - C is recommended for entry to the Higher course.


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Lifestyle Development Skills for Work: Sport and Recreation National 5

National 5 Skills for Work: Sport and Recreation is an

introductory qualification. It develops the skills,

knowledge and attitudes, needed for work in the industry.

The Course content covers the main practical activities

involved in carrying out a supportive role in sport and

recreation environments: sourcing information about

career pathways, identifying and reviewing skills and

experiences; assisting with planning, setting up and

delivering activity sessions; dealing effectively and

courteously with clients; assisting with emergency

procedures; assisting with setting up, dismantling and checking equipment and resources; helping to plan

and review a training programme; and establishing good practice in identifying and reviewing goals. The

Course also covers health and safety legislation and risk assessment.

At National 5, candidates will learn about:

assisting with planning, setting up and delivering activity sessions

assisting with setting up, dismantling and checking equipment and resources

assisting with accident and emergency procedures

dealing effectively and courteously with clients, staff and others

helping to plan and review a personal training programme

establishing good practice in identifying and reviewing personal goals

sourcing information about career pathways

identifying and reviewing skills and experiences

Candidates will develop relevant vocational skills and a variety of employability skills in the context of a

sport and recreation setting.

Recommended entry For the level 5 Course, it would be beneficial for candidates to have attained N5 or N4 PE.


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Skills for Work: Rural Skills National 4 (SCQF Level 4) Qualification Information

National 4 Skills for Work: Rural Skills is an introductory

qualification. It develops the skills, knowledge and attitudes,

needed for work in the land-based industries.

This Rural Skills Course allows candidates to begin to develop

some of the basic practical skills necessary to work in most of

the land-based disciplines – areas such as agricultural livestock, equine industries, horticulture, landscaping,

agricultural crops ad animal care. The Course also provides the opportunity to explore the very diverse

employment prospects that exist in land-based industries. There is then a choice of a plant or an animal route,

where candidates can develop some of the basic skills for the chosen route.

Learners will develop:

understanding of the workplace and the employee’s responsibilities

for example time-keeping, appearance, customer care

self-evaluation skills

positive attitude to learning

flexible approaches to solving problems

adaptability and positive attitude to change

confidence to set goals, reflect and learn from experience

At SCQF level 4, learners work alone or with others on straightforward tasks with support.

This qualification is available through schools and colleges.

Use the tabs below to open each section individually, alternatively you can show all the sections.

Why deliver this qualification

Who does this qualification suit

Progression

Approval

How to assess

Where can you take this course?

Qualification content and delivery tools

Qualification Structure

Course Specification

Internal Assessment Reports

N.B: The above information has been taken from the SQA website. To access the above tabs log on

to: www.sqa.org.uk/sqa/27735.html

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Mathematics: National 5

This is a one year course to enable students to build upon the

mathematical knowledge gained at National 4 level. The National 5

Mathematics course:

Extends the Mathematical concepts met at National 4

Mathematics

Encourages the use of techniques, which are of use in solving problems met in everyday life

Provides a sound basis for the further advancement of Mathematics to Higher Level at school or

college


National 5 grade C or D upgrade OR

National 4 Maths after discussion with Principal Teacher and Senior Management.

Course Content

3 units of 40 hours plus 40 hours of revision and assessment time

Expressions and Formulae – aims to develop skills linked to mathematical expressions and formulae.

Include the manipulation of abstract terms, the simplification of expressions and the evaluation of formulae.

This covers aspects of number, algebra, geometry and reasoning.

Relationships – aims to develop skills linked to mathematical relationships. Includes solving and

manipulating equations, working with graphs and carrying out calculations on lengths and angles of shapes.

This covers aspects of algebra, geometry, trigonometry and reasoning.

Applications – aims to develop skills linked to applications of mathematics. These include using

trigonometry, geometry, number processes and statistics within real life contexts.


Qualifications in Mathematics are essential in most science-orientated careers in which mathematics is

commonly used include:

Sales

Building

Bookmaker

Insurance

Market Research

Tour Operator

Banking

Accounting

Civil Service

Teaching

Most self-employed occupations


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Mathematics: Higher

This is a one year course for students who wish to continue

their study of Mathematics beyond National 5. The Higher

Mathematics course:

Encourages students to extend their knowledge and

understanding of mathematics and its uses in the

real world

Provides the mathematical tools and techniques to

solve further real life problems

Provides a sound basis for the further advancement of mathematics at College or

University


National 5 Mathematics pass at Grade A - C

Course content

3 units of 40 hours plus 40 hours of revision and assessment time

Expressions and Functions – aims to develop knowledge and skills that involve the

manipulation of expressions, the use of vectors and the study of mathematical functions. This

covers aspects of algebra, geometry and trigonometry as well as reasoning and modelling.

Relationships and Calculus – aims to develop knowledge and skills that involve solving

equations and introduces differential and integral calculus. This covers aspects of algebra,

trigonometry, calculus as well as reasoning and modelling

Applications – aims to develop knowledge and skills that involve applications of geometric

properties, sequences and calculus. This covers aspects of algebra, geometry, calculus as

well as reasoning and modelling


Higher leads to study at university or college. Qualifications in Mathematics are essential in

most science – orientated careers. Mathematics is also used by people working in the

following occupations:

Sales

Market Research

Building Trades

Self-employment

Accountancy

Banking

Insurance

Bookmaker

Estate Agent

Tour Operator

Estimator

Civil Service

Teaching


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Mathematics: Advanced Higher

This is a one year course for students who wish to

continue their study of Mathematics beyond Higher

level. The Advanced Higher Mathematics course:

Builds on your mathematical skills and

knowledge and understanding you have gained at

Higher level and enables you to integrate your

knowledge of different aspects of the subject

Offers breadth and depth of mathematical experience

and provides a sound basis for progression to further study or employment in the areas

of mathematical and physical sciences, computer science, engineering, biological and

social sciences, medicine, accounting, business and management


Higher Grade Mathematics pass at Grade A - C

Course content

3 units of 40 hours and 40 hours of revision and assessment time

Mathematics 1 – includes algebra, differentiation, integration, properties of functions,

systems of linear equations

Mathematics 2 – includes further differentiation and integration, complex numbers,

sequences and series, elementary number theory and methods of proof

Mathematics 3 – vectors in three dimensions, matrix algebra, further sequences and series,

further differential equations, further number theory and further methods of proof


Advance Higher leads to study at University or College.

Qualifications in Mathematics are essential in most science – orientated careers.

Mathematics is also used by people working in the following occupations:

Sales

Market Research

Building

Teaching

Accountancy

Banking

Insurance

Bookmaker

Estate Agent

Tour Operator

Estimator

Civil Service

Self-employed

occupations


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Performing Arts: Drama Higher

Rationale

The Higher Drama Course aims to develop pupil’s

performance skills and enable them to further develop

their creativity, problem solving and critical thinking

skills. Pupils are encouraged to communicate their

thoughts, feelings and ideas whilst developing their

understanding of social and cultural influences. There

is also a strong practical element to the course with pupils

participating in performances throughout the year.

Entry Level The Higher Course is suitable for pupils with a National 5 level award, who have a keen interest in Drama, a

firm ability to control and adapt their voice and movement through acting and a firm knowledge of Drama

terminology. The Higher course is designed for progression onto the Advanced Higher level of study.

Course Description Pupils will be expected to work with others in order to share and apply dramatic ideas, explore voice,

movement & characterisation skills, investigate theatre arts, production & technologies and design, create &

present a Drama to an audience. The course consists of two mandatory Units, Drama Skills and Production

Skills with each of the component units designed to provide progression to the corresponding units at Advance

Higher level.

Assessment

To achieve the Higher Drama Course award, pupils must pass all of the required units as well as their course

assessments. All units are internally assessed against SQA requirements on a pass/fail basis and course

assessment are externally assessed by the SQA.

Drama Skills In this unit pupils explore and develop a range of dramatic techniques and ways of communicating ideas to an

audience. Pupils learn how to respond to text, interpret a role and a character. They also learn how to reflect

on their own performance and that of others.

Production Skills

In this unit pupils to investigate theatre arts and technologies (props, makeup & hair, costume, set, lighting &

sound) and learn how to apply their problem solving skills in order to create performance. Pupils then present

their drama using a range of theatre arts to enhance their performance.

For both units pupils are required to provide evidence that demonstrate their skills and applied knowledge.

Practical and Written Examinations For the practical element pupils will draw on and their knowledge and apply their skills to a presentation. In

this practical activity pupils learn two contrasting textual extracts, each is approximately 7-10 minutes in

length and present these to a visiting examiner. For the written element pupils will be required to complete a

preparation for performance essay of how they prepared for each acting role. This is submitted to the external

examiner on the day of the Practical exam. In the written paper pupils then complete two essays, one based

on the Text that they are studying in class and the other is based on a live theatre performance they have seen

during the year. Each element is externally assessed and each is worth 50% of total course award.

Home study In order to successfully complete this course pupils are required to complete a considerable amount of

independent home study. They will also be expected to research, write scripts and compile material for their

Drama folios and complete a wide range of personal reading.

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Performing Arts: Drama Advanced Higher Rationale The Advanced Higher Drama Course continues to build on the

knowledge and understanding pupils have gained by

completing the Higher Drama course. This Advanced course

allows student to further extend their creative and the practical skills and allows them to continue to acquire

further knowledge and understanding of not only dramatic texts but the playwrights and theatre practitioners

who have written and develop them. Again like Higher, there is also a strong practical element to the course

with pupils participating in performances throughout the year.

Entry Level

Advanced Higher Drama is a challenging area of study where demands will be placed on pupils both in and

out of class. Each pupil will have essays to complete along with engaging in practical activities and

attending the theatre regularly. Students must be prepared to work not only in class but at home. Entry is

negotiable, but a strong pass in both Higher Drama and Higher English are required.

Course Description Pupils will be expected to work on their own to apply dramatic ideas to a performance. They will again, like

Higher, explore voice, movement & characterisation skills, investigate relevant theme and issues, select and

use theatre arts & technologies in a creative way and present a Drama to an audience. The course consists of

two mandatory Units, Drama Skills and Production Skills.

Assessment

To achieve the Advanced Higher Drama Course award, pupils must pass all of the required units as well as

their course assessments. All units are internally assessed against SQA requirements on a pass/fail basis and

course assessment are externally assessed by the SQA.

Drama Skills In this unit pupils will individually explore and develop a range of dramatic techniques in order to

communicate their ideas to an audience. Pupils will to respond to text, interpret a role and reflect on their

own performance.

Production Skills

In this unit pupils will demonstrate their knowledge and understanding of the theories of acting and directing

of leading 20th Century Theatre Practitioners. They will explore what influence these practitioners have on

current theatre and use this information to influence and enhance their own performance.

For both units pupils are required to provide evidence that demonstrate their skills and applied knowledge.

Practical and Written Examinations For the practical element pupils will draw on and their knowledge and apply their skills to a presentation. In

this practical activity pupils learn one textual extracts approximately 20 minutes in length and present this to

a visiting examiner. For the written element pupils are required to complete detailed research to arrive at

performance concepts for a practitioner. This is a 3000 word dissertation which completes the course and is

submitted to SQA in May. Each element is externally assessed and each is worth 50% of total course award.

Home study A considerable amount of independent home study and a wide range of personal reading and research will

be required for this course. This will include written commentaries and essays as well as practice for internal

and external course assessments. The investigative element of the course will be guided but will require a

high degree of self-organisation and motivation.

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Performing Arts: Music

Rationale

National 4 and 5 Music Course provides opportunities for pupils to build

on their performance skills and enable them to further develop their

creativity and skills in performance, composition and listening.

Course Description Pupils will –

♦ develop skills in creating music

♦ develop skills in musical analysis

♦ develop their musical literacy

♦ perform a variety of music on their chosen instrument(s)

♦ reflect on, and evaluate their work and that of others

The Course consists of three units

Composing Skills Pupils will develop skills in creating music.

This unit it internally assessed at National 4 and 5

Understanding Music At National 4, pupils will develop knowledge and understanding of music through music concepts and is

internally assessed.

At National 5, pupils sit a question paper during the diet of exams which is 40% of the course.

Performing Skills Pupils will develop perform on their chosen instruments. This unit is internally assessed at National 4 with

pass/fail. At National 5, the pupil is internally assessed and marked as 60% of the course.

Each of the component Units of the Course is designed to provide progression to the corresponding Units at

National 5 and Higher.


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Performing Arts: Music Higher

A one year course for students to continue studying

music beyond National 5 level

The Higher Music course is split into 3

units

Performing

Continuing studies on 2 instruments, pupil develop their performing and evaluating skills to

produce a programme of 12 minutes split between the 2 instruments. (Externally examined in

Feb/March diet of exams, 60% of final mark)

Composition

Continuing to develop compositional skills and styles and leading to a completion of a

portfolio of work with 2 contrasting pieces (Internally assessed on a Pass/Fail basis)

Understanding Music

Increasing concept knowledge and identifying compositional, historical and social influences

of music through different genres of music (External listening paper within May/June diet,

40% of final mark)

Entry level recommended:

Students would normally be expected to have attained National 5 Music Grade A-C

Career Possibilities:

Community Arts Worker

Events Manager

Sound Technician

Teacher

Music Therapist

Dancer

Musical director

DJ

Classical Performer

Pop /Contemporary Musician

Music Promotions Manager


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Performing Arts: Music Advanced Higher A one year course for students to continue studying music

beyond Higher level.

The Adv. Higher Music course is split into 3 units

Performing

Continuing studies on 2 instruments, pupil develop

their performing and evaluating skills to produce a

programme of 18(Grade 5 level) minutes split

between the 2 instruments. (Externally examined in

Feb/March diet of exams, 60% of final mark)

Composition

Continuing to develop compositional skills and styles and leading to a completion of a portfolio of

work with 2 contrasting pieces (Internally assessed on a Pass/Fail basis)

Understanding Music

Increasing concept knowledge and identifying compositional, historical and social influences of music

through different genres of music (External listening paper within May/June diet, 40% of final mark)

Project of 1500-2000 words which analysing 2 contrasting pieces of music. Pupils comment on

musical analysis as well as social/cultural influences

Entry level recommended:

Students would normally be expected to have attained Higher Music Grade A

Career Possibilities:

Community Arts Worker

Events Manager

Sound Technician

Teacher

Music Therapist

Dancer

Musical director

DJ

Classical Performer

Pop /Contemporary Musician

Music Promotions Manager


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RELIGIOUS EDUCATION In line with National Guidelines students receive two periods of

Religious Education per week. In the Catholic School Religious

Education is pivotal in enabling students to deepen their

understanding of the Catholic faith as well as fostering a caring

community which values all who are a part of it. We are mindful

that, as a Catholic school, prayer is essential and it is hoped that the

curriculum offered to students fosters the prayer dimension of the

school as well as their own individual lives.

With the completion of the Senior Phase of ‘This is our Faith’ pupils

experience in RE will benefit from the implementation of this

coherent, sound and challenging curriculum. A curriculum which

will, through the exploration of the eight strands of faith set out in

the document, enhance pupils knowledge further and enable them

to proclaim ‘THIS IS OUR FAITH’!

For further information on the Senior Phase of ‘This is our Faith’ please refer to the website of the Scottish

Catholic Education Service at www.sces.uk.com

As always we seek to provide pupils with a curriculum which is stimulating, challenging, relevant and appropriate to

the needs of our young people who are in the final years of their catholic schooling. We will therefore continue to invite

guest speakers who have expertise and knowledge in areas which we may be limited in and course materials will touch

on topics such as philosophy of religion, issues of justice and peace and moral education. Where possible we will

attempt to add an experiential dimension to our teaching by giving our young people the opportunity to help in the wider

community.

http://www.sces.uk.com/


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Pope Benedict XVI CARITAS AWARD

Purpose and aims of the RMPS The Purpose of the Pope Benedict XVI CARITAS AWARD is to encourages and promote the ongoing faith

journey of young people. It recognises that some are already active and committed within their homes,

schools, parishes and dioceses and it invites others to respond to God’s call of love. It supports and

celebrates the faith witness which young people give within their communities.

This award asks young people to use their faith learning as a starting point for further faith reflection,

leading to actions which show their faith witness. Participants in the Caritas Award will be supported in

deciding how they can develop and use their gifts in a way that witnesses to God’s love (“Caritas”) in their

communities.

The award is designed to be inclusive of all young people and is open to all pupils who can meet the success

criteria for the award. Pupils can choose how they would like to record and share their learning, reflection

and witness from a number of formats. Pupils studying at all levels will be able to achieve the requirements

for the award.

Information about typical learners who undertake the POPE BENEDICT XVI CARITAS AWARD

Any pupil in their final year of school (typically S6) can be enrolled to participate in the CARITAS AWARD.

Recommended entry The award is designed to be inclusive of all young people and is open to all pupils who can meet the success

criteria for the award. Pupils can choose how they would like to record and share their learning, reflection

and witness from a number of formats. Pupils studying at all levels will be able to achieve the requirements

for the award.

Conditions of Award To successfully gain this award, the learner must complete 4 Gathering Point Assessments and a Final Report.

These are externally assessed. Students must also complete a minimum of 20 hours Faith witness within school

and 20 hours of Faith witness within their local parish.


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Religious, Moral and Philosophical Studies

Purpose and aims of the RMPS The purpose of RMPS is to develop knowledge and

understanding of religious, moral and philosophical

issues that affect the world today. Religious and non-

religious perspectives will be included. The Course

will explore the questions they raise and the solutions

or approaches they offer. Learners will have

opportunities to reflect on these and on their own experience and views. This

will be achieved through successful study of the Course Units.

Information about typical learners who undertake the study of RMPS This course is appropriate for a wide range of learners, including those who wish to achieve a greater

understanding of religion and its place in society, those who want to learn more about the traditions, beliefs

and values of their own religion, and those who wish to progress to more specialised study, further education,

training or employment.

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:

Entry to Higher following success at National 5 English and/or National 5 Geography,

History or Modern Studies.

Course outline Mandatory Units

World Religion- Christianity

Morality and Belief- Belief and Justice

Religious and Philosophical Questions- Origins

Course Assignment

Conditions of Award To successfully gain the award of this Higher, the learner must pass all of the Units as well as the Course

assessment. The required Units are shown in the Course outline section. Course assessment will provide the

basis for grading attainment in the Course award.

Assessment Unit Assessment

All Units are internally assessed against the requirements shown in the Unit Specification.

They can be assessed on a Unit-by-Unit basis or by combined assessment.

They will be assessed on a pass/fail basis within centres. SQA will provide rigorous external quality assurance,

including external verification, to ensure assessment judgments are consistent and meet national standards.

Course Assessment Higher: This will be assessed by a combination of a question paper and an assignment.


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Science: Biology National 5 Biology

Course Entry Requirements

National 4 Biology.

Course

The National 5 Biology course provides the pupils with an understanding of the role Biology plays in the

world in which they live.

National 5 course is divided into 3 units of work:

Cell Biology

Multicellular Organisms

Life on Earth

The courses are primarily based on experimental work carried out in the laboratory.

Assessment & Certification

This course will be assessed in three ways:

1. Each of the units will be assessed internally on a pass or fail basis.

2. An assignment. This consists of a report (project) which is marked externally by the SQA and is

20% of the final grade.

3. A final written external exam graded ‘A’ to ‘E’.

Some Career Paths

Medicine Nursing Marine Biologist

Biochemistry Hairdressing Food Technology

Microbiology Forestry Forensic Science

Environmental Health Radiography Dentistry


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Science: Biology Higher Human Biology


Pass at National 5 Biology.

Course

The study of Human Biology at this level should help you to foster an interest in current developments and

applications of Biology. You should be able to make critical and evaluative comments and appreciate that

Biology is a changing subject. It will also help you make reasoned decisions on many issues within a

modern society increasingly dependent on Biology and technology.

Course Content

The course builds on the work at National 5 in four areas:

Human Cells

Physiology & Health

Neurobiology & Communication.

Immunology & Public Health







Course Assessment Structure

Component 1 — question paper 100 marks

Component 2 — assignment 20 marks

Total marks 120 marks

Some Career Paths

Medicine Nursing Marine Biologist

Biochemistry Hairdressing Food Technology

Microbiology Forestry Forensic Science

Environmental Health Radiography Dentistry

Teaching Dietetic Physiotherapy


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Science: Chemistry Higher Chemistry


Pass at National 5 Chemistry.

Course

The study of Chemistry at this level should help you to foster an interest in current developments and

applications of Chemistry. You should be able to make critical and evaluative comments and appreciate that

Chemistry is a changing subject. It will also help you make reasoned decisions on many issues within a

modern society increasingly dependent on Chemistry and technology.

Course Content


Chemical Changes and Structure

Nature’s Chemistry

Chemistry in Society

Researching Chemistry








Component 1 — question paper 100 marks

Component 2 — assignment 20 marks


Some Career Paths

Nurse Dentist Doctor

Vet Pharmacist Lab technician

Forensic science Environmental health Metallurgist

Geologist Dietician Oil Industry

Chemical Engineering Education


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Science: Chemistry Advanced Higher Chemistry


Higher Chemistry Course

Course

The study of Chemistry at this level should help you to foster a deeper interest in current developments and

applications of Chemistry. You should be able to make critical and evaluative comments and appreciate that

Chemistry is a changing subject. It will also help you make reasoned decisions on many issues within a

modern society increasingly dependent on Chemistry and technology.

Course Content

The course builds on the work at Higher in three areas:

Inorganic and Physical Chemistry

Organic Chemistry and Instrumental

Analysis

Researching Chemistry








Component 1 - question paper 100 marks

Component 2 - project 30 marks


Some Career Paths

Nurse Dentist Doctor

Vet Pharmacist Lab technician

Forensic science Environmental health Metallurgist

Geologist Dietician Oil Industry

Chemical Engineering Education


Page 42 of 54

Science: Physics Higher Physics


Pass at National 5 Physics.

Course

The study of Physics at this level should help you to foster an interest in current developments and

applications of Physics. You should be able to make critical and evaluative comments and appreciate that

Physics is a changing subject. It will also help you make reasoned decisions on many issues within a modern

society increasingly dependent on Physics and technology.

Course Content


Our Dynamic Universe.

Particles & Waves.

Electricity.

Researching Physics




2. An assignment. This consists of a report (project) which is marked externally by the SQA.

3. A final written external exam.

4.


Component 1 - question paper (scaled from 130 marks)

100 marks

Component 2 - assignment 20 marks


Some Career Paths

Banking Pilot Radiographer

Communications Civil Service Mechanical Engineering

Space Industry Computing & ICT Civil Engineering

Medical Science Scientific Research Meteorology

Teaching Aeronautical Astronomy


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SOCIAL SUBJECTS: GEOGRAPHY

HIGHER:

A one year course which:

Deepens an understanding of the relationship between

human and physical environments

Extends evaluation skills and the range of geographical

methods and techniques


S5 - National 5 Geography Grade A-C

S6 - Nat 5 History C or Modern Studies C or Higher

History or Higher Modern Studies

Mandatory Units

Geography: Physical Environment (Higher)

Geography: Human Environments (Higher)

Course Assessment

3 Unit assessments, 1 assignment question paper

Progression

This course or its units may provide progression to

Advanced Higher Geography or higher social subjects

Further study, employment and/or training

Career Possibilities Some of the jobs which can utilise Geography are:

Agriculture and

Horticulture

Archaeology

Armed Services

Auctioneering & Estate

Agency

Cartography

Civil Aviation

Commerce & Industry

Geology

Hotel Catering

Industrial Travel

Landscape Architecture

Law

Leisure & Recreation

Local Government

Merchant Navy

Meteorology

Nature Conservation

News Information &

Gathering

Planning Transport

Renewable Energy

Surveying

Teaching

Tourism

Town & Country

Planning Agency

Water Management

In many universities, Higher Geography can be recognised as a science qualification.

Many skills you learn in Geography are transferable and attractive to employers.

Senior Options Booklet 2016 - 2017

Page 44 of 54

SOCIAL SUBJECTS: N4/ N5 Travel and Tourism- Skills for Work 24 SCQF credit points SCQF Level 5

A one year course which provides an introduction to the travel and tourism industry

Learners will develop: - skills to become effective job-seekers and

employees

- skills to deal effectively with all aspects of customer

care and customer service in travel and tourism

- the product knowledge and skills to deal effectively

with customer enquiries in relation to travel and

tourism in Scotland, the rest of the United Kingdom

and worldwide

Entry level recommendation - No entry requirements

Mandatory Units - Employability

- UK and Wider World

- Scotland

- Customer Service

Course Assessment This course is internally assessed through course work. Learners must successfully complete each Unit to

achieve the Course. There is no external exam.

Progression other SQA Travel and Tourism Courses or to Scottish Vocational Qualifications (SVQs) in Travel

and Tourism

further education

employment in the travel and tourism industry


Air cabin crew Airline customer service agent

Airline pilot Bus or coach driver

Cruise ship steward Events manager

Hotel manager Hotel porter

Hotel receptionist Housekeeper

Museum assistant Resort representative

Tourist guide Tourist information centre assistant

Tour manager Train driver

Travel agent Wedding planner


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SOCIAL SUBJECTS: HISTORY – National 4/5

Our Lady’s High School social subjects department will offer History at National 4 and National 5.

Learners will study History over two years beginning in S3 and completing their course in S4. A variety of

teaching methodologies will be used by classroom teachers and will include individual work; group work

and co-operative learning activities. Learners will enjoy writing; making; saying and doing a variety of

historical tasks using primary and secondary sources. A variety of visual resources are also used including

DVDs, Computers and the Smart Board.

Units of Work

Learners will study 3 units of work over the two years

Scottish History: Migration and Empire

British History: The Atlantic Slave Trade

European and the World: USA_Free At Last

Assessment at National 4

An internal assessment for each unit.

Learners will also complete an Assignment which will be chosen from one of the units of work

There is no external examination at this level

On completion of History at National 4, learners may progress to National 5.


Assessment at National 5 History will be a combination of both internal and external procedures. To

gain the course award, learners must pass all unit assessments as well as the course assessment.

Learners will complete an internal assessment for each unit

Learners will also complete an Assignment which is worth 25% of the final grade. This will be a

research topic chosen by the learner from one of the three units

Learners will also sit a question paper in a final examination. This will be worth 75% of the final

grade.

A grade of A-D will be allocated on the basis of the Assignment and final Examination.

On completion of National 5, learners may progress on to Higher History.


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SOCIAL SUBJECTS: HISTORY - Higher

Higher History offers in-depth historical

study for students in the Senior School.

Coursework will enable students to build up

skills, and progress from Credit level. It is

also intended to develop the skills of reading

and writing (notes and essays); of evaluating

and interpreting sources; and of investigating

issues.

Entry level recommended: S5 National 5 History Grade A-C

S6 National 5 Geography Grade C or National 5 Modern Studies Grade C or

Higher Modern Studies or Higher Geography 7

Mandatory Units Historical Study: Scottish (Higher): Migration & Empire

Historical Study: British (Higher): Britain 1851-1951

Historical Study: European and World (Higher): USA

Course Assessment 3 Unit Assessments

1 Assignment question paper

Progression This course or its units may provide progression to Advanced Higher History or other Higher Social

Subjects, Further study, employment and/or training.

Career Possibilities A History qualification can help students who are looking for work in:-

Archaeology

Architecture

Broadcasting

Civil Service

Conservation

Intelligence Services

Journalism

Lawyer

Local Government

Management of Heritage

Centres

Museum or archive work

Police

Retail Management

Social Work

Teacher

Theatre

Welfare Rights Officer

Any other career which requires a general degree

Senior Options Booklet 2016/2017

Page 47 of 54

SOCIAL SUBJECTS: Modern Studies – National 4 & 5 Our Lady’s High School social subjects department will

offer Modern Studies at National 4 and National 5. Learners

will study modern studies over two years beginning in S3

and completing their course in S4. A variety of teaching

methodologies will be used by classroom teachers and will

include individual work, group work and cooperative

learning activities. Learners will use a range of sources to

study various aspects of contemporary society. A variety of

visual resources are also used including DVDs computes

and the smart board.

Units of Work

Learners will study three units of work over the two years.

Democracy in Scotland and the United Kingdom. Learners will investigate the main features of the

United Kingdom’s political systems and institutions and Scotland’s place within them. They will

examine the role of UK citizens in the political systems

Social Issues . Learners will investigate an aspect of social inequality or crime and the law. They will

identify the consequences of social inequality for society or the impact of crime on society.

International Issues . Learners will use a range of sources to investigate a major world power or a

significant international issue

Assessment at National 4

An internal assessment for each unit.

Learners will also complete an Assignment which will be chosen from one of the units of work

There is no external examination at this level

On completion of Modern Studies at National 4, learners may progress to National 5.

Assessment of National 5 Assessment at National 5 Modern Studies will be a combination of both internal and external procedures. To

gain the course award, learners must pass all unit assessments as well as the course assessment.

Learners will complete an internal assessment for each unit

Learners will also complete an Assignment which is worth 25% of the final grade. This will be a research

topic chosen by the learner from one of the three units

Learners will also sit a question paper in a final examination. This will be worth 75% of the final grade. A

grade of A-D will be allocated on the basis of the Assignment and final Examination.

On completion of National 5, learners may progress on to Higher Modern Studies

Senior Options Booklet 2016/2017

Page 48 of 54

SOCIAL SUBJECTS: Modern Studies - Higher

A one year course for students wishing to continue their study of

Modern Studies beyond National 5 level. The Higher Modern

Studies course develops knowledge and understanding of

contemporary, political, social and international issues.

Additionally it develops the skills of evaluating and decision

making.


S5 National 5 Modern Studies Grade C+

S6 N5 Geography Grade C or N5 History Grade

C

Or Higher History or Higher Geography

Mandatory Units

Democracy in Scotland and the United Kingdom (Higher)

Scotland Issues in the United Kingdom (Higher)

International Issues (Higher)

Course Assessments

3 Unit Assessments,

1 Assignment

1 Question Paper

Progression

This course or its units may provide progression to Advanced Higher Modern Studies or

another Higher Social Subject. Further study, employment and/or training.

Career Possibilities Modern Studies will be particularly useful for careers that require professional training, that

involve understanding (i) how British Society is organised, (ii) how decisions are made in our

democracy and (iii) how to investigate current issues.

Some of the many carers that involve an aspect of Modern Studies are:

Civil Servant

Digital Politics Reporter

European Union Official

Health Service Worker

Journalist

Lawyer

Lecturer e.g. lecturer in

Terrorism and Political

Violence

Local Government

Officer

Market Researcher

MSP, MP, MEP

Police Officer

Political Advisor

Social Worker

Teacher

Trade Union Official


Anyone working for an international organization e.g. U.N.O., Mass Media


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SOCIAL SUBJECTS: Higher Politics

Course title: Higher Politics

Course Entry Requirements: Higher Modern Studies OR Higher History OR Higher

Geography.

Higher English (Recommended)

Units: Political Theory

Political Systems

Political Parties and Elections

Assessment: Three Unit Assessments

Assignment

Question Paper (Final Exam)

Undertaking Higher Politics will allow your child to develop the following:

A range of research and evaluating skills

The ability to analyse political ideas, events, issues, systems, parties and electoral performance

Knowledge and understanding of significant political concepts and ideologies

Knowledge and understanding of political systems through comparative study

Knowledge and understanding of political parties and elections

Progression: This Course or its Units may provide progression to:

Advanced Higher Modern Studies

Further study, employment and/or training

Careers linked to Higher Politics include:

Lawyer

Teacher/Lecturer


Elected Representative

Broadcast Journalist

Trade Union Official

Civil Servant

Public Affairs Consultant

Lobbyist

Policy Advisor

Head of Planning and Sustainable Development

Director of Strategy for a Charity

Work within the Police or Prison Service


Page 50 of 54

TECHNICAL EDUCATION: Design & Manufacture Higher:

Design and Manufacture allows learners to explore the multi-faceted world of product design and manufacturing. Creativity is at the heart of this course and its combination with technology make it exciting and dynamic. The course combines scientific, mathematical and technological rigour with design and manufacture creativity and innovation.

Learners are encouraged to exercise imagination, creativity and logical thinking and widen their range of potential vocations and careers.

The course combines elements of creativity and designing for aesthetic or visual impact with elements of designing for the practicalities of manufacturing. It helps the learner appreciate the importance to a product of form, function and performance. It helps them develop strategies for the evaluation of these attributes and to refine and resolve their designs accordingly. It allows learners to consider the various factors that impact on a product’s design and it’s life cycle.

The course provides learners with opportunities to develop:

Research skills

Idea generation techniques

The ability to read drawings and diagrams

Design ideas and practical details

The ability to evaluate and apply both tangible and subjective feedback

The ability to devise, plan and develop practical solutions to design opportunities The course allows learners to engage with technologies. It allows them to evaluate both the impact that design and manufacturing technologies have on our environment and society and how technologies have impacted on the world of the designer and on the manufacturing industry.

On completing the course, learners will be able to: initiate, develop and communicate design proposals; solve design problems in applied contexts and evaluate, refine and resolve design proposals and manufacturing practicalities. In addition, learners will have developed: design skills, including creativity; skills in planning and making models and prototypes of their design ideas: knowledge and understanding of a range of materials and manufacturing processes; a critical appreciation of the factors that impact on the design and manufacture of products; and an understanding of the impact of design and manufacture on our environment and society.

Assessment is a combination of a question paper, where Approx. 55% of the marks will be awarded for questions related to design. Approx. 45% of the marks will be awarded for questions related to materials and manufacturing and an assignment, assessing Design skills – this will include innovative ideas, skilled and informed development, effective and clear communications and evaluation. Practical skills – this will include precision in measuring and marking out, complex cutting, shaping and forming, accurate assembly of components and high-quality and appropriate finishing.

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiJpqWTn6LLAhVCchQKHcS_DZsQjRwIBw&url=http://www.mteckvcc.com/michigan-technical-education-centers.htm&psig=AFQjCNEnrT4eenKa4bDO30Gu7uDxN2VoDw&ust=1457016343915639


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TECHNICAL EDUCATION: Practical Woodworking Units:

Practical Woodworking – Flatframe Construction This unit will help learners develop skills in setting out and making basic woodworking joints commonly used in flat frame joinery. Learners will read and use simple woodworking drawings or diagrams. Practical Woodworking – Carcase Construction This unit will help learners develop skills in setting out and making basic woodworking joints commonly used in

carcase joinery. This may include working with manufactured boards or with frame and panels. Practical Woodworking – Machining and Finishing This unit helps learners develop skills in setting up and using common machines and power tools. It also helps learners develop skills in a variety of simple woodworking surface preparations and finishing techniques. Making a Finished Product from Wood (Added Value Unit) National 4 only 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 project task. How will it help me in the future? Practical Woodworking will help you to develop the skills required for joinery or carpentry apprenticeships.


Page 52 of 54

TECHNICAL EDUCATION: Graphic Communication

Higher:

This 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 and

to continue to develop graphic awareness in complex graphic

situations, expanding their visual literacy. Learners are

encouraged to exercise imagination, creativity and logical

thinking. They will develop an awareness of graphic

communication as an international language. They will find that

the skills they acquire by successfully completing this Course will be invaluable for learning, for life and for

the world of work.

The Course provides progression from the National 5 Graphic Communication Course

A broad overview of the mandatory subject skills, knowledge and understanding that will be assessed in the

Course is given in this section. These include:

Replicating familiar and some new graphic forms with some complex features in 2D, 3D and pictorial

representations,

Applying recognised graphic communications standards, protocols and conventions in straightforward but

unfamiliar contexts,

Initiating, planning and producing preliminary, production, promotional, and informational graphics in both

familiar and new contexts, with some complex features,

Understanding the application of colour, illustration and presentation techniques in a broad range of graphic

contexts,

Critically reviewing graphics work as it progresses and evaluating completed task work suggesting strategies

for improvement,

Extending visual literacy by interpreting unfamiliar graphic communications. Some with complex features or

combination of views,

Extending graphic spatial awareness in unfamiliar 2D, 3D and pictorial graphic situations including those with

complex features,

Selecting, managing and using graphic communication equipment, software and materials effectively across

tasks,

Understanding a broad range of computer-aided graphics techniques including commercial/industrial practice,

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

society and their likely impact in the future

Pupils will be assessed by completing a 70% mark exam and undertaking a 70 mark assessment.

Exam (2Hours) – Approximately 50% of the marks will be awarded for questions relating to 2D Graphic

Communication.

Approximately 50% of the marks will be awarded for questions related to 3D and Pictorial Graphic

Communication.

Assignment – Marks will be awarded for: Analysis and research, preliminary graphics, production graphics

and promotional graphics.

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwi2q8COoKLLAhVI7BQKHbKFCcgQjRwIBw&url=http://www.technologyinthemearns.net/courses/sqa/graphic communication&psig=AFQjCNHeBLu0wR-3kw8dASiDit-LIY6inA&ust=1457016606347561


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