plhs where now senior phase 2013-14
DESCRIPTION
Preston Lodge High School Senior Phase course choice bookletTRANSCRIPT
Preston Lodge High School
Choices for the Senior Phase
2013-2014
Course advice for students moving into S4, S5 or S6
ALL COURSES AND LEVELS ARE OFFERED SUBJECT TO THE AVAILABLITY OF SUITABLE STAFFING, ACCOMMODATION AND BUDGET.
Choices for the Senior Phase Contents
Welcome 1 Curriculum Diagram 2013/14 7 Educational Maintenance Allowance 8 Curricular Area – Expressive Arts Subjects Art and Design National 4 9 Art and Design National 5 10 Art and Design Higher 12 Art and Design Advanced Higher 14 Portfolio Art Studies 15 Drama National 4 16 Drama National 5 17 Drama Higher 18 Music National 4 19 Music National 5 20 Music Higher 21 Music Advanced Higher 22 Curricular Area – Health and Wellbeing
Subjects Health & Food Technology National 5 23 Hospitality National 4 and 5 24 Fashion & Textiles Technology National 4 25 Health & Food Technology Higher 26 Practical Cake Craft National 5 27 Personal & Social Development 28 Physical Education National 4 29 Physical Education National 5 30 Physical Education Higher 31 Physical Education Advanced Higher 32 SQA Personal Development Award National 3 or 4 33 Curricular Area – Humanities
Subjects Geography National 4/5 34 Geography Higher 36 Geography Advanced Higher 38 History National 4 or National 5 39 History Higher 40 History Advanced Higher 41
ALL COURSES AND LEVELS ARE OFFERED SUBJECT TO THE AVAILABLITY OF SUITABLE STAFFING, ACCOMMODATION AND BUDGET.
Choices for the Senior Phase Modern Studies National 4 or 5 42 Modern Studies Higher 44 Modern Studies Advanced Higher 45 People & Society National 3 46 Philosophy Higher 48 Religious Moral and Philosophy Studies National 4 50 Religious Moral and Philosophy Studies National 5 52 Religious Moral and Philosophy Studies Higher 54 Religious and Moral and Philosophical Studies Advanced Higher 55 Sociology Higher 57 Curricular Area – Languages
Subject s English National 3 59 English National 4 60 English National 5 61 English Higher 62 English Advanced Higher 63 Curricular Area – Modern Languages
Subjects French National 4/5 64 French Higher 65 French Advanced Higher 66 German National 4/5 67 Spanish National 4 68 Curricular Area – Numeracy
Subjects Life Skills Mathematics National 3 or 4 69 Mathematics National 4 70 Mathematics National 5 71 Mathematics Higher 72 Mathematics Advanced Higher 74 Curricular Area – Science
Subjects Biology National 4 75 Biology National 5 76 Biology Higher/Human Biology Higher 77 Biology Advanced Higher 78
Choices for the Senior Phase
ALL COURSES AND LEVELS ARE OFFERED SUBJECT TO THE AVAILABLITY OF SUITABLE STAFFING, ACCOMMODATION AND BUDGET.
Chemistry National 4 79
Chemistry National 5 80 Chemistry Higher 81 Chemistry Advanced Higher 82 Physics National 4 83 Physics National 5 84 Physics Higher 85 Physics Advanced Higher 86 Curricular Area – Technologies
Subjects Accounting National 5 87 Administration and IT National 4 88 Administration and IT National 5 89 Administration Higher 90 Business National 4 91 Business National 5 92 Business Management Higher 93 Business Management Advanced Higher 94 Computing Science National 4 95 Computing Science National 5 96 Computing Studies Higher 98 Computing Advanced Higher 99 Design and Manufacture National 4 103 Design and Manufacture National 5 104 Economics National 5 100 Economics Higher 102 Graphic Communication National 4 106 Graphic Communication National 5 107 Graphic Communication Higher 108 Graphic Communication Advanced Higher 109 Practical Craft Skills National 3 110 Product Design Higher 111 Opportunities Outwith School for the Senior Phase 2013-14 112 Hospitality and Tourism Academy 127 Leadership Challenge 128 Young Applicants in School Scheme 129 Appendix 1: Our Curriculum Rationale 130 Appendix 2: Our S4 Curriculum 131 Appendix 3: Introducing National 4/5 qualifications into S5 and S6 133
Choices for the Senior Phase
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Welcome Welcome to our S4-6 Senior Phase Choice Guide. Parents and carers who have been following our recent parental consultation will be aware that we are now moving Curriculum for Excellence into a new Senior Phase which encompasses three year groups. Our new model offers exciting opportunities which have previously not existed in Scottish education. We also think our model will make our Senior Phase a very vibrant and positive learning experience for all of our young people. I am often asked at the moment whether S4, S5 and S6 students will all be treated in the same way now that we have a three year Senior Phase. When it comes to learning that will certainly the be case. All students will encounter interesting and worthwhile learning experiences in classes with a wider variety of age groups. However, there will still be differences. S6 students, for example, will retain certain free time privileges. Our Senior Phase students are now one large group of learners, but the best elements of our previous approaches remain in place. A very important set of choices now face all students in S3, S4 and S5. I very much hope this guide, and various parental and student meetings over the coming month will help all young people to make the right choices for their future. Please do contact your child’s guidance teacher or Head of House if you would like to discuss anything at all, and I look forward to seeing you at one of the forthcoming events.
Gavin Clark February 2013
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Timeline All families should be aware of the following key dates over the coming month. We think that our programme will allow all young people to make good choices, but please do contact the school if you would like any individually tailored advice. S3 Timeline Monday 25 February Assemblies to students on new structure.
Course choice booklets available to families electronically or, where required, in paper format.
Friday 1 March Reports distributed to parents/carers.
w/b 4 March Wednesday 6 March
Individual guidance interviews with students. Student Options Event in school time which will give every young person the opportunity to meet with guidance staff and subject teachers and further explore the opportunities and choices available.
Parental information event (7.00 pm) where hard copies of this course choice
booklet will be distributed.
w/b 11 March Parents’ Evening (13 March). This is a key opportunity to find out how your child is performing in their subjects. Individual guidance interviews continue.
Monday 18 March Subject choices due on this date. S4/5 Timeline w/b 18 February Assembly on new structure for all S5 students (21 February).
Individual guidance interviews in PSE time for S4 students. Guidance discussions in PSE for S5 students and targeted support for individual students.
w/b 25 February Assembly on new structure for all S4 students (25 March). Course Choice Information Evening for parents/carers and students (25 February). Individual guidance interviews in PSE time for S4 students. Guidance discussions for S5 in PSE and targeted support continues.
w/b 4 March Individual guidance interviews continue in PSE time for S4 students. Guidance discussions for S5 continue in PSE and targeted support continues.
w/b 11 March Individual guidance interviews continue in PSE time for S4 students. S5 reports distributed (14 March). Further class and individual discussions for S5 students.
w/b 18 March Individual guidance interviews continue in PSE time for S4 students. Targeted interviews for S5 continue in PSE time. Subject choices due (22 March)
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Two important decisions Following our recent parental consultation we made two important decisions that affect our Senior Phase. Further consideration of these decisions appears in Appendix 1. Those decisions are; We will offer all of our S4 students up to six certificated subjects which they will study for four hours per week. For most students these subjects will be one year National 4 or National 5 qualifications (the replacement for Intermediate and Standard Grade qualifications) although there will be much clearer opportunities for some students to embark on two year courses of study at Higher level.
Where relevant, students entering S5 and S6 in session 2013/14 will sit National 4/5 qualifications rather than Intermediate 1/2 qualifications. Highers and Advanced Highers remain unchanged across the country for the next academic year. Nationally, S4 students will all be sitting National 3/4/5 qualifications next year and bringing S5 and S6 students into those courses will allow us to provide a more diverse and relevant curriculum for all of our students.
Returning to School – a choice for S4 and S5 students The decision to return to S5 and S6 at school after reaching the statutory leaving date is one that calls for a mature and committed attitude to work. Students wishing to return to school to continue voluntary study are normally expected to have demonstrated in previous years that they are capable of benefiting from the programmes that the school can offer. While personal choice and negotiation are now increasingly important in determining individual programmes of study in the Senior Phase, the school will ensure, through curricular guidance, that breadth, balance and progression are sustained, and that the workload undertaken is appropriate to the ability and aspirations of each student. What is the “Senior Phase”? The Senior Phase of Curriculum for Excellence encompasses S4 through to S6. Our S1-3 curriculum provides all students with a Broad General Education, which means that students are ready by S4 for entry into National Qualification courses. These new courses start in August 2013, and our certificated courses open to students in session 2013/14 will be as follows:
National Qualification Detail
National 3 Broadly equivalent to Access 3, these courses have no end-of-year examination and student achievement is judged through ongoing in-school assessment.
National 4 Broadly equivalent to Standard Grade General level or Intermediate 1, these courses have no end-of-year examination and student achievement is judged through ongoing in-school assessment. These courses have four hours of in-class study per week.
National 5 Broadly equivalent to Standard Grade Credit level or Intermediate 2. There is an end-of-course examination at this level. These courses have four hours of in-class study per week.
Higher These qualifications remain the same for the time being, although they will be adjusted once National 3,4 and 5 courses have been introduced. These courses are suitable for students who have achieved Standard Grade 1 or 2 or Intermediate 2 at A or B grade in S4, or who have successfully undertaken an appropriate programme of study in S5. Some Higher courses are also
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appropriate as new subjects, taken over one year for students with a proven record of ability. At Higher level in particular, certain subjects may request a higher level of qualification than these baseline qualifications. Such higher expectations will be based on SQA advice regarding pass rates. One year Higher courses have five hours of in-class study per week. Two year Higher courses have four hours of in-class study.
Advanced Higher Again, these courses currently remain the same although adjustments will be made in future. These courses are suitable for students who have obtained good Higher Grade passes and who intend progressing to Higher Education courses. Many Advanced Higher courses do not run for the full five period allocation, and time allocations are based on staffing and student uptake. As a starting point, the school offers three periods to each Curricular Area for an Advanced Higher course. This is adjusted in light of the above.
What is the purpose of a new Senior Phase? Some of the government’s guiding principles that inform our S4-6 curriculum structure apply to all schools in Scotland. A summary of those guiding principles is:
• To reduce the quantity of unnecessary assessment which students undertake. • To ensure that qualifications are taken at the appropriate stage for the individual young person over
the three years of the Senior Phase. • To remember that the majority of students now stay on to at least S5, so it is no longer appropriate to
view S4 in isolation or to see presentation for qualifications in S4 as a “given” for each learner in each subject.
• To ensure that young people who leave at the end of S4 or Christmas of S5 are appropriately catered for in terms of qualifications.
• To produce a “bespoke senior phase model” or, in other words, a model designed to meet the needs of a school’s young people.
Our Curricular Model There has been much debate across Scotland about the right “curricular model” that schools should adopt. We have been charged with developing the model that best meets the needs of young people at Preston Lodge High School. It is our firm conviction that our S1-3 Broad General Education followed by an integrated three year Senior Phase best allows Preston Lodge High School to meet the requirements of Curriculum for Excellence and the needs of our students. You may have seen this model described as “3+3” in the national press. In session 2013/14 only S5 and S6 students will be sitting examinations for Higher and Advanced Higher courses. However, by 2015-16 we will have a fully integrated S4-6 Senior Phase where classes will comprise S4, 5 and 6 students sitting National 4s, 5s, Highers or Advanced Highers. A key aspect of the Senior Phase is the greater possibility of two year courses of study. This might involve a student sitting a Higher course over S4 and S5, perhaps bypassing the National 5 examination, or it might equally involve an S5 student sitting a National 5 qualification over two years with an end of course examination in S6. In essence, there is much more flexibility in an S4-6 Senior Phase which will ensure that students are sitting the right courses in the right way. It is very helpful at this stage if students are able to plan their programme of study over two years and thus avoid over-stretching themselves in S4 or S5 and then having difficulty in finding a structure for their studies in S5 or S6. It should also be borne in mind that universities and colleges offer places on the basis of Higher results, and it is thus advantageous to achieve the best possible grades at the first single sitting, whether this be in S5 or S6.
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Availability of Courses Please note that provision of all classes is dependent on availability of staffing, accommodation and the interest of sufficient numbers of students. Recommended previous experience This section of each Higher or Advanced Higher subject entry describes the previous experience that is likely to be necessary in order to successfully complete a particular course. Where a Curricular Area has suggested that more than a simple pass at a previous NQ level is required this will be based on SQA statistical analysis identifying likely success rates. In some circumstances this recommended experience may be waived to accommodate individual student requirements. Students who must return to S5 Some students, whose sixteenth birthday falls after 30 September will be obliged to continue their education, regardless of their own wishes. For these students there are 3 main options: They may apply for a full-time one-year course in a college of Further Education, starting in August. Full
details of the best way to go about this can be obtained from Guidance staff. It should be noted that a promise to complete the course is required.
They may follow an appropriate school-based programme. They may choose a period of extended work experience. Full details of the best way to go about this can
be obtained from Guidance staff. Support for Learning The Support for Learning Curricular Area will continue to be available for students who have previously received assistance (or who now feel they require it) with examinations or particular learning needs. Students should feel free to contact Mrs Hoban to negotiate tutorial times that will be mutually convenient. The “Learning Zone” can provide some experience for senior students who are considering teaching as a career. Interested seniors will be given the opportunity to assist junior students with their learning and will gain an insight into the work of a teacher. Mrs Hoban organises peer support training for those senior students interested in this work. Leadership Opportunities We are very proud of the leadership opportunities that we offer all of our students at Preston Lodge High School. S6 students perhaps have the most opportunities with commitment to the Prefect System, Library supervision, the House System, Paired Reading and the S1 PL Challenge offering direct opportunities for the development of leadership skills. Many other formal and informal opportunities are also available to our S6 students. S5 students also have a wide opportunity to develop their leadership skills, but their commitment is sometimes necessarily limited by the significant workload of Higher courses. Nevertheless, many of our S5 students take on Prefect responsibilities and a number of other leadership opportunities across our curriculum. Last year all our S5 students were able to obtain an accredited SQA unit in Leadership at the start of the year.
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We are now actively looking at ways we can increase leadership opportunities for our S4 students. As the youngest participants in our new Senior Phase it is important that they are able to develop their thinking and skills around leadership as soon as possible. Opportunities outwith school for the Senior Phase Do please take the opportunity to find out about the opportunities outwith the school that our Senior Phase offers in 2013-14. The section at the end of this booklet outlines various college, vocational and leadership opportunities. I would draw particular attention to the opportunity open to all S5 students to participate in the East Lothian Hospitality and Tourism Academy. This nationally recognised programme is a very significant opportunity for all young people to develop employment and leadership skills, and this year’s pilot Academy has been an enormous success. Final thoughts Finally, students should be quite clear what they are aiming for when they move into the Senior Phase, what the school has to offer them, and above all what is required of them in terms of commitment to study at home and in school.
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Subject
Depts
Periods 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27
Free Choice
SE
SE
1 Year 1 Year 1 Year 1 Year 1 Year
Higher Higher Higher Higher Higher
SE
S5
S6 S6
S4 S4
Curriculum Diagram 2013/14
Science Exp Arts RE
English,
Mod Lang
S5
L
2
LMaths Language Science
Language Health & Wellbeing Science
Health & Wellbeing
Maths Language Health & Wellbeing
Exp Arts
Exp Arts
S3L
2
L
Maths
S2
S1 PL Chall
RE S3Soc Su
RE S2
Tech
L
2
L
Bus Ed,
CDT,
Computing
RE
S1
I
T
V
TechOption
A
Option
B
Tech
Whole
School
Curricular Areas
Soc Su
I
T
V
I
T
V
Maths HE, PE, SE ScienceArt, Drama,
Music
Soc Su
Geog, Hist,
Mod St
Option A Option B Option C Option D Option E
1 Year or 2 Year
Option F
1 Year or 2 Year 1 Year or 2 Year 1 Year or 2 Year 1 Year or 2 Year 1 Year or 2 Year
New S4 will study 6 courses from a range of
1 year National 4 (4 hours per week)
1 Year National 5 (4 hours per week)
2 Year National 5 (4 hours per week)
2 Year Higher (4 hours per week) New S5 will study up to 6 courses, from a range of
1 year National 4 (4 hours per week)
1 Year National 5 (4 hours per week)
2 Year National 5 (4 hours per week)
2 Year Higher (4 hours per week)
1 Year Higher (5 hours per week) New S6 will study up to 5 courses from a range of
1 year National 4 (4 hours per week)
1 Year National 5 (4 hours per week)
1 Year Higher (5 hours per week)
1 Year Advanced Higher (3 – 5 hour per week)
Open University YASS
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Educational Maintenance Allowance (EMA) The Educational Maintenance Allowance (EMA) is available to 16 year olds and also subsequent years (S5/6) who show reasonable promise of successfully completing a sound programme of study. If you are 16 years of age or over before 30 September 2013 you may be eligible for an EMA from the beginning of the school term (August 2013). If you are 16 years of age between 1 October 2013 and 29 February 2014, you may be eligible for an EMA from January 2014. For those eligible for full year award, if the application is not submitted by 30 September 2013, the award can only be made from the week it is received by the Local Authority. For those eligible from January 2014, the application must be submitted by 28 February 2014. Award holders are expected to attend school throughout the standard school session. For S5/6 they must complete more than 21 hours per week of timetabled study. Eligibility depends on the family’s income. Current income thresholds are:
£0 - £20,351 – for households with one dependant child - £30 £0 - £22,403 – for households with more than one dependant child - £30 The EMA is a weekly payment paid directly to the student. The threshold and allowance figures may be subject to change. The Scottish Government reserves the right to review the EMA programme at any time. Application forms are available from Services for People (Education). They will send the application forms directly to all age eligible pupils. This is usually in May/June for pupils eligible from the start of the school term and in October/November for those eligible in January. More information is available from Services for People (Education), John Muir House, Haddington, EH41 3HA. The Careers Adviser Choosing courses can often be difficult. Whether considering staying on at school, going to college, university or entering employment or training, our Careers Adviser, Gill Pert, is available to discuss ideas, provide guidance and offer impartial advice. Students should refer to Skills Development Scotland site, My World of Work. Following this students can arrange to see their Careers Adviser by requesting an appointment through their Guidance Teacher. Gill is normally in school two days each week and she is based in the Library. As well as students requesting appointments themselves, Gill works closely with Guidance Teachers who make referrals to her and she also tries to offer an appointment to S4 and S5 pupils prior to them leaving school. Every Tuesday, from 1.15 – 1.45pm, Gill holds a lunchtime drop-in service. If students have a quick question or would like help to find information in the Careers Library, they should come along to the drop-in session. No appointment is needed. Gill also attends S4 and S5/6 Parents Evenings to answer any questions on option choices and careers. When not in school, Gill can be contacted at the Skills Development Scotland Centre, Adam Ferguson House, Station Road, Musselburgh, EH21 7PQ. The opening hours are Monday-Thursday 9am – 5pm and Friday 10am – 5pm. Telephone Number – 0131 665 3120. Email address – [email protected]
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Curricular Area: Expressive Arts
Subject: Art and Design National 4
Aims of the Course:
The aim of the Course is to provide a broad practical experience of art and
design.
Learners will have the opportunity to use a variety of art materials,
techniques and processes to express their thoughts, observations and
feelings and to solve problems through design.
The course work will add to and improve to their range of skills and a broad range of choices
should provide something for every individual learner to become involved in and progress.
The Course Contains two activities
Expressive activity
The general aim is to express a point of view or feeling by using art materials to make pictures,
and objects which reflect the learners own ideas on any given subject.
The course will improve and develop a range of skills and an awareness of processes and working
methods through demonstration by staff and the study of professional artists work.
Design activity
Working from given or chosen brief, learners will learn to use the methods of professional
designers to analyse the needs of the end user and to provide appropriate and practical
solutions to the given problem.
The course will also include the Practical added value unit. This unit encourages the learner to
use the skills processes and techniques learned in either the expressive or design activities to
undertake a more challenging piece of work. This more ambitious work should display the
learner‘s ability to apply the knowledge gained. This is a natural progression for the learner and
a welcome opportunity to put the learning into context.
Course assessment
At the end of the course the learners present a sequenced folio of work which is checked
against evidence requirements set by SQA.
The learner is deemed to have completed or failed to complete the course at this point.
The completed course is the checked against national published SQA standards by Preston
Lodge HS art staff. The SQA then visit the centre to check that the learners work is is in line
with national standards.
This is known as moderation.
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Curricular Area: Expressive Arts
Subject: Art and Design National 5
Aims of the Course
The aim of the Course is to provide opportunities for learners to
develop their thoughts and ideas before exploring how they can use art design media equipment
and materials creatively and expressively. They will develop their problem solving skills and will
be encouraged to explore the creative use technology when developing and producing art and
design work.
Learners will have the opportunity to use a variety of 2D and 3D art materials, techniques and
processes. The course allows learners to develop their practical skills and to investigate how
artists and designers create and develop their ideas.
Critical thinking skills and reflective skills are also developed in support of learners own work.
Course Content
Expressive activity folio 1
The general aim is to express a point of view or feeling by using art materials to make pictures,
and objects which reflect the learners own ideas or views on any given subject. The learner will
select and use art materials techniques and or technology to produce a range of plans and
sketches for artwork. The learner will reflect and select pieces to be more fully explored
leading to a finished artwork .
The course will improve and develop a range of skills and an awareness of processes and working
methods through demonstration by staff and through the critical study of professional artists‘
work.
The learner will be required within the expressive activity to undertake written critical
evaluation and appreceiation of the work of artists and to review edit and present their own
work for assessment. An evaluation including the things which inspired and influenced their
creative choices and decisions will be part of the presentation folio.
Design activity folio 2
Working from a given or chosen brief, students will learn to use the methods of professional
designers to analyse the needs of the end user and to provide appropriate and practical
solutions to the given problem. The learner will engage with design issues; testing and developing
their solutions; with a view to providing a designed solution which solves the problem. The
learner will undertake to critically analyse and evaluate the work of designers.
Again the learner will be required to review edit and present their work for assessment.
The learner should include an evaluation; describing the things that inspired their own work
and influenced their creative choices and decisions; in the design folio.
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Course Assessment
Implicit in both these activities is the practical Added Value unit present in National 4
courses
This area of activity allows the learner to be awarded a national 4 level in the event of a narrow
failure to achieve at national 5.
At the end of the course the learners present a sequenced portfolio of work including one
piece of finished Expressive work and one finished Design solution this portfolio will be sent to
the SQA for marking.
There will also be a question paper set as an external exam which allows the learner to
demonstrate their knowledge and understanding in written form of art and design practise.
Marks (200) expressive activity 80 design activity 80 and written exam 40
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Curricular Area: Expressive Arts
Subject: Art and Design Higher
Recommended previous
Experience: Intermediate 2 in Art and Design A or B
Aims of the Course
Art and Design promotes aesthetic understanding, visual awareness, knowledge and appreciation.
It encourages students to use a range of media and technology to understand, appreciate and
respond to their world in creative visual and non-visual way. It promotes creative thinking,
innovation and enterprise, and encourages self-reliance, initiative, problem solving and the
development of personal opinions and imagery.
Course Content
Continuous assessment will ensure pupils are advised of appropriate presentation level
throughout the course.
Design Activity
using the design method to
identify a design brief
investigate and gather knowledge and appropriate skills
consider possibilities, ideas and problems
produce solutions, present an outcome
evaluate the process and outcome
Expressive Activity
identify a theme or area of interest
investigate skills, resources, materials
develop, visualise and compose ideas
produce finished work as outcome
Art & Design Studies
identify area of study
investigate artists and designers 1750 - present
express knowledge and opinion
analyse, compare, contrast ideas images and objects
compose findings in essay format
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Course Assessment
Evidence Presented to SQA –
Design Activity (Practical)
From a Portfolio of coursework - present. 3 x A2 sheets of work
Expressive Activity (Practical)
From a Portfolio of coursework – present. 3 x A2 sheets of work
Art & Design Studies
An expressive folio of written investigation and analysis of art work.
A Design Folio of written investigation and analysis of art work as preparation for a 2 hour
written exam displaying knowledge of visual arts and design.
General Comments
We are always pleased to speak to pupils who have not studied Art and Design to give them
advice on 1 or 2-year Higher courses in S5/6. Critical activity, the close study of the history of
Art and Design means that a considerable amount of home based work is required. Ability in
English is a strength. Drawing ability is also an advantage at this level. The course offers an
opportunity for students to express themselves, solve visual and functional problems and to
work directly with materials and equipment in a satisfying and enjoyable way.
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Curricular Area: Expressive Arts
Subject: Art and Design Advanced Higher
Recommended previous
Experience: Higher Art and Design A or B or by consultation
Aims of the Course
To promote aesthetic understanding, visual awareness, knowledge and appreciation
using a range of media and technology.
To understand, appreciate and respond to the world in creative visual and non visual
ways.
To promote creative thinking, innovation and enterprise.
To encourage self-reliance, initiative, problem solving and the development and
personal opinions and imagery.
Course Content
The course comprises of
Expressive Activity - 80 hours and either
Design Activity - 40 hours or Art & Design Studies - 40 hours
Course Assessment
Expressive Activity - 70% of course assessment
Design Activity or Art & Design Studies - 30% of course assessment.
General Comments
Students who wish to apply for colleges of Art & Design, Architecture etc should expect to
devote extra time for college portfolio presentation. Tuition time is available by arrangement
during self-study time. A good portfolio is the essential part of a college application.
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Curricular Area: Expressive Arts
Subject: Portfolio Art Studies
Recommended previous
Experience: By negotiation with the Art & Design Curricular Area.
Usually Higher Art and Design Grade A, B or C.
Aims of the Course
To build a portfolio of work for entrance to colleges of Art, and Art based careers in general
which require practical evidence of students ability.
Course Content
A holistic approach to the student, building on strength and our knowledge of the further
education requirements in the subject. Students often naturally evolve towards Advanced
Higher.
Course Assessment
Continuous and internal.
General Comments
This is an exam free course designed to extend the range of skills and subject matter offering
the student a range of art activities under the guidance of the art staff. This is a course for
students building a portfolio for entrance to colleges of art, further education and art based
careers in general.
Students should expect to devote as much available time as possible to the portfolio as college
entry is uniquely based on the quality of work and evidence of development shown. Good Higher
certificates will get the application accepted by a college. A good portfolio is essential for
entry; the practical work is the real evidence of ability.
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Curricular Area: Expressive Arts
Curricular Area: Expressive Arts
Subject: Drama National 4
Aims of the Course
National 4 Drama provides opportunities for learners to develop skills creating and presenting
drama. This Course focuses on the development and use of a range of drama skills and production
skills to present drama.
Course Content
Drama Skills: The aim of this Unit is to provide learners with the skills and knowledge to create
and present drama through the exploration and use of drama skills. Learners will respond to
stimuli, generate ideas and use drama skills to portray character. Learners will explore the
social and cultural influences on drama. They will learn how to reflect on their use of drama
skills and the drama skills of others.
Production Skills: The general aim of this Unit is to provide learners with knowledge of
production skills. They will use these skills to enhance drama when presenting. Learners will work
with others in the following production areas: acting, lighting, sound, costume, props and make-
up. They will learn how to reflect on their progress and that of other learners.
Performance Added Value Unit: The aim of this Unit is to enable the learner to provide
evidence of added value for the National 4 Drama Course through the successful completion of
a performance which will allow the learner to demonstrate application and challenge.
Course Assessment
Prepare for, participate in and reflect on a drama performance in a selected role. A formal
evaluation will be carried out by the pupils which shows their ability to identify strengths and
areas of improvement. Internally assessed and moderated by the SQA.
Prepare a portfolio and work through associated assignments. Internally assessed and moderated
by the SQA.
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Curricular Area: Expressive Arts
Subject: Drama National 5
Aims of the Course
National 5 Drama provides opportunities for learners to develop skills creating and presenting
drama. This Course focuses on the development and use of a range of drama skills and production
skills to present drama.
Course Content
Drama Skills:
The aim of this Unit is to provide learners with the skills and knowledge to create and present
drama through the exploration and use of drama skills. Learners will respond to stimuli, generate
ideas and use drama skills to portray character. Learners will explore the social and cultural
influences on drama. They will learn how to reflect on their use of drama skills and the drama
skills of others.
Production Skills: The general aim of this Unit is to provide learners with knowledge of
production skills. They will use these skills to enhance drama when presenting. Learners will work
with others in the following production areas: acting, lighting, sound, costume, props and make-
up. They will learn how to reflect on their progress and that of other learners.
Course Assessment
Prepare for, participate in and reflect on a drama performance in a selected role. A formal
evaluation will be carried out by the pupils which shows their ability to identify strengths and
areas of improvement.
Question paper externally assessed by the SQA.
Prepare a portfolio and work through associated assignments. Internally assessed and moderated
by the SQA.
General Comments
Students will also be required to complete the Music Performance Added Value Unit (National
4). Should a candidate fail to pass the external examinations at National 5 then on completion of
the added value unit a National 4 course award will be awarded.
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Curricular Area: Expressive Arts
Subject: Drama Higher
Recommended previous
Experience: Intermediate 2 course award in Drama (Grade
A or B)
Standard Grade Drama (Credit 1 or 2)
Aims of the Course
investigate relationships, issues and topics
gain knowledge and understanding of aspects of theatre
develop acting and directing skills and contribute to a presentation
experience theatrical performance.
Course Content
Investigative Drama involves the exploration of a chosen issue, topic or theme through drama,
leading to the devising of a theatrical presentation which can be performed to an invited
audience.
Study of a Text in its Theatrical Context involves the exploration of the storyline and
relationships in the chosen play but also examines how the play would have been performed when
it was written and how it might be performed to an audience of today. Students will also study
and perform an acting role from the text.
Contemporary Scottish Theatre involves the exploration of identified trends and issues in
contemporary Scottish theatre through workshops, discussion and research based on a selection
of plays. Students will also study and perform one acting role from a chosen play.
Course Assessment
General Comments
Elements of the Higher course will be supported by relevant theatre visits, some of which may
be in the evening. A day‘s Acting workshop is also scheduled into the course. These parts of the
course are optional but strongly recommended. Written homework is an integral part of the
course.
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Curricular Area: Expressive Arts
Subject: Music National 4
Aims of the Course
The aim of this course is to provide a broad practical experience of performing and creating
music whilst developing the related knowledge and understanding of music. Course activities
allow learners to work independently or in collaboration with others, and can help learners to plan
and organise, to make decisions and to take responsibility for own learning.
Course Content
Performing skills
The aim of this Unit is to develop and refine performing skills on two selected instruments, or on
one instrument and voice.
Understanding Music
The aim of this Unit is to develop learners‘ knowledge and understanding of music, music
concepts and musical literacy.
Composing Skills
The aim of this Unit is to allow learners to experiment with using a range of compositional
methods and music concepts in creative ways.
Music Performance Added Value Unit
The aim of this Unit is to enable the learner to provide evidence of added value for the National
4 Music Course.
Course Assessment
Performing skills
Various performances to an audience over the school year. Internally assessed and moderated by
the SQA.
Understanding Music
Internal assessment of concept and literacy knowledge in May and moderated by the SQA.
Composing Skills
Internally assessed and moderated by the SQA.
General Comments
The minimum standard required in performing skills is equivalent to Associated Board grade 2.
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Curricular Area: Expressive Arts
Subject: Music National 5
Aims of the Course
The aim of this course is to provide a broad practical experience of performing and creating
music whilst developing the related knowledge and understanding of music. Course activities
allow learners to work independently or in collaboration with others, and can help learners to plan
and organise, to make decisions and to take responsibility for own learning.
Course Content
Performing skills
The aim of this Unit is to develop and refine performing skills on two selected instruments, or on
one instrument and voice.
Understanding Music
The aim of this Unit is to develop learners‘ knowledge and understanding of music, music
concepts and musical literacy.
Composing Skills
The aim of this Unit is to allow learners to experiment with using a range of compositional
methods and music concepts in creative ways
Course Assessment
Performing skills:
8 minute performance to an external examiner in February/March.
Understanding Music:
External assessment of concept and literacy knowledge in May.
Composing Skills
Internally assessed and moderated by the SQA.
General Comments
Students will also be required to complete the Music Performance Added Value Unit (National
4). Should a candidate fail to pass the external examinations at National 5 then on completion of
the added value unit a National 4 course award will be awarded.
The minimum standard required in performing skills is equivalent to Associated Board grade 3.
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Curricular Area Expressive Arts
Subject: Music Higher
Recommended previous
Experience: Grade 1 or 2 in Standard Grade Music. Pupils who
have not sat Standard Grade will be individually considered.
Aims of the Course
To encourage students with a range of musical interests to realise their musical potential.
To develop skills in performing, inventing and listening.
Course Content
Music: Performing
o Performance on two instruments or one instrument and voice or on one
instrument and accompanying
Music: Performing with Technology
o Performance on one instrument/voice and MIDI Sequencing folio or sound engineering and production folio
Music: Composing
Music: Listening
All course units are available individually for students wishing to take less than the full course
award.
Course Assessment
Performing - Live recital of solo/group performances in February/March of
year of exam.
Technology – An audio recording or MIDI file externally assessed by SQA.
Written paper award 1 hour.
Composing - Audio folio of inventions with score or performance plan assessed
by class teacher and moderated by SQA.
Listening - Written paper award 1 hour. Internal unit assessments must also
be passed.
General Comments
Performing Level - Standard equivalent to Grade IV Associated Board.
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Curricular Area: Expressive Arts
Subject: Music Advanced Higher
Recommended previous
Experience: Higher Grade Music at A or B.
Aims of the Course
To encourage students with a range of musical interests to realise their musical potential.
To develop skills in performing, inventing and listening.
Course Content
Music: Performing
o Performance on two instruments or one instrument and voice or on one
instrument and accompanying.
Music: Performing with Technology
o Performance on one instrument/voice and MIDI Sequencing folio or sound engineering and production folio.
Music: Composing
Music: Listening and Commentary
All course units are available individually for students wishing to take less than the full course
award.
Course Assessment
Performing - Live recital of solo/group performances in February/March of
year of exam.
Technology – An audio recording or MIDI file externally assessed by SQA.
Written paper award 1 hour.
Composing - Audio folio of inventions with score or performance plan assessed
by class teacher and moderated by SQA.
Listening - Written paper award 1 hour. Internal unit assessments must also
be passed. A 1500 word commentary internally assessed.
General Comments
Performing Level - Standard equivalent to Grade V Associated Board.
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Curricular Area: Health and Wellbeing
Subject: Health & Food Technology National 5
Recommended previous
Experience: Grade 1 or 2 in Standard Grade Home
Economics. National 5 Health & Food
Technology
Aims of the Course
The course will give the students the opportunity to develop and make informed food & consumer
choices throughout their future regarding their Health & Wellbeing. This will be delivered in a
challenging and enjoyable manner through practical and experiential learning.
By undertaking this course students will be able to work at the appropriate pace and level to
meet their individual needs.
Course Content
The students will study three mandatory units: (Note – often through practical activity)
1. Food Product development
Explain how their food products are developed
Develop food products to meet specific needs
2. Food for Health
Explain the relationship between food, health and nutrition
Make food products to meet dietary needs
3. Contemporary Food Issues
Explain consumer food choices
Make food products which take into consideration food choices
Course Assessment
End of unit tests - short answer questions and one design activity.
Technological Project - externally assessed.
External written exam - 1 1/2 hour
General Comments
This course involves a variety of teaching approaches both within and outwith school, including
work/visits with industry partners and visiting speakers
Higher Health and Food Technology/Science is acceptable as entry qualification for most
university and college courses. The experience of Higher would be useful for many professions
such as nutrition, dietetics, hospitality industry, food technology, nursing, teaching, retail, local
government and social and environmental health services.
Students must be prepared to pay towards the cost per dish cooked; to help cover the cost of
food.
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Curricular Area: Health and Wellbeing
Subject: Hospitality National 4 & 5
Aims of the Course
This course aims to develop an understanding of the use and choice of
equipment, materials, and procedures used in food and the link between food and health; develop
good organisational skills, and provide a wide experience in all aspects of food to help develop
creative and aesthetic skills.
Course Content
The students will study three mandatory units:
Cookery skills, Techniques and Processes
This introduces students to all the practical skills and techniques required in the
hospitality industry e.g. cuts of vegetables, cookery terms, piping and garnishes. The
students will cook set dishes to develop their understanding and skill level to achieve an
exceptionally high standard of presentation.
Understanding and using ingredients
This introduces students to current food issues around sourcing sustainable foods,
recognising local & seasonal produce and using it in creating their dishes.
Organisational Skills for cooking
Students will be challenged while undertaking practical activities to develop their time
management, literacy & numeracy, organisational, evaluation and reflective skills.
Course Assessment
National 4 - All units will be internally assessed and verified at local level
National 5 - Units are assessed according to learning outcomes most of which are practically
related. A written assessment is used where appropriate. Final assessment consists of each
student cooking a set three course meal for 4 people in 2½ hours. This may be
externally verified by SQA.
General Comments
By undertaking this course students will be able to work at the appropriate pace
and level to meet their individual needs.
Students will undertake practical activities for a maximum of two periods per week, supported
by related theory in the remaining time.
This course offers a variety of teaching approaches including links to the Hospitality Industry;
work with local chefs, competition work, plus planning and running a number of catered school
events.
Students must be prepared to pay towards the cost per dish cooked; to help cover the cost of
food. They may cook two dishes per week.
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Curricular Area: Health & Wellbeing
Subject: Fashion & Textiles Technology National 4
Aims of the Course:
Fashion and Textile technology is a new and exciting course at Preston Lodge
suitable for students with an interest in creating their own unique designs
from initial concept through to finished product. Students will learn through
practical tasks and follow the creative process of textile and fashion product development.
They will have the opportunity to explore textile technology, garment assembly, methods of
decoration and find out more about the every changing world of fashion and textile design.
Course Content
The course consists of 3 mandatory units of study:
Textile Technologies
This Unit provides students with the opportunity to develop basic knowledge of textile
technologies. This will include the characteristics and properties of fibres, yarns and fabrics.
Item Development
This Unit provides students with the opportunity to develop fashion/textile items. They will
work to a given brief to plan, manufacture and evaluate fashion/textile items.
Fashion Choices
Students will work to a given brief to plan, manufacture and evaluate fashion/textile items with
a particular focus on issues that affect fashion choice for individuals and society.
Course Assessment
The course will be assessed through a practical project where pupils will plan, design,
manufacture and evaluate a textile item from a given brief that will draw together the skills and
knowledge gained from studying the 3 key units above. Items made could be either ‗home
furnishings‘ or ‗a clothing garment‘, this will be dictated by the brief.
General Comments
―Do you have an idea in mind when you go shopping but you can never quite find exactly what you
are looking for?‖ This course will provide you with the knowledge, practical
skills and confidence to go ahead and make it yourself!
This course offers progression to National 5 and Higher Fashion and
Textile technology
Students must be aware of cost – choice of items being made will determine
how much. There will be a minimal payment for additional accessories.
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Curricular Area: Health and Wellbeing
Subject: Health & Food Technology
Higher (1 or 2 year option for 2013/14)
Aims of the Course
The course will give the students the opportunity to develop and make informed
food & consumer choices throughout their future regarding their Health &
Wellbeing. This will be delivered in a challenging and enjoyable manner through
practical and experiential learning.
By undertaking this course students will be able to work at the appropriate pace and level to
meet their individual needs.
Course Content
The students will study three mandatory units: (Note – often through practical activity)
1. Food Product development
Explain how their food products are developed
Develop food products to meet specific needs
2. Food for Health
Explain the relationship between food, health and nutrition
Make food products to meet dietary needs
3. Contemporary Food Issues
Explain consumer food choices
Make food products which take into consideration food choices
Course Assessment
End of unit tests - short answer questions and one design activity.
Technological Project - externally assessed.
External written exam - 1 1/2 hour
General Comments
This course involves a variety of teaching approaches both within and outwith school, including
work/visits with industry partners & visiting speakers
Higher Health and Food Technology/Science is acceptable as entry qualification for most
university and college courses. The experience of Higher would be useful for many professions
such as nutrition, dietetics, hospitality industry, food technology, nursing, teaching, retail, local
government and social and environmental health services.
Students must be prepared to pay towards the cost per dish cooked; to help cover the cost of
food.
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Curricular Area: Health and Wellbeing
Subject: Practical Cake Craft National 5
Aims of the Course
Practical Cake craft delivers the technical and creative skills and knowledge required to allow
students to competently bake, cover and decorate a range of cakes to a professional standard.
Students will be introduced to a range of techniques and encouraged to consider shape, texture
and colour in order to create unique cake designs.
Course Content
The course has 2 mandatory units of study:
Cake Baking
This unit allow students to practise a broad range of techniques and processes to bake a range
of commercially available cakes and other bake goods.
Cake finishing
The aim of this Unit is to equip students with the ability to creatively finish cakes and other
baked items. This will involve the use of a range of cake coverings and decorative finishes. The
diversity in tools and equipment will allow students to be creative and experimental in their
approach to practical tasks.
Course Assessment
Course assessment will take the form of a practical activity drawing on the knowledge,
understanding and skills developed across the Course. The activity will require students to
extend their knowledge, understanding and skills in the context of baking and finishing a cake
from a design brief.
General Comments
Students will be involved in a variety of practical tasks, many developing techniques to use in
their final creations. Over the course of the year they will be making approximately 4-5 cakes.
In addition they will be developing skills through smaller baked items.
It offers candidates the opportunities for an integrated, hands-on skill development, with exit
paths to employment or progression into further and/or Higher education.
Students must be prepared to pay towards the cost per dish cooked;
to help cover the cost of food. They may cook two dishes per week.
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Curricular Area: Health and Wellbeing
Subject: Personal & Social Development
Recommended previous
Experience: No entry requirements
Aims of the Course
To prepare pupils for employment, life, Further and Higher Education as well as continuing their
personal and social development. We aim to provide pupils with an opportunity to take
responsibility for their own work/learning and develop self-reliance.
Course Content
Through a varied programme, which builds on work done in S1 – S4, outside speakers as well as
Pastoral Support (Guidance) staff are involved in delivering the course, which includes
Finance Management
Preparation for University/College/Work
Preparation of Curriculum Vitae/Application forms for employment
Issues relating to health and well being
Young people and the law
Speaker programme for Independent Living
The following opportunities are available and pupils are encouraged to attend
* Further and Higher Education conventions
* College/University Open Days
* Careers/Employment conventions
*A small charge is usually made towards paying for transport (coach) for organised opportunities
such as careers of Higher/Further Education conventions.
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Curricular Area: Health and Wellbeing
Subject: Physical Education National 4
Aims of the Course
To develop and demonstrate movement and performance skills in physical activities. By engaging
in physical activities learners can demonstrate initiative in decision making and problem solving.
This course also encourages learners to develop a positive attitude towards a healthy lifestyle
and the contribution physical activity makes to this.
Course Content
Performance Skills Unit:
Pupils will demonstrate a range of movement and performance skills in Physical activities.
Factors Impacting on Performance Unit:
Pupils will demonstrate:
Knowledge of factors that impact on personal performance in physical activities
Develop personal performance in physical activity.
Review the performance development process.
Added Value Unit:
Pupils will prepare for and carry out a performance in a physical activity.
Course Assessment
Performance
The learner will be required to demonstrate movement and performance skills in straightforward
contexts.
Factors Impacting on Performance
The learner will demonstrate knowledge of factors that impact on performance, in physical
activities, demonstrating that they can monitor, record and reflect on the development of
personal performance.
Added Value
Learners will integrate, extend and apply skills and knowledge that they have learned through a
performance to show their ability to prepare for, carry out and reflect on performance in
physical activity.
General Comments
All assessments are pass or fail.
Pupils will be required to do some home study
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Curricular Area Health and Wellbeing
Subject Physical Education National 5
Aims of the Course
To develop and demonstrate movement and performance skills in physical activities.. By
engaging in practical activities learners can demonstrate initiative, decision making and problem
solving. The course encourages learners to develop positive attitudes towards a healthy lifestyle
and provides opportunities to support the way that individual attitudes, values and behaviours
are formed.
Course Content
Physical Education Performance Unit
Learners will demonstrate
A comprehensive range of movements and performance skills in physical activities.
Factors impacting on Performance Unit - learners will be able
to:
demonstrate knowledge and understanding of factors that
impact on performance in physical activities.
develop personal performance in physical activities
evaluate the performance development process.
Course Assessment
All units are internally assessed and will be graded A-D
Performance- 60%
This will provide evidence of the learner‘s ability to plan, prepare for and effectively perform
and evaluate personal performance.
Portfolio 40%
This will provide evidence of the process involved in performance development. It will assess the
learner‘s ability to integrate and apply knowledge and understanding across the units.
General Comments
Pupils will be expected to do home study
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Curricular Area: Health & Wellbeing
Subject: Physical Education Higher
Recommended previous
Experience: Intermediate 2 course award in Physical Education and English
Intermediate 2 A or B/Credit pass in Reading and Writing
Aims of the Course
Performance is the prime focus of the course
To build and expand upon previous performance experiences.
To improve standards of personal performance.
To engage in critical and imaginative practice.
To develop knowledge and understanding and analyse and evaluate
competences in an integrated way.
Course Content
Students will study 2 mandatory component units.
Performance Unit - the student will be required to extend his/her performance in a minimum of
2 selected activities.
Analysis and Development Unit: Structures and Strategies, Skills and Techniques, Preparation
of the Body, Appreciation of Action. Three of the above will be studied through appropriate
activities.
Course Assessment
Assessment is both internal and external. In order to be awarded a Higher PE, students have to
pass all internal units as well as the external assessment.
40% Performance will be assessed in 2 activities. Each activity will be marked out of 20.
60% Analysis and Development of Performance - written two and a half hour exam and must
achieve learning outcomes in one area of analysis
General Comments
Homework will be given out on a weekly basis and all course deadlines must be met.
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Curricular Area: Health & Wellbeing
Subject: Physical Education Advanced Higher
Recommended previous
Experience: Higher Physical Education pass
Aims of the Course
This course provides students with the opportunity to explore key aspects of performance. The
course aims to develop student‘s knowledge and understanding of the nature and demands of
quality performance. Although the main focus is on personal performance the course provides
opportunities to develop an awareness of current issues associated with performance.
Course Content
Three mandatory components are taught in an integrated way:
Performance: One activity is studied and focuses upon the development and refinement of technique.
Perspectives of Performance: This unit extends pupils knowledge, understanding and appreciation of the overall nature and
demands of quality performance.
Analysis & Development Unit: Students engage in an in depth study of the factors which may affect personal performance.
Course Assessment
No final exam
Internal: The student must achieve all the component units of the course
External: Dissertation and practical performance
Students need to be self-motivated and able to work
independently
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Curricular Area: Health and Wellbeing
Subject: SQA Personal Development Award National 3 or 4
Aims of the Course
The main purpose of the personal development award is to provide an opportunity for learners to
develop the skills and self-knowledge to prepare them for successful transitions in life. This
course will provide opportunities for hands on learning which will allow students to reflect on
their progress in turn helping build confidence, resilience and self-esteem.
Course Content
The Personal Development Award (Life Skills) will allow learners the opportunities to
develop a range of skills for learning, skills for life and skills for work through participation in
one or more projects. These projects will take place both in and out with school.
Students will develop practical abilities and in turn develop task management and interpersonal
skills by completing the following units: Self in Community, Self and Work and Practical
Abilities.
Learners are able to focus on their own development needs and with support they are able to
set targets and identify tasks to address these needs. Active learning will be promoted and
learners will work collaboratively to discuss plan and implement their ideas as part of individual
and group projects.
Previous Preston Lodge groups have organised and held a variety of entrepreneurial and
community events these have included a Christmas Fayre, lunch for staff and a bake sale within
school. They have visited Cockenzie Primary School with a Sport Relief Scootathon and
presented a drama sketch on mining in Prestonpans to Harlawhill Day Care Centre. The ideas for
these projects have come from the students and they were responsible for planning and
organising these events.
The groups have also worked with the East Lothian Ranger Service on environmental projects
including cutting back buckthorn at Longniddry Bents and helping to transform a footpath at
Woodhall Ormiston. They have also taken part in Forest School activities at Gosford Woods.
This course would be suitable for learners who want to improve their employability potential.
This award receives 18 SCQF credit points at SCQG Level 3 and it has 3 mandatory units.
At SCQF Level 4 the award receives 24 credit points and it has 4 mandatory units.
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Curricular Area: Humanities
Subject: Geography National 4/5
Aims of the Course
In the 21st century, with growing awareness of the impact of human
activity upon the environment and scarce resources, the study of Geography develops positive
life-long attitudes of environmental stewardship, sustainability and global citizenship. Learners
will develop:
a range of geographical skills and techniques
detailed understanding of the ways in which people and the environment interact in
response to physical and human processes at local, national and international level.
detailed understanding of the changing world in a balanced, critical and sympathetic way
a geographical perspective on environmental and social issues
an interest in, and concern for, the environment leading to sustainable development
Course Content
Geography: Physical Environments
Key topics include: location of landscape type (Upland Glaciated & Coastal or Upland Limestone &
Rivers); formation of key landscape features; land use management and sustainability; and
weather.
Geography: Human Environments Learners will study and compare developed and developing countries drawn from a global context.
Key topics include: contrasts in development; world population distribution and change; and issues
in changing urban and rural landscapes.
Geography: Global Issues Key topics include climate change and sustainability; the impact of world climates; environmental
hazards; trade and globalisation; and development and health. Learners will study major global
issues and the strategies adopted to manage these.
Field Work There is a practical field work element to this course where learners will develop an
understanding of practical techniques and the gathering of primary and secondary data.
Course Assessment
For Nat 4 pupils will research and present their findings on a geographic topic of their choice
for the Added-Value unit. This can be presented in whichever format best suits the individual
pupil‘s learning style. For Nat 5, pupils can again choose any geographic topic to research. This
will be assessed by a piece of extended analytical writing, produced under exam conditions.
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General Comments This course or its cnits may provide progression to:
The Higher Geography course or its units
The Higher Environmental Science course or its units
Further study, employment and/or training
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Curricular Area: Humanities
Subject: Geography Higher
Recommended previous
Experience: Grade 1 or 2 in Standard Grade Geography, History, Modern
Studies or RMPS
Grade A in Intermediate 2 Geography, History, Modern Studies
or RMPS
Aims of the Course
The Higher Geography course is designed to be relevant to
everyday life with an emphasis on developing skills. It is also a
logical progression from Standard Grade Geography and is
considered for entry to both Science (BSc) and Arts (MA) courses
at university. Geography is highly relevant to a wide range of
careers. The course is designed to:
contribute to students' general education in an interesting
and challenging way
promote an increasing awareness of multi-cultural societies and environmental issues
develop thinking skills, promote debate and discussion
You will also learn how to apply a range of methods and techniques for presenting, analysing and
interpreting information about these topics. Opportunities for fieldwork will also be included in
the course.
Course Content
Core Topics Physical Environments Human Environments Environmental Interactions Atmosphere Population Geography Rural Land Resources
Hydrosphere Rural Geography Development and Health
Lithosphere Industrial Geography
Biosphere Urban Geography
Course Assessment
Assessment is mainly based on the external examination which comprises 2 papers
Paper I Physical & Human Environments 1 hour 30 minutes Paper II Environmental Interactions 1 hour 15 minutes
You will also have three internal unit assessments throughout the course. Each unit assessment
lasts 45 minutes and to achieve a pass you must obtain at least 25/50 (50%).
General Comments
It is possible for S6 pupils to return to the Curricular Area if they have tackled other Highers
in S5.
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There is also the possibility of studying this course if the student has successfully completed a
Standard Grade or Intermediate 2 course in any of the other Social Subjects, achieving
satisfactory grades.
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Curricular Area: Humanities
Subject: Geography Advanced Higher
Recommended previous
Experience: You should have a Grade A or B at Higher Geography
Aims of the Course
This course is excellent preparation for university study and will prepare you well for your first
year for whichever course you study. Remember, Geography can be studied as an Arts (MA) or a
Science (BSc) degree at university and is highly relevant to associated subjects such as
Environmental Science, Geology and Land Management
Course Content
Unit 1: Geographical Method and Techniques (30%). This unit covers three skill areas:
Fieldwork Methods and Techniques
Statistical Awareness
The Production and Interpretation of Maps and Diagrams
Unit 2: The Geographical Study (40%)
You have to choose a local geographical area to investigate. You are expected to plan, collect,
analyse, evaluate and present information in a 3,000 word report on your chosen area. The
report must be no more than 25 A4 sides of paper.
Unit 3: Geographical Issues (30%)
You will study two geographical issues (one human and one physical issue) in this unit. You will
have to produce a critical evaluation essay for one of the two areas studied. The essay must be
no more than 12 A4 sides of paper.
Course Assessment
Unit 1: Geographical Methods and Techniques
This unit will be assessed by a folder of evidence built up through the year as well as a final
external written paper of two hours' duration. You will have to answer questions on decision
making/problem solving, map interpretation and a data handling exercises.
Units 2 & 3: The Geographical Study/Geographical Issues
A folio consisting of the Geographical Study and an essay on one entire evaluation of an issue
will be presented for external marking. There will be an internal unit assessment for each part
of the folio.
General Comments
Homework Requirements: The majority of your fieldwork and research will need to be collected
in your own time. Smaller fieldwork exercises or practice exam questions will also be given.
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Curricular Area: Humanities
Subject: History National 4 or National 5
Aims of the Course
Through the successful completion of this course, important skills for learning, life and work are
developed. These skills include: researching, understanding and using a range of straightforward
information/evidence on historical issues; communicating, by a variety of means, conclusions
based on evidence; evaluating a limited range of straightforward sources of information; and
presenting straightforward information about important historical themes and events.
Course Content Section 1: Historical Study: Scottish
The Era of the Great War, 1910–1928
Scots on the Western Front
Domestic impact of war: society and culture
Domestic impact of war: industry and economy
Domestic impact of war: politics
Section 2: Historical Study: British
The Atlantic Slave Trade, 1770–1807
The Triangular Trade
Britain and the Caribbean
The captive‘s experience and slave resistance
The abolitionist campaigns
Section 3: Historical Study: European and World
Hitler and Nazi Germany, 1919–1939
Weimar Germany, 1919-29
Nazi rise to power, 1929–1933
Nazi control of Germany
Nazi social and economic policies
Course Assessment
For Nat 4 pupils will research and present their findings on a history topic of their choice for
the Added-Value unit. This can be presented in whichever format best suits the individual pupil‘s
learning style. For Nat 5 pupils can again choose any history topic to research. This will be
assessed by a piece of extended writing, produced under exam conditions.
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Curricular Area: Humanities
Subject: History Higher
Recommended previous
experience: Grade 1 or 2 in Standard Grade History, Geography, Modern
Studies or RMPS / ‗A‘ Grade at Intermediate 2 History or
another Social Subject. English – Standard Grade 1 or 2 / Int 2
‗A‘ or B at Higher.
Aims of the Course
To promote understanding of continuity and change, and the nature of causation and
consequences.
To promote awareness of major historical issues and related areas of debate.
To develop the ability to think independently and make informed judgements based on
historical evidence.
To promote active participation in the learning process, involving independent study
and participation with others.
Course Content
British unit: Britain and Ireland 1900-1985
A study of the growing divisions in Ireland after 1900 in terms of identity and the development
of tension leading to conflict and civil war, attempts to resolve the conflict and the continuation
of strife, illustrating the themes of identity, authority and conflict.
European & World unit: USA 1918 – 1968 A study of the growing tensions in American society, focusing on racial divisions, economic
difficulties, the growth of federal powers and the struggle for civil rights, illustrating the
themes of ideology, identity and rights.
Scottish unit: Scotland and the Impact of the Great War 1914 - 1928
Scots on the Western Front
Impact of the Great War on people at home in Scotland
Impact of the Great War on the Scottish economy and industry
Impact of the Great War on political developments in Scotland
Course Assessment
Internal - one end of unit exam given when each unit is complete. External - examination in 3
papers which are all externally marked.
Paper 1 - 2 essays 1 hour 20 minutes
Paper 2 - source based questions on a special topic - 1 hour 25 minutes.
Third Part - extended essay (accounts for 30% of overall grade): independent research, then
written in class under exam conditions - 2 hours.
General Comments
The course does require commitment from the student, namely regular reading and willingness to
complete written assignments. A pass at Higher is a well-recognised qualification for entry into
university and is welcomed by employers.
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Curricular Area: Humanities
Subject: History Advanced Higher
Recommended previous
Experience: A pass in Higher History, preferably an A or B
Aims of the Course
Critical analysis of historical research, including evaluating primary and other evidence
Participating in debate and discussion, through which attitudes of open-mindedness and
tolerance are fostered.
Organising and analysing lines of argument.
Adopting a structured approach to the research of a historical issue.
Constructing and sustaining lines of argument which reflect the complexity of the issues
they address.
Presenting conclusions in a clear way, while reflecting the complexity of the issue under
consideration.
Course Content
Historical Study: Georgians & Jacobites, 1715 – 1800 A study of political integration and economic growth in Scotland in the eighteenth century, of
tensions in Scottish society and of the diverse cultural achievements of the period, illustrating
the themes of conflict, culture and improvement.
The assimilation of the Highlands; the origins of Jacobitism and the 1715 rebellion; the
distinctive features of the Gaeltacht; the course of the 1745-46 Jacobite rising;
changes in Highland society after the ‘45.
Growing wealth: trade after the Union; the tobacco lords; agricultural improvement;
urban development; changing standards of living.
Political stability: the government of Scotland after the Union; the nature and
importance of the Kirk and other Churches; the Dundas despotism; unrest during the
period of the French Revolution.
Cultural achievements of the Englightment: education and attitudes towards
improvement; history, philosophy, social commentary; contacts with England and Europe;
architecture, painting, literature; poetry and the languages of Scotland.
Historical Research: Dissertation
This unit will allow the candidate to carry out independent research on the content of a Field of
Study studied in the Historical Study Unit. The candidate will develop the investigative skills of
planning, reading, analysing and presenting. Dissertations should be a maximum of 4,000 words in
length, excluding referential footnotes and bibliography.
Course Assessment
Internal Unit assessment of Historical Study unit
External 2 essays (50 marks)
3 Source-based questions (40 marks)
Dissertation (50 marks)
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Curricular Area: Humanities
Subject: Modern Studies National 4 or 5
Aims of the Course
The purpose of Modern Studies is to develop the learner‘s knowledge and understanding of
contemporary political and social issues in local, Scottish, United Kingdom and international
contexts.
Course Content
Democracy in Scotland and the UK:
Learners will develop a knowledge and understanding of the UK political structure including the
place of Scotland within this and the debates around this arrangement.
Social Issues in the UK:
Learners will study social issues in Scotland and the UK. The context for this study will be
crime and the law.
International Issues:
Learners will develop a detailed knowledge and understanding of international
issues. The context for this study will be a study of a significant world power.
In this case the USA.
Course Assessment
All Units will be assessed internally on a unit-by-unit basis.
Component 1 — question paper 60 marks
Component 2 — assignment 20 marks
Question Paper:
♦ detecting and explaining exaggeration or selectivity in the use of facts using a limited range of
sources of information
♦ making and justifying a decision using a limited range of sources of information
♦ drawing and supporting conclusions using a limited range of sources of information
♦ giving detailed descriptions and explanations with some analysis
Component 2 —assignment
♦ choosing, with minimum support, an appropriate Modern Studies topic or issue
♦ collecting relevant evidence from at least two sources of different types
♦ evaluating the effectiveness of two research methods used, commenting on their strengths
and weaknesses where appropriate
♦ applying Modern Studies skills to the evidence collected
♦ drawing on knowledge and understanding to explain and analyse key features of the topic or
issue
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♦ reaching a well-supported conclusion, supported by evidence, about the topic or issue
The assignment will have 20 marks (25% of the total mark).
General Comments
To support your work you should be prepared to:
contribute your views to the teacher and other students
participate in group and individual tasks
read newspapers to raise awareness of current social issues
watch news/current affairs programmes on TV
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Curricular Area: Humanities
Subject: Modern Studies Higher
Recommended previous
Experience: Grade 1 or 2 at Standard Grade, Modern Studies, Geography,
History or RMPS
An A or B at Intermediate 2 English
Aims of the Course
To develop knowledge and understanding of social, political and economic issues in the UK and
other countries.
To develop enquiry skills and reporting techniques.
Course Content
Political issues in the UK – Government of Scotland, Electoral System, Voting Behaviour
Social issues in the UK – Health and Wealth in the UK
International issues – The People‘s Republic of China
Course Assessment
Internal An assessment (NAB) given at the end of each unit (3 in total)
External Exams Paper 1 - Four essay questions on above themes
Paper 2 - Decision Making Exercise (DME)
General Comments
To support your work in Higher Modern Studies you should be prepared to:
contribute your views to the teacher and other students
read newspapers and periodicals to raise awareness of current affairs/issues
make use of Modern Studies related websites
watch news/current affairs programmes on TV
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Curricular Area: Humanities
Subject: Modern Studies Advanced Higher
Recommended previous
Experience: Grade A or B at Higher Modern Studies
Aims of the Course
Advanced Higher Modern Studies is concerned with developing the candidate‘s knowledge and
understanding, evaluative and investigative skills in relation to Modern Studies topics.
Candidates undertaking Advanced Higher Modern Studies will develop an understanding of the
importance of sound evidence, both qualitative and quantitative, gathered in a disciplined and
ordered way, as the basis of their work. They will also evaluate critically a variety of political
and social science research methods, and they will carry out independent research to develop
their investigative skills (planning, researching, analysing and presenting) with reference to one
of the Study Themes in the syllabus.
Course Content
Candidates will study Law and Order and Research Methods This
Course is suitable for candidates who wish to progress to degree
courses such as Politics, Sociology, Law and/or another social science.
Course Assessment
Internal 3 NABs
External Exams 2 Essay Questions (Exam Paper)
Dissertation
General Comments
To support your work in Higher Modern Studies you should be
prepared to:
contribute your views to the teacher and other students
read newspapers and periodicals to raise awareness of current affairs/issues
make use of Modern Studies related websites
watch news/current affairs programmes on TV
strong independent work ethic to aid with the completion of the dissertation
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Curricular Area: Humanities
Subject: People & Society National 3
Aims of the Course
People and Society is a flexible and inter-disciplinary course offering
learners the opportunity to study themes, issues and topics of interest and
relevance to them. It develops a range of skills as well as knowledge and understanding of people
and society from across subject disciplines, drawing on the social studies, health and wellbeing,
and religious and moral education curriculum areas.
This course enables learners to engage in cross-curricular study of topics and issues, using
methods and resources from Geography, History, Modern Studies and RME.
Course Content
Learners will develop skills through choosing, with guidance, key ideas for study which will allow
them to acquire a straightforward knowledge and understanding of people and society.
The course allows learners to develop a broad understanding of people and society by completing the following units:
Investigating Skills In this Unit, learners will develop a range of straightforward investigating skills, including
choosing suitable sources of information for investigation, collecting information from sources,
using a range of methods of enquiry, and organising information.
Comparing and Contrasting In this Unit, learners will develop straightforward skills of using information to compare and
contrast, and to find similarities and differences in and between societies
Making Decisions In this Unit, learners will develop straightforward skills of using information to make decisions.
Learners will weigh up information to help them make informed decisions
Added Value Unit: People and Society: Assignment In this Unit, learners will choose an issue for personal study drawn from the key ideas studied in
the course. They will research their chosen issue and present their findings. Learners choose
an issue of their choice. They research the issue and present it in the media of their choosing.
Course Assessment
To achieve the National 4 People and Society Course, learners must pass all of the Units
(assessed internally through Unit Assessments), and the Added Value Unit.
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General Comments
This course or its units may provide progression to:
National 4/5 Geography, History, Modern Studies & RME
further study, employment and/or training
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Curricular Area: Humanities
Subject: Philosophy Higher
Recommended previous
Experience: The study of philosophy requires
the ability to reason in a critical
manner
Aims of the Course
The Course aims to allow candidates to:
♦ develop critical thinking skills which are of importance in all areas of human life and discourse
♦ develop knowledge and understanding of philosophical techniques, issues, positions and
concepts which are relevant in many areas of human life and discourse
♦ develop analytical and evaluative skills which will allow them to examine the reasoning and
assumptions on which the positions and theories they study are based
♦ present your own ideas and opinions in a reasoned and structured manner
♦ gain insight from the ideas and opinions of others which may conflict with their own
♦ engage personally with a range of important questions and issues in order to inform their own
ideas and opinions in a way which contributes to personal and social development
Course Content
1. Epistemology (the study of knowledge and belief):
The Unit is divided into two Sections and a brief overview of each Section appears below:
Section 1:
♦ Why are knowledge claims a problem in philosophy?
♦ What is knowledge?
♦ Can knowledge claims be justified?
Section 2:
In this Section of the Unit there is a choice of option to be studied:
♦ Option A: Descarte
OR
♦ Option B: Hume
Candidates must study all mandatory content in relation to their chosen option.
The positions adopted by each philosopher are based on reasoning and assumptions which can
only properly be understood by examining the writings of the relevant philosopher.
2. Moral Philosophy:
There are two Sections in this Unit and candidates must study ALL content in BOTH sections:
Section 1:
♦ The theory of Utilitarianism as illustrated by the ideas of Jeremy Bentham and John Stuart
Mill.
♦ The theories of Immanuel Kant.
Moral Philosophy:
Section 2:
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Candidates focus on the question ‗What are we doing when we claim that an action is morally
right?‘ and investigate an emotive response to this question.
3. Critical thinking in philosophy:
In this Unit candidates develop an understanding of the nature of arguments and some of the
characteristics of effective and ineffective arguments. Candidates then use this understanding
to
critically analyse and evaluate previously unseen examples of ordinary language arguments.
Candidates must study all content. A brief summary of the content of the Unit appears below:
Candidates gain an understanding of the nature of arguments and of some of the terms and
concepts needed to critically analyse and evaluate arguments in a philosophical manner. The
content is studied under two headings which are:
Understanding the nature of arguments.
Reliable and unreliable arguments.
4. Metaphysics (Higher)
In this Unit candidates study one metaphysical debate from a choice of two. The relevant
metaphysical debates are:
Debate 1: Is there a rational basis for belief in God?
Debate 2: Do we have free will?
Course Assessment
Type of Assessment Knowledge and
Understanding
Analysis and Evaluation
Unit Assessment 60% of the marks available 40% of the marks available
Course Assessment 50% of the marks available 50% of the marks available
General Comments
Philosophy focuses on the dual objectives of providing citizens with practical skills and
knowledge related to employment, and broader intellectual and social skills which enable them to
participate fully in society and lead rich, fulfilling lives. It is also recognised that these broader
skills are increasingly important as societies become more complex and ideologically diverse.
Scottish society today has been influenced by a wide variety of cultures and traditions, and it is
therefore important that all its citizens are able to develop and express their own values and
perspectives in a reasoned way.
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Curricular Area: Humanities
Subject: Religious Moral and Philosophical Studies National 4
Recommended previous
Experience: Prior learning and experience, relevant experiences and outcomes
will provide an appropriate basis for doing this course.
Aims of the Course
The main aims of the Course are to enable learners to develop:
Knowledge and understanding of the main beliefs and values of one world religion
Basic factual knowledge and understanding of religious and philosophical responses to
moral questions
Basic factual knowledge and understanding of religious and philosophical responses to
contemporary religious debates
The ability to reflect on, and investigate, religious, moral and philosophical questions
A range of skills including investigation, analysis, straightforward evaluation, and the
ability to express beliefs and views in a reasoned manner .
Course Content
Unit: Morality and Belief
Looking at and understanding moral questions:
Is abortion right in society?
Should doctors have a view on abortion?
Is the decision for abortion the same for everyone?
What are the religious and non-religious views?
Discussion and debate will be used to form our own views
and discuss the rights and wrongs of religious and non-
religious views.
Unit: Religious and Philosophical Questions
How did the world begin?
Does life have any meaning?
Can religion have a place in society?
What are the view of Richard Dawkins?
Understand the views and impact of science.
We will look at both the religious and non-religious views of the
world. In this unit we will look at how the world began and if
science or religion has the correct ideas. Discussions and
debates will be held on whether or not people have any purpose
or meaning in their own lives.
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Unit: World Religion
What is the importance to the world of religion?
What are the major world religions?
Why is Christianity so important to so many people?
What impact does this have on those who do not follow a religion?
What informs religious worship in modern society?
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Curricular Area: Humanities
Subject: Religious Moral and Philosophical Studies National 5
Recommended previous
Experience: Prior learning and experience, relevant experiences and outcomes
will provide an appropriate basis for doing this Course.
Aims of the Course
The Course aims to allow candidates to:
The main aims of the Course are to enable learners to develop:
♦Knowledge and understanding of the main beliefs and values of one world religion
♦Basic factual knowledge and understanding of religious and philosophical responses to moral
questions
♦Basic factual knowledge and understanding of religious and philosophical responses to
contemporary religious debates
♦The ability to reflect on, and investigate, religious, moral and philosophical questions
♦A range of skills including investigation, analysis, straightforward evaluation, and the ability to
express beliefs and views in a reasoned manner .
Course Content
Morality and Belief Unit:
Looking at and understanding moral questions:
Is abortion right in society?
Should doctors have a view on abortion?
Is the decision for abortion the same for everyone?
What are the religious and non-religious views?
Discussion and debate will be used to form our own views
and discuss the rights and wrongs of religious and non-religious views.
Unit: Religious and Philosophical Questions
How did the world begin?
Does life have any meaning?
Can religion have a place in society?
What are the view of Richard Dawkins?
Understand the views and impact of science.
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We will look at both the religious and non-religious views of the world. In this unit we will look at
how the world began and if science or religion has the correct ideas. Discussions and debates
will be held on whether or not people have any purpose or meaning in their own lives.
Unit: World Religion
What is the importance to the world of religion?
What are the major world religions?
Why is Christianity so important to so many people?
What impact does this have on those who do not follow a religion?
What informs religious worship in modern society?
Mandatory Unit Coverage:
Judaism
Beliefs:
Nature of God
Nature of human beings
A Chosen People — the Covenant
The Messiah
Judgement
Practices:
Living according to the Torah
Shabbat
Yom Kippur
Worship
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Curricular Area: Humanities
Subject: Religious, Moral and Philosophical Studies Higher
Recommended previous
Experience: Standard Grade RMPS at Grade 1 or 2.
Intermediate 2 RMPS, or
Intermediate 2 Social Subject at an ‗A‘ Pass
Studying Higher English would be of benefit.
Aims of the Course
To allow candidates to:
develop a philosophical approach to the study of beliefs, values and issues which are
important in the world today
develop analytical skills in relation to sacred writings, beliefs and values of world religions
formulate reasoned and structured responses to religious, moral and philosophical issues
Course Content
Christianity : Belief and Science
World Religion : Buddhism
Morality in the Modern World : Gender Issues/War and Peace/Medical Ethics/Crime and
Punishment.
Course Assessment
Internal
Written answers to structured questions – 3 hours in total
External
2 papers, 15 minute break in between
Paper 1 – 1hr 50 minutes, Paper 2 – 55 minutes
General Comments
Candidates who gain the Course award will develop the skills of analysis and evaluation which are
of relevance in a wide variety of subject areas. Candidates will also be in an ideal position to
develop as mature members of society who can contribute from a position of understanding,
tolerance and respect for others.
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Curricular Area: Humanities
Subject: Religious, Moral and Philosophical Studies Advanced Higher
Recommended previous
Experience: A Pass in Higher RMPS, preferably on A or B
Aims of the Course
To allow candidates to:
extend and develop their knowledge and understanding of aspects of religion, morality
and philosophy.
Respond to certain religious, moral and philosophical questions through a process of
enquiry, debate, analysis and evaluation, particularly in relation to the weighing up of
detailed evidence, developing complex arguments and presenting balanced and coherent
conclusions.
Complete a dissertation on an issue which will enable them to demonstrate planning,
organising and investigating skills, particularly in the use of primary and secondary
sources, and evaluate the aims and objectives of their investigation.
Continue to reflect upon their own life experiences, and develop their personal beliefs
and values.
Course Content
Two mandatory units
One optional unit
Unit 1 Philosophy of Religion: Topics Studied
The Cosmological Argument for the existence of God.
The Design Argument for the existence of God.
Presumptions of Atheism.
Understanding Atheism.
Unit 2 Personal Research – independent
Research on an issue chosen from the content of the Advanced Higher course. They will develop
the investigative skills of organising, analysis, evaluation and presenting.
Unit 3 (Optional) Religious Experience
The main features of religious experience today.
Mystical experiences
Personal experiences
Secular perspectives on religious experience eg psychological (Freud), and sociological
(Bryan Wilson).
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Course Assessment
Internal
Unit assessment on Philosophy of Religion and Religious Experience.
External
Exam paper – questions based on the Philosophy of Religion and the optional unit (60 marks)
Dissertation based on the Personal Research Unit (40 marks).
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Curricular Area: Humanities
Subject: Sociology Higher
Recommended previous
Experience: Grade 1 or 2 at Standard Grade Geography, History, Modern
Studies or RMPS
An A or B at Intermediate 2 English or a ½ in Reading and Writing
for Standard Grade English
Aims of the Course
use key sociological concepts and theories to understand human social behaviour
develop awareness of cultural and social diversity
use key sociological concepts and theories to understand cultural and social diversity
understand the extent to which social stratification can lead to social inequality
understand that sociology is based upon evidence that is collected in a disciplined way
understand and analyse sociological ideas and evidence
demonstrate evaluative skills
understand the interdependence of individuals, groups, institutions and societies
take part in debate regarding the nature of sociology
develop communication and other core transferable skills
Course Content
Studying Human Society: The Sociological Approach:
All sociology rests upon concepts, theories and methods, which characterise its distinctive
approach in explaining human social behaviour. The Unit introduces a variety of sociological
theories and their particular explanations of human social behaviour. It includes an analysis of
structural and action theories. It also establishes the link between those theories and the
appropriate research methods and strategies that may be adopted to provide evidence for
sociologists. In this way, it distinguishes sociological knowledge from common sense or personal
opinion and establishes the nature of sociological problems.
Understanding Human Society 1:
This Unit focuses on the sociological understanding of two substantive areas of human social
behaviour. These two areas are the sociology of class stratification and the sociology of
education. Whilst the Unit focuses on the UK, wherever possible cross-cultural or comparative
studies may be used for purposes of comparison. We will study topic 1: Sociology of class
stratification and topic 2: Sociology of education.
Understanding Human Society 2:
The Unit is divided into four topic areas and candidates must study two of these topics. Whilst
the Unit focuses on the UK, wherever possible cross-cultural or comparative studies may be used
for purposes of comparison. We will study topic 2, Sociology of welfare and poverty and topic 3,
the Sociology of crime and deviance.
Course assessment structure
The Course assessment at Higher consists of a question paper which is made up of three
sections and lasts 2 hours and 40 minutes.
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General Comments
To support your work in Higher Sociology you should be prepared to:
contribute your views to the teacher and other students
read newspapers and periodicals to raise awareness of current social issues and
sociological theories
watch news/current affairs programmes on TV
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Curricular Area: Languages
Subject: English National 3
Aims of the Course To provide learners with the opportunity to develop Listening,
Talking, Reading and Writing skills in familiar contexts.
Course Content
2 Units:
Unit 1: Producing Language
Learners who complete this Unit will be able to:
1 Produce simple written texts
2 Take part in simple spoken interactions
Unit 2: Understanding Language
Learners who complete this Unit will be able to:
1 Understand, analyse and evaluate simple written texts
2 Understand, analyse and evaluate simple spoken language
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Curricular Area: Languages
Subject: English National 4
Aims of the Course To develop learners‘ confidence and skills in Reading, Writing,
Talking and Listening.
Course Content
4 Units:
Analysis and Evaluation
Learners will study literature, language and the mass media, and complete a personal reading
programme. Two outcomes:
1. Analyse a piece of written text
2. Analyse a piece of spoken text
In addition, learners will be taught how to plan and write literature essays but not formally
assessed in this skill.
Creation and Production
Learners will produce Writing pieces in various genres and perform a talk. Two outcomes:
1. One piece of writing, any genre
2. One extended talk, with questions from the audience.
Literacy
No specific outcomes, but learners must meet the standards of Literacy required to pass Units
1, 2 and 4.
Added Value
A research project, where learners have to demonstrate the application of skills taught in the
other Units. Learners have to choose a task, carry out research and present their findings
either in writing (700-800 words) or by doing a presentation (at least 5 minutes, not including
questions).
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Curricular Area: Languages
Subject: English National 5
Aims of the Course To develop learners‘ confidence and skills in Reading, Writing,
Talking and Listening and to be able to apply these skills in
unfamiliar contexts.
Course Content
2 Units:
Analysis and Evaluation
Learners will study literature, language and the mass media, and will complete a personal reading
programme. Two outcomes:
1. Analyse a piece of written text
2. Analyse a piece of spoken text
In addition, learners will be taught how to plan and write literature essays in preparation for the
final exam.
Creation and Production
Learners will produce Writing pieces in various genres and take part in a spoken interaction. Two
outcomes:
1. One piece of writing, any genre
2. One spoken interaction
Course Assessment
Candidates have to pass the Outcomes in each Unit before progressing to the external exam.
Exam
Question Paper (2 hours 30 minutes):
Section 1
Close Reading
Section 2
Critical Reading: one literature essay and one Scottish set text extract with questions.
Folio (submitted to the SQA before the final examination):
Two pieces of extended Writing from different genres.
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Curricular Area: Languages
Subject: English Higher
Recommended previous
Experience: Grade 1 or 2 in Standard Grade English in Reading and Writing,
or a grade A/B pass at Intermediate 2.
NB Students with a C pass at Intermediate 2 in S5 will not
normally be accepted onto the Higher course.
All English courses follow the same framework and cover similar key skill areas. However,
individual courses are differentiated in terms of the level of difficulty presented by the
literature texts and the level to which pupils are expected to perform.
Aims of the Course
To extend the student‘s competence in language.
To offer more advanced study of literature.
To develop more sophisticated language handling skills.
To develop the student‘s ability to express opinions and ideas in a structured and critical
way.
Course Content
Students will be given the opportunity to show their competence in 3 areas of study:
Unit 1 - Language study (which includes essay writing and close reading skills).
Unit 2 - Literary Study (which includes responses to literature and Textual Analysis of
Literature).
Unit 3 – Writing Folio: Students plan, write and redraft two pieces of imaginative, personal
or discursive writing which are submitted to the SQA for assessment.
Course Assessment
Assessment is both internal and external. In order to be awarded Higher English, students have
to achieve a pass in each of the three units as well as a pass in the external assessment.
External Exam - this is made up of two papers.
Paper 1 Close Reading
Paper 2 Critical Essay
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Curricular Area: Languages
Subject: English Advanced Higher
Recommended previous
Experience: Pass in Higher English
Aims of the Course
To explore a wide range of literature.
To offer students an opportunity to explore ideas and feelings related to texts and topics.
To encourage greater personal autonomy in study.
Course Content
Students of Advanced Higher English will be given the opportunity to show their competence in
the following areas of study:
Unit 1 An extended specialist study on two or three texts of the student's choice
Unit 2 Literary study of at least 2 different genre
Unit 3 Creative Writing or Textual Analysis
Course Assessment
Assessment is both internal and external. In order to be awarded Advanced Higher English,
students must be awarded a pass in each of the 3 units as well as a pass in the external exam.
External Exam
Paper 1: Critical Essay on literature
General Comments
While some of the elements of the course (dissertation and literature) are compulsory, there is
wide choice available to explore personal interests and build on individual strengths.
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Curricular Area: Modern Languages
Subject: French National 4/5
Aims of the Course
The main purpose of the course is to develop the necessary skills in order to understand and use
French in everyday situations. The ability to speak a foreign language can increase employment
opportunities across Europe and beyond.
A foreign language is often an entrance requirement for university courses.
Course Content
Language is learned through the themes of Society, Learning, Employability and Culture.
Students will learn their language through a wide range of media (text, songs, film clips, MP3
files and other contemporary materials). The course enables learners to enhance their
enjoyment of other cultures, improves communication skills and encourages creativity.
Course Assessment
Assessments are balanced across the four skills (Listening/Reading/Writing/Talking), allowing
students to maximise their strengths and building on the knowledge gained in previous years.
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Curricular Area: Modern Languages
Subject: French Higher
Recommended previous
Experience: Credit passes in all four elements at Standard Grade or
Intermediate 2 pass at A or B.
Aims of the Course
Higher French aims to develop and deepen the skills already acquired in S1-S4. A sound
knowledge of grammar is established and translation skills are developed. Students work
towards fluency in spoken French and learn how to manipulate the language for a variety of
purposes. Students are also introduced to the language of the work place.
Students interested in working or teaching abroad (e.g. TEFL) would benefit from studying a
foreign language at Higher level.
A foreign language is an asset in many lines of work such as travel, tourism, business, education,
engineering, industry and journalism. Colleges and universities often combine the study of a
foreign language with another subject and incorporate a year abroad as part of the course to
broaden student experience.
Course Content
The Higher French course comprises of two units:
Language – covering a variety of themes such as Lifestyles, Education and Work and the Wider
World.
Language in Work – developing their knowledge of the language of the world of work.
Course Assessment
NABs as an integral par of the course
Speaking assessment in March
SQA external course assessments in May.
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Curricular Area: Modern Languages
Subject: French Advanced Higher
Recommended previous
Experience: Pass at Higher French
Aims of the Course
The aim of the Advanced High French course is to enable students to use the language
independently in increasingly competent, flexible and confident ways.
Advanced High French will allow students with a flair and enthusiasm for language to explore
further their interest. This course is also an excellent stepping stone for those wishing to study
at university.
From Advanced Higher, students will be in a position to pursue further foreign language study or
to use the foreign language in a variety of ways, which might include:
Study abroad in a range of subjects as part of a British degree
Use of the skills acquired to learn additional foreign languages
Interaction with speakers of the language in a work context or foreign travel
Access to literature and media in the foreign language for personal enjoyment
Teaching their mother tongue at home or abroad (e.g. TEFL)
Course Content
The Advanced Higher French course comprises of two units:
Language – topics include: The Environment; Immigration; Media; European Issues; Education.
Extended Reading/Viewing – (i) students have the opportunity to study a French novel and watch
the story unfold on film (ii) students choose a Background Topic to research independently
Course Assessment
Internal Assessments External Assessments
NABs as an integral part of the language
unit
One essay in French on the novel
Speaking assessment in
February/March
Folio in English (one essay based on
the novel and one essay on a
Background topic of student‘s choice)
SQA external course assessments in
May
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Curricular Area: Modern Languages
Subject: German National 4/5
Aims of the Course
The main purpose of the course is to develop the necessary skills in order to understand and use
German in everyday situations. The ability to speak a foreign language can increase employment
opportunities across Europe and beyond.
A foreign language is often an entrance requirement for university courses.
Course Content
Language is learned through the themes of Society, Learning, Employability and Culture.
Students will learn their language through a wide range of media (text, songs, film clips, MP3
files and other contemporary materials). The course enables learners to enhance their
enjoyment of other cultures, improves communication skills and encourages creativity.
Course Assessment
Assessments are balanced across the four skills (Listening/Reading/Writing/Talking), allowing
students to maximise their strengths and building on the knowledge gained in previous years.
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Curricular Area: Modern Languages
Subject: Spanish National 4
Recommended previous
Experience: No previous knowledge/qualifications required
Aims of Course
Spanish can be taken as a qualification in itself or can be a stepping stone towards further
language qualifications
A foreign language is an asset in many lines of work such as travel, tourism, hospitality and
business. Colleges and Universities often combine the study of a foreign language with another
subject and incorporate a year abroad as part of the course to broaden student experience.
Course Content
The National 4 Spanish course comprises of three units:
Language/Language in Work/Transactional Language
Course Assessment
Internal assessment as an integral part of the course
Speaking assessment in March
SQA external course assessments in May
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Curricular Area: Numeracy
Subject: Lifeskills Mathematics National 3/4
Aims of the Course
The purpose of the Lifeskills Mathematics Course is to motivate and challenge learners by
enabling them to think through real-life situations involving mathematics and to form a plan of
action based on logic.
The Course develops confidence in being able to handle mathematical processes and information
in a range of real-life contexts. The Course also enables learners to make informed decisions
based on data presented in a variety of forms.
The mathematical skills within this Course are underpinned by numeracy and are designed to
develop learners‘ skills in mathematical reasoning relevant to learning, life and work.
The difference between the Lifeskills 3 and the Lifeskills 4 course is in the level of complexity
of the tasks given.
Course Content
The course consists of three units:
o Managing finance and statistics
o Geometry and measures
o Numeracy
Course Assessment
Each unit above will be assessed at the end of the unit with a unit assessment (NAB). In
addition, there will be a final ―value added‖ assessment at the end of the course for National 4
level only.
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Curricular Area Numeracy
Subject: Mathematics National 4
Aims of the Course
The aims of this course are to further develop the skills in number, patterns, relationships and
measure studied in S1 - 3 which will allow a student to develop mathematical and problem solving
skills which will be relevant to learning, life and work.
Course Content
The course consists of three units:
Mathematics: expressions and formulae
Mathematics: relationships
Numeracy skills and application
Course Assessment
Each unit above will be assessed at the end of the unit with a unit assessment (NAB). In
addition, there will be a final course assessment at the end of the course (This is called the
―value added unit‖)
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Curricular Area: Numeracy
Subject: Mathematics National 5
Aims of the Course
This Course is designed to develop the learner‘s skills in using mathematical language, to explore
mathematical ideas, and to develop skills relevant to learning, life and work in an engaging and
enjoyable way. It will build on prior learning and develop:
operational skills in algebra, geometry, trigonometry and statistics
reasoning skills of investigation, problem solving, analysis and application
some numeracy skills in number processes and information handling
Course Content
The course consists of three units:
o Mathematics: Expressions and Formulae
o Mathematics: Relationships
o Mathematics: Applications
Course Assessment
Each unit above will be assessed at the end of the unit with a unit assessment (NAB). In
addition, there will be a final external SQA course assessment (graded A to D) at the end of the
course.
Additional information:
This course carries a commitment to regular practice of skills and applications at home
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Curricular Area: Numeracy
Subject: Mathematics Higher
Recommended previous
Experience: Standard Grade Mathematics at Grade 1 or 2 or Intermediate 2
at level A or B
Aims of Course
Higher Mathematics has the particular objective of meeting the needs of students at a stage of
their education where career aspirations are particularly important. The course has obvious
relevance for students with interests in fields such as commerce, engineering, sciences and
technologies where the mathematics learned will be put to direct use. For other students, the
course can be an important component of an entry requirement to a Higher Education institution.
All students taking the Higher Mathematics course, whatever their career aspirations should
acquire an enhanced awareness of the importance of mathematics to technology and society in
general.
Course Content
Compulsory Units
Mathematics 1 (Higher) and Mathematics 2 (Higher)
Properties of the straight line Polynomials and quadratic theory
Functions and graphs Basic Integration
Basic differentiation Trigonometric equations
Recurrence relations Equation of the circle
Optional Units
Mathematics 3 (Higher) or Statistics (Higher) (Subject to availability)
Vectors in 3 dimensions Exploratory Data Analysis
Further calculus Discrete probability distributions
Logarithms and exponential Continuous probability distributions
Trigonometric relationships Two variable statistics
Course Assessment
Each unit will be internally assessed upon completion. In the final examination, students will
either sit a paper assessing Mathematics 1 (Higher), 2 (Higher) and 3 (Higher) or one assessing
Mathematics 1 (Higher), 2 (Higher) and Statistics (Higher).
General Comments
The Higher Mathematics course, which contains Mathematics 1 (Higher), 2 (Higher) and 3
(Higher) is designed to meet the needs of students who wish to progress to Advanced Higher
Mathematics either in S6 or in Further Education.
The Higher Mathematics course, which contains Mathematics 1 (Higher), 2 (Higher) and
Statistics (Higher) form the basis of a course designed to meet the needs of students whose
interests lies in areas of work and study where statistical concepts and techniques are
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important. Students who are currently in S5 should seek advice from their teacher as to the
most appropriate course of action should they wish to study mathematics in S6.
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Curricular Area: Numeracy
Subject: Mathematics Advanced Higher
Recommended previous
Experience: Pass in Higher Mathematics, preferably grades A or B
Aims of the Course
This course will enhance and broaden the mathematical knowledge already gained in Higher
Mathematics. The course offers breadth and depth of mathematical experience, providing the
student with a heightened awareness of the power of mathematics and its important applications
in society.
Course Content
Advanced Higher Mathematics consists of two compulsory units Mathematics 1 (AH) and
Mathematics 2 (AH) which extend previous knowledge of algebra and calculus, and introduce
matrices, complex numbers and number theory.
There are also four optional units from which one must be chosen. These are Mathematics 3
(AH) which extends knowledge gained in the first two units, providing a deeper treatment of
pure mathematics; Statistics 1 (AH), Numerical Analysis (AH) and Mechanics (AH) which
examine these areas of applied Mathematics. A student considering a mathematical
degree/career should consider the Advanced Higher Applied course for which another three
units are to be completed. These options can be discussed with your Maths teachers.
Course Assessment
Each unit is assessed and accredited internally. The opportunity to sit a prelim will be provided
in February. The external exam is of three hours duration consisting of short questions and
extended response questions.
General Comments
This course is essential for any student considering a degree course with a mathematical base
such as engineering or science subjects, as well as Mathematics itself. In addition, the course
achieves relevance to the areas of computer science, biological and social sciences, medicine,
business and management.
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Curricular Area: Science
Subject: Biology National 4
Aims of the Course
This course is for those pupils who have been successful with ‗Core‘ work in Science, but have
not yet mastered the ‗Challenge‘ areas of Biology. This course builds a foundation towards
studying National 5 Biology and other Sciences in future years. Course Content
The three units of the course are:
Cell Biology – cell division and its role in growth and repair; DNA, genes and chromosomes;
therapeutic use of cells; properties of enzymes and use in industries; properties of
microorganisms and use in industries; photosynthesis — limiting factors; factors affecting
respiration; and controversial biological procedures.
Multicellular organisms – sexual and asexual reproduction and their importance for survival of
species; propagating and growing plants; commercial use of plants; genetic information; growth
and development of different organisms; and biological actions in response to internal and
external changes to maintain stable body conditions.
Life on earth - animal and plant species‘ dependency on each other; impact of population growth
and natural hazards on biodiversity; nitrogen cycle; fertiliser design and environmental impact
of fertilisers; and adaptations for survival and learned behaviour in response to stimuli linked to
species survival.
Each unit will allow students to research topical science issues, apply scientific skills and
communicate information related to their findings, which will develop skills of scientific literacy.
Course Assessment
Each unit is assessed internally by means of a written test, a scientific report of a piece of
experimental work that has been carried out and an investigative report on a topical area of
science covered. There is also an added value unit assessment that is an extended investigative
report on a topical area of science covered that may cover more than one unit of work.
The course has no final exam and is internally assessed with verification from the SQA. Home
study is an essential part of the course and will include pieces of reading, research, written
exercises and revision
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Curricular Area: Science
Subject: Biology National 5
Aims of the Course
This course is for those pupils who want to study Biology beyond National 4 level. This course
builds a foundation towards studying Higher Biology and other Sciences in future years.
Course Content
The three units of the course are:
Cell Biology – cell structure; transport across cell membranes; producing new cells; DNA and the
production of proteins; proteins and enzymes; genetic engineering; photosynthesis and
respiration.
Multicellular organisms – cells, tissues and organs; stem cells and meristems; control and
communication; reproduction; variation and inheritance; the need for transport; and effects of
lifestyle choices on animal transport and exchange systems.
Life on earth - biodiversity and the distribution of life; energy in ecosystems; sampling
techniques and measurement of abiotic and biotic factors; adaptation, natural selection and the
evolution of species; and human impact on the environment.
Each unit will allow students to research topical science issues, apply scientific skills and
communicate information related to their findings, which will develop skills of scientific literacy.
Course Assessment
Each unit is assessed internally by means of a written test, a scientific report of a piece of
experimental work that has been carried out and an investigative report on a topical area of
science covered. The unit assessments are a requirement of the course. There is also a final
external exam at the end of the course set by the SQA. The external exam will determine the
grade achieved. Home study is an essential part of the course and will include pieces of reading,
research, written exercises and revision.
General Comments
This course requires a significant level of Literacy and Numeracy skills.
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Curricular Area: Science
Subject: Biology Higher / Human Biology Higher
Recommended Previous
Experience: Standard Grade Biology with Knowledge and
Understanding and Problem Solving at Grade 1 or 2
or Successful completion of year 1 of the two year higher
course or a pass at Intermediate 2 Biology at A or B
Aims of the Course
The course aims to stimulate interest in Biology. It provides the opportunity for students to
acquire knowledge and understanding of biological concepts, facts, ideas and techniques. It
should also give students an understanding of the applications of Biology in society, industry and
caring professions.
Course Content
The course has three 40-hour units:
Higher Biology Higher Human Biology
Genetics and Adaptation Cell Function and Inheritance
Cell Biology The Continuation of Life
Control and Regulation Behaviour, Populations and the Environment
Course Assessment
To gain a Biology Higher students must pass the internal assessments and the external
assessments.
Internal assessment:
Each unit has one assessment which must be passed in order to be credited with the unit.
end of unit assessment
In addition students must successfully complete one experimental report
External Assessment (SQA)
One examination paper of 2 hours 30 minutes duration.
General Comments
Biology Higher can lead to university or further education courses in a number of different
subjects eg Biology; Microbiology; Environmental Studies; Marine Biology; Agriculture; Brewing.
It can also open the door to a number of careers such as Medicine, Nursing, Pharmacy,
Environmental Management, Dentistry, Forensic Science etc.
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Curricular Area: Science
Subject: Biology Advanced Higher
Recommended previous
Experience: A/B at Biology Higher /Human Biology Higher
Aims of the Course
This course will lead to a deeper understanding of Biology. It explores the social, cultural and
economic relevance of the subject. There is ample scope for practical study and individual
investigation. Students will develop study skills which will serve them well if they proceed to
University.
Course Content
Cell and Molecular Biology (1 Unit) - Basic ultra structure of cells of all types and the
interaction of molecules within them. Advances in DNA technology eg forensic uses, gene
therapy and transgenic plants and animals.
Environmental Biology (1 Unit) - Study of ecosystems together with the influences of the
human species on the environment.
Physiology, Health and Exercise (0.5 unit) Individual investigation (0.5 unit)
Course Assessment
Internal assessment Three end of unit assessments
One report on an experiment
External assessment (SQA) One examination paper of 2 hours 30 minutes duration (80%)
One investigation report (20%)
General Comments
Advanced Higher Biology can lead to university or further education courses in a number of
different subjects eg Biology; Microbiology; Environmental Studies; Marine Biology; Agriculture;
Brewing. It can also open the door to a number of careers such as Medicine, Nursing, Pharmacy,
Environmental Management, Dentistry and Forensic Science etc.
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Curricular Area: Science
Subject: Chemistry National 4
Aims of the Course
This course is for those pupils who have been successful with ‗Core‘ work in Science, but have
not yet mastered the ‗Challenge‘ areas of Chemistry. This course builds a foundation towards
studying National 5 Chemistry and other Sciences in future years.
Course Content:
The three units of the course are:
Chemical changes and structure – rates of reaction, atomic structure, energy changes of
chemical reactions, and acids and bases.
Nature‘s chemistry – fuels, hydrocarbons, everyday consumer products and plants for products.
Chemistry in society - metals and alloys, materials, fertilisers, nuclear chemistry and chemical
analysis.
Course Assessment
Each unit is assessed internally by means of a written test, a scientific report of a piece of
experimental work that has been carried out and an investigative report on a topical area of
science covered. There is also an added value unit assessment that is an extended investigative
report on a topical area of science covered that may cover more than one unit of work. The
course has no final exam and is internally assessed with verification from the SQA.
Home study is an essential part of the course and will include pieces of reading, research,
written exercises and revision.
General Comments:
Due to the use of numeracy skills in this course, a recommendation for National 4 Maths (or
above) is desirable.
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Curricular Area: Science
Subject Chemistry National 5
Aims of the Course:
This course is for those pupils who want to study Chemistry beyond
National 4 level. This course builds a foundation towards studying Higher
Chemistry and other Sciences in future years.
Course Content:
The three units of the course are:
Chemical changes and structure – rates of reaction, atomic structure and bonding, reaction
quantities and acids and bases.
Nature‘s chemistry – homologous series, everyday consumer products and energy of fuels.
Chemistry in society - metals, properties of plastics, fertilisers, nuclear chemistry and chemical
analysis.
Each unit will allow students to research topical science issues, apply scientific skills and
communicate information related to their findings, which will develop skills of scientific literacy.
Course Assessment:
Each unit is assessed internally by means of a written test, a scientific report of a piece of
experimental work that has been carried out and an investigative report on a topical area of
science covered. The unit assessments are a requirement of the course. There is also a final
external exam at the end of the course set by the SQA. The external exam will determine the
grade achieved.
Home study is an essential part of the course and will include pieces of reading, research,
written exercises and revision.
General Comments:
This course requires a significant level of Literacy and Numeracy skills.
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Curricular Area: Science
Subject: Chemistry Higher
Recommended previous
Experience Grade 1 or 2 in Standard Grade
Chemistry
Or A/B at Intermediate 2 Chemistry.
Standard Grade Maths, Grades 1 – 2
or A/B/C at Intermediate 2 Maths
Aims of the Course
The course is an extension to Standard Grade Chemistry and will show how the quality of
everyday life is influenced by chemical processes. The course aims to give pupils a grounding in
the knowledge and theory needed for tertiary education or industry.
The course aims to improve thinking processes by analysing trends and patterns, develop the
scientific method of working, improve numeracy and presentation of information and continue to
develop practical skills such as experimentation, observation, measurement and recording.
Course Content
The course consists of three units: Chemistry Matters, The World of Carbon and Chemical
Reactions. Many of these units rely on a good level of knowledge from earlier study.
The topics are taught by a mixture of teacher-centred and pupil centred learning, and involve
practical work. This practical work includes Prescribed Practical Activities (3 per unit) one of
which from each unit is used for assessment purposes.
Course Assessment
Assessment is a mixture of internal and external assessment, covering 3 learning outcomes.
These are Outcome 1 - Knowledge and Understanding; Outcome 2 - Problem Solving; and
Outcome 3 - Collecting and Analysing Information from experiments. Outcomes 1 and 2 are
assessed in each unit in school by an end of unit test and a prelim exam in term 2. Outcome 3 is
assessed for each unit through Prescribed Practical Activities. The external assessment is by a
single examination paper of 2 1/2 hours including multiple choice/grid questions and extended
answer questions.
General Comments
Homework is an essential part of the course and is given regularly. Regular study is needed for
end of topic tests. To gain the award of the course, the pupil must achieve all the component
units of the course and the external assessment.
The course is designed to be covered in 120 hours of study and this means that rapid progress
through the topics will be needed. Hard work and regular attendance is needed throughout the
course.
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Curricular Area: Science
Subject: Chemistry Advanced Higher
Recommended previous
Experience: Higher Grade Chemistry at A or B grades
Higher Maths
Aims of the Course
The course aims to further develop knowledge and understanding of physical and natural
environments, to develop important practical skills and to improve the skill of independent study,
essential in a wide range of occupations and education experiences.
Course Content
The theory of the course consists of three units of work: Electronic structure and the Periodic
Table (0.5 Credits); Principles of Chemistry Reactions (1 Credit); Organic Chemistry (1 Credit).
These three topics develop knowledge from previous levels of study and will provide information
of modern developments in Chemistry. Within these topics there are 12 compulsory experiments
known as Prescribed Practical Activities (PPAs). A practical investigation lasting 20 hours and
worth 0.5 Credits makes up the unit 4 of the course.
Course Assessment
Assessment is a mixture of internal and external assessment, similar to the pattern of Higher
Chemistry. Outcome 1 (Knowledge and Understanding) and outcome 2 (Problem Solving) are
assessed at the end of each theoretical unit by a NAB. Three PPAs (one from each unit) and the
chemical investigation need to be written for assessment purposes. There may be a prelim
examination. The final examination will assess outcomes 1 and 2 and will include knowledge of
the PPAs
General Comments
Hard work, regular attendance, commitment and motivation are essential for this course. The
ability to work independently is important and this skill should improve as confidence and
laboratory skills improve.
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Curricular Area: Science
Subject: Physics National 4
Aims of the Course
This course is for those pupils who have been successful with ‗Core‘ work in Science, but have
not yet mastered the ‗Challenge‘ areas of Physics. This course builds a foundation towards
studying National 5 Physics and other Sciences in future years. Course Content: The three units of the course are:
Electricity and energy – generation of electricity, electrical power, electromagnetism, practical
electrical and electronic circuits, gas laws and the kinetic model.
Waves and radiation - wave characteristics, sound, electromagnetic spectrum and nuclear
radiation.
Dynamics and space - speed and acceleration, relationships between forces, motion and energy,
satellites and cosmology.
Each unit will allow students to research topical science issues, apply scientific skills and
communicate information related to their findings, which will develop skills of scientific literacy.
Course Assessment
Each unit is assessed internally by means of a written test, a scientific report of a piece of
experimental work that has been carried out and an investigative report on a topical area of
science covered. There is also an added value unit assessment that is an extended investigative
report on a topical area of science covered that may cover more than one unit of work.
The course has no final exam and is internally assessed with verification from the SQA.
Home study is an essential part of the course and will include pieces of reading, research,
written exercises and revision.
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Curricular Area: Science
Subject: Physics National 5
Aims of the Course
This course is for those pupils who want to study Physics beyond National 4 level. This course
builds a foundation towards studying Higher Physics and other Sciences in future years.
Course Content: The three units of the course are:
Electricity and energy – energy transfer, heat and the gas laws
Waves and radiation - waves and nuclear radiation.
Dynamics and space - kinematics, forces and space.
Each unit will allow students to research topical science issues, apply scientific skills and
communicate information related to their findings, which will develop skills of scientific literacy.
Course Assessment:
Each unit is assessed internally by means of a written test, a scientific report of a piece of
experimental work that has been carried out and an investigative report on a topical area of
science covered. There is also an added value unit assessment that is an extended investigative
report on a topical area of science covered that may cover more than one unit of work.
The course has no final exam and is internally assessed with verification from the SQA.
Home study is an essential part of the course and will include pieces of reading, research,
written exercises and revision.
General Comments:
This course requires a significant level of Literacy and
Numeracy skills.
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Curricular Area: Science
Subject: Physics Higher
Recommended previous
Experience: Grade 1 or 2 in Standard Grade Physics
or Grade A/B at Intermediate 2 Physics
and
Standard Grade Maths, Grades 1 - 2
or A/B/C at Intermediate 2 Maths
Aim of the Course
The Higher Course follows on from Standard Grade and Intermediate 2 Physics developing the
topics previously introduced. It aims to give a deeper insight into the structure of the subject
and to encourage pupils to engage in experimental work. Higher Physics is a subject which should
be of relevance and interest to any pupil in S5 or 6, whether or not they intend to follow a
career with a scientific basis. The study of Physics requires, and helps to develop, imagination,
common sense, thoughtful observation and degrees of creativity.
Course Content
The 3 units of the course are:
Mechanics and the Properties of Matter
Electricity and Electronics
Radiation and Matter
Course Assessment
Each unit is assessed internally by a written test and there is an assessment of a practical
experiment.
The course is assessed by one 2 1/2 hour examination paper set and marked by SQA.
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Curricular Area: Science
Subject: Physics Advanced Higher
Recommended Previous
Experience: Grade A or B in Higher Physics
and Grade A or B in Higher Mathematics
Aims of the Course
The course aims to provide a challenging experience for those wishing to study Physics at a deep
level and to assist students towards an understanding of the use of mathematical models and
techniques for describing the behaviour of nature. An opportunity for engaging in some
independent research is a part of the course.
Course Content
The four units of the course are:
Mechanics
Electrical Phenomena
Wave Phenomena
Investigation
Course Assessment
Other than the investigation, each unit is assessed internally by a written test and there is an
assessment of a practical experiment.
The investigation is assessed by the maintenance of an experimental "day book", and a written
report.
The course is assessed by a 2 1/2 hour examination set and marked by the SQA.
General Comments
Advanced Higher Physics is a course suitable for those students who wish to study any Science
or Engineering course at University, as well as those students who do not wish to continue study
at University.
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Curricular Area: Technologies
Subject: Accounting National 5
The course consists of 3 units:
Preparing Financial Accounting Information
In this Unit, learners will develop the knowledge and
understanding relating to the preparation of financial accounting information for external use,
and have the ability to apply the accounting concepts and techniques associated with the
preparation of such financial accounting information.
Preparing Management Accounting Information
In this Unit, learners will develop the knowledge and understanding of internal accounting
information and the ability to prepare such information, using a range of basic accounting
techniques. The information produced will be used by management in making decisions about the
future planning and control of the business.
Analysing Accounting Information
In this Unit, learners will develop the skills, knowledge and understanding relating to the
interpretation and analysis of accounting information. The information will be used to assess the
organisation‘s current financial position and performance and assist with decision making and
planning.
Assessments
Both Unit and Course Assessments
There will be 3 unit assessments for:
Preparing Financial Accounting Information
Preparing Management Accounting Information
Analysing Accounting Information
Course Assessment:
Component 1 — question paper 80 marks
Component 2 — assignment 40 marks
Total marks 120 marks
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Curricular Area: Technologies
Subject: Administration and IT National 4
There are 3 units
Administrative Practice
The purpose of this Unit is to give learners a basic introduction to administration in the
workplace. Learners will begin to appreciate key legislation affecting employees, key features of
good customer care and the skills, qualities and attributes required of administrators. The Unit
will also enable them to apply this basic understanding in carrying out a range of
straightforward administrative tasks required for organising and supporting small-scale events.
IT Solutions for Administrator
The purpose of this Unit is to develop learners‘ basic skills in IT and organising and processing
simple information in familiar administration-related contexts. Learners will use the following IT
applications: word processing, spreadsheets and databases, to create and edit simple business
documents. The Unit will allow emerging technologies to be incorporated so as to ensure that its
content remains current and relevant.
Communication in Administration
The purpose of this Unit is to enable learners to use IT for gathering and sharing simple
information with others in familiar administration-related contexts. Learners will develop a
basic understanding of what constitutes a reliable source of information and an ability to use
appropriate methods for gathering information. They will also become able to communicate
simple information in ways which show a basic awareness of its context, audience and purpose.
The Unit will allow emerging technologies to be incorporated so as to ensure that its content
remains current and relevant.
Assessments:
There will be 3 Unit Assessments and a course Assessment:
Unit Assessments:
Administrative Practices
IT Solutions for Administrators
Communication in Administration
Course Assessment:
Added Value Unit. The purpose of this Unit is to draw on the knowledge, understanding and
skills developed in the other 3 units. Learners will undertake practical administration- and IT-
based tasks to organise and support a small-scale event or events.
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Curricular Area: Technologies
Subject: Administration and IT National 5
The course consists of 3 units:
Administrative Practices
The purpose of this Unit is to give learners a broad introduction to
administration in the workplace. Learners will develop an
understanding of key legislation affecting both organisations and employees, the benefits to
organisations of good customer care and the skills, qualities and attributes required of
administrators. The Unit will also enable them to apply this understanding in carrying out a range
of administrative tasks required for organising and supporting events.
IT Solutions for Administrators
The purpose of this Unit is to develop learners‘ skills in IT, problem solving and organising and
managing information in largely familiar administration-related contexts. Learners will select
the following IT applications — word processing, spreadsheets, databases — and will use them to
create and edit business documents. The Unit will allow emerging technologies to be
incorporated so as to ensure that its content remains current and relevant.
Communication in Administration
The purpose of this Unit is to enable learners to use IT for gathering and sharing information
with others in largely familiar administration-related contexts. Learners will develop an
understanding of what constitutes a reliable source of information and an ability to identify and
use the most appropriate methods for gathering information. They will also become able to
communicate information in ways appropriate to its context, audience and purpose. The Unit will
allow emerging technologies to be incorporated so as to ensure that its content remains current
and relevant.
Assessments:
There will be 3 Unit Assessments and a Course Assessment:
Unit Assessments
Administrative Practices
IT Solutions for Administrators
Communication in Administration
Course Assessment
Assignment. The purpose of the assignment is to draw on the knowledge, understanding and
skills developed in the other 3 units. Learners will undertake practical administration- and IT-
based tasks to organise and support an event or events. (100 marks)
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Curricular Area: Technologies
Subject: Administration Higher
Recommended previous
Experience: Administration Intermediate 2 Grade Aor B
Aims of the Course
Administration is a vocational course, designed to help gain employment in an office environment
or progress to further or higher education. Study of this course will give transferable skills
which would help you in any chosen area of study.
Course Content
The course consists of two areas of study:
Administrative Services
Information Technology for Management
This course reflects the rigours of the modern office, including using technology to process and
produce information and perform research. Time management is a key component of this course.
In addition the student is required to have an appreciation of the law as it relates to the
workplace.
Course Assessment
Learning Outcomes pertain to the following areas:
Administrative Services – 5 outcomes
Information Technology for Management – 3 outcomes
In addition there is an external examination
General Comments
Very useful skills for ALL in the age of Information Technology.
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Curricular Area: Technologies
Subject: Business National 4
The course consists of 3 units
Business in Action
In this Unit, learners will carry out activities that will give them an
appreciation of how and why businesses develop and operate in
today‘s society. Learners will develop skills and knowledge and understanding relating to the role
of business and entrepreneurship within society, and of the actions taken by business to meet
customers‘ needs. Learners will discover how businesses are organised by exploring the
functional activities, such as marketing, finance, operations and human resources, and applying
their understanding of these areas to support business planning and decision making.
Influences on Business
In this Unit, learners will carry out activities that will give them an appreciation of the impact
that a range of internal and external influences has on business decision making. Learners will
investigate stakeholders‘ influence on businesses and will acquire skills and knowledge and
understanding relating to the financial, economic, competitive and social environment in which
businesses have to operate. This will provide learners with a growing understanding of how these
influences can affect business survival and success.
Added Value Unit: Business Assignment
In this Unit, learners will draw on and apply the skills, knowledge and understanding they have
gained from across the other Units of the Course. This will be demonstrated by an assignment.
The criteria for the assignment will be sufficiently flexible and open to allow for a degree of
personalisation and choice as to the aspect of business to be investigated and how the findings
may be presented.
Assessments
There will be unit and course assessments:
Unit Assessments:
Business in Action
Influences on Business
Course Assessment:
Added Value Unit
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Curricular Area: Technologies
Subject: Business National 5
The course will consist of 3 units
Understanding Business
In this Unit, learners will be introduced to the business environment. Learners will develop
relevant skills, knowledge and understanding by carrying out learning activities relating to the
role of business organisations and entrepreneurship in society, using real-life contexts. It
introduces learners to the main activities associated with businesses and other organisations.
The Unit will allow learners to explore issues relating to the external environment in which
organisations operate and their effects on organisational activity, decision making and survival.
Management of People and Finance
In this Unit, learners will develop skills, knowledge and understanding relating to the internal
issues facing organisations in the management of people and finance. Learners will carry out
activities that will enable them to grasp theories, concepts and processes relating to human
resource management. This will allow them to demonstrate an understanding of how to manage
people in order to maximise their contribution to an organisation‘s success. Learners will also
follow basic theories, concepts and processes relating to financial aspects of business in
preparing and interpreting financial information in order to solve financial problems facing
businesses.
Management of Marketing and Operations
In this Unit, learners will develop skills, knowledge and understanding relating to the importance
to organisations of having effective marketing and operations systems. The Unit will allow
learners to carry out activities that introduce them to the processes and procedures
organisations use in order to maintain quality and competitiveness. Learners will demonstrate an
understanding of how marketing can be used to communicate effectively with consumers,
maximise customer satisfaction, and enhance competitiveness. Learners will explore and identify
the processes and procedures required to produce goods or services to an appropriate standard
of quality.
Assessments - There will be 3 unit assessments and course assessments
Unit Assessments:
Understanding Business
Managing People and Finance
Management of Marketing and Operations
Course Assessments:
Question Paper – 70 marks
Assignment – 30 marks
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Curricular Area: Technologies
Subject: Business Management Higher
Recommended previous
Experience: Intermediate 2 Business Management at Grade A or B
Crash Higher – English Intermediate 2 Grade A or B
or English Standard Grade 1/2 in Reading and Writing
Business Management is a dynamic and stimulating course designed to provide students with the
skills and techniques needed in the successful management of all types of organisations. The
skills required in, for example, the management of an engineering firm, can be equally applied to
any other business
Course Content
The course is divided into 2 main areas:
Business Enterprise The role of business enterprises in contemporary society. This includes areas such as
stakeholders, types of business, sources and uses of information and IT in a business context.
Business Decision Areas Involves decision-making marketing, human resource management (including employment
legislation), methods of production and IT in a business context.
Course Assessment
Business Enterprise has 4 learning outcomes relevant to areas studied.
Business Decision Areas has 4 learning outcomes relevant to areas studied.
There is, in addition, an external examination comprising of 2 essays and a case study.
General Comments
Pupils considered fit to undertake this subject at this level are likely to be the managers of the
future. Isn't it a good idea, then, to learn these skills at the earliest stage - in school?
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Curricular Area: Technologies
Subject: Business Management Advanced Higher
Recommended previous
Experience: Higher Business Management A or B pass
Course Content
The syllabus is divided into 2 parts:
The Management Context
Trans (multi) national companies, growth, problems and benefits for companies, home and host
countries; European Union – CAP, Single European Market, Social Chapter, the euro; current
business issues such as ethics, environmental issues, government involvement. Management
principles: Role of managers; schools of management thought; methods of increasing motivation;
team formation and effectiveness; leadership theories and factors affecting leadership style.
Changes: Causes; force field analysis; stages; management of change and the effect of
organisational culture on change.
Candidates should be familiar with the writings of Fayol, Mintzberg, Belbin and Elton Mayo, and
with the systems and contingency theory.
Business Investigation
Internal organisation; functional activities; objectives; stakeholders; ways of making decisions
including structured decision-making model; use of forecasts; market research techniques and
project financial statements; sources of information; methods of data collection; time
management and personal qualities needed to facilitate self-employment.
Course Assessment
Unit 1 The Management Context – 3 learning outcomes
Unit 2 Business Investigation – business report externally marked (submitted April)
Deadline dates: the two units will run simultaneously and require to be completed by the
beginning of May.
There will be an internal assessment approximately every four weeks.
General Information
The Business Investigation will require to be completed mainly in students‘ own time and this will
form the bulk of the homework relative to this course.
Due to the large subject content, the Curricular Area expects that a great deal of investigative
work will be done in the student‘s own time for optimal success to be achieved.
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Curricular Area: Technologies
Subject: Computing Science National 4
The course consists of 3 units:
Software Design and Development
The aim of this Unit is for the learner to develop basic knowledge,
understanding and practical problem-solving skills in software
design and development. Learners will develop basic computational thinking and programming
skills through practical tasks using appropriate software development environments across a
range of contemporary contexts. These tasks will involve simple features and straightforward
contexts. They will also develop an understanding of how data and instructions are stored in
binary form and how programming underpins computer applications. Learners will also explore
the impact of contemporary software-based applications on society or the environment.
Information System Design and Development
The aim of this Unit is for the learner to develop basic knowledge, understanding and practical
problem-solving skills in information system design and development. Learners will implement
practical solutions using appropriate development tools to create databases, web-based
information systems, multimedia information systems (and/or hybrids of these). These tasks will
involve simple features and straightforward contexts. Learners will also develop an
understanding of basic computer hardware, software, connectivity and security issues through a
range of practical and investigative tasks.
Computing Science Assignment
This Unit requires the learner to apply skills and knowledge from the other Units to analyse and
solve an appropriate challenging computing science problem.
Assessments
Unit Assessments:
Software Design and Development
Information System Design and Development
Course Assessment
Added Value Unit. The assignment will outline a broad problem specification, with descriptions
of one or two computing problems set within a defined context. There will be a structured task
sheet, describing what the learner is required to do for each stage of the assignment and what
evidence is required.
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Curricular Area: Technologies
Subject: Computing Science National 5
The course consists of 2 units:
Software Design and Development
The aim of this Unit is for the learner to develop knowledge, understanding
and practical problem-solving skills in software design and development
through appropriate software development environments. Learners will
develop their programming and computational thinking skills by implementing
practical solutions and explaining how these programs work. These tasks will involve some
complex features and both familiar and new contexts, which will require some interpretation on
the part of the learner. Learners will also develop an understanding of how data and instructions
are stored in binary form, basic computer architecture and awareness of different
contemporary software development languages/environments.
Information System Design and Development
The aim of this Unit is for the learner to develop knowledge, understanding and practical
problem-solving skills related to information system design and development through a range of
practical and investigative tasks. Learners will apply computational thinking skills to implement
practical solutions using a range of development tools and to develop an understanding of the
technical, legal and environmental issues related to one or more information systems. Tasks will
involve some complex features and familiar and new contexts, which will require some
interpretation on the part of the learner.
Assessments
Unit Assessments:
Software Design and Development
Information System Design and Development
Course Assessment:
The question paper will have two sections and 90 marks (60% of the total mark). Approximately
50% of the marks will be awarded for questions related to Software Design and Development,
and 50% to Information Systems Design and Development.
Time Allowed: 1 hour and 30 minutes.
Section 1 will have 20 marks and will consist of short answer questions assessing breadth of
knowledge from across both Units.
Section 2 will have 70 marks and will consist of approximately 6–8 extended response questions,
each with approximately 8–12 marks. Questions will assess application of understanding rather
than direct recall, include extended descriptions and explanations, and be more integrative,
drawing on understanding of one or more topics across the Units. Questions related to
programming will either use a form of ‗pseudocode‘ or allow candidates to answer in any
appropriate language.
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Course Assignment:
The assignment will have 60 marks (40% of the total mark).
The assignment will assess learners‘ skills in analysing a problem (10 marks), designing a solution
to the problem (10 marks), implementing a solution to the problem (20 marks), testing (10 marks)
and reporting on that solution (10 marks).
The assignment will outline a broad problem specification, with descriptions of one or two
computing problems set within the context. There will be a structured task sheet, describing
what the learner is required to do for each stage of the assignment and what evidence is
required.
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Curricular Area: Technologies
Subject: Computing Studies Higher
Recommended previous
Experience: Grade 1 or 2 in Standard Grade Computing
or Intermediate 2 Computing
Aims of the Course
The aims of the course are to
provide candidates with knowledge and understanding of underlying fundamental computing
concepts, with regard to the operation and organisation of computer systems as a basis of
the assimilation of future developments.
develop in candidates an appreciation of the applicability and potential of computer
systems
develop in candidates skills of analysis, synthesis, evaluation, communication and problem-
solving within a computing context.
develop practical abilities in the use of computing technology.
provide intellectual stimulus and challenge, develop academic rigour and foster an
enjoyment of the subject.
cater for the career demands and personal development requirements across the range of
candidate aspirations.
Course Content
The following units will be offered Mandatory Units
Computer Systems
Software Development
One optional unit from:
Artificial Intelligence
Computer Networking
Multimedia Technology
Course Assessment
The units are internally assessed and externally moderated. The course is assessed from 30%
course work and 70% from the final written external examination.
General Comments
It is intended to provide progression from Intermediate 2 Computing Studies and may lead to an
Advanced Higher in Computing Studies.
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Curricular Area: Technologies
Subject: Computing Advanced Higher
Recommended previous
Experience: Higher Computing with an A or B pass.
Course Content
The following units will be offered Mandatory units
Developing a software solution.
Software Development Process.
One optional unit from
Artificial intelligence
Computer Architecture
Computer Networking
Course Assessment
2 components.
Internal project – 80 marks
External exam – 120 marks
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Curricular Area: Technologies
Subject: Economics National 5
The course consists of 3 units:
Economics of the Market
In this Unit, learners will carry out learning activities that will
allow them to explore how the basic economic problem of unlimited wants in relation to limited
resources affects the daily choices made by us all. Learners will explore personal economic
decisions and how supply and demand can drive resource allocation in a market economy. This
Unit will provide learners with a growing knowledge and understanding of how markets operate.
UK Economic Activity
In this Unit, learners will carry out learning activities that will help them understand
government taxation revenue and government spending. They will learn about UK government
policy objectives, including inflation, employment and economic growth, and about the role of
Scotland in the UK economy. This Unit allows learners to consider the impact of government
action on economic issues and problems.
Global Economic Activity
In this Unit, learners will carry out learning activities that will allow them to consider the global
nature of economics. They will explore the nature and purpose of global trade between the UK,
the EU and other countries, including the effect of currency fluctuations. Learners will also
explore the role of aid to developing economies. This Unit will provide learners with a growing
knowledge and understanding of global economics and its social impact.
Assessments:
Unit Assessments:
Economics of the Market
UK Economic Activity
Global Economic Activity
Course Assessment:
Question Paper and Assignment
The question paper will have 2 sections.
Section 1 will consist of a number of mandatory questions. It is anticipated that there will be 6
multiple choice questions worth 6 marks in total followed by two questions based on stimulus
material.
Section 2 will consist of six extended response questions, from which the learner will select
four.
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Assignment
The task will allow learners to demonstrate their planning, research, use of sources, analytical
and evaluative skills in the context of the economic topic chosen. The task will include locating
and using information that goes beyond that provided to the learners and may include the
generation of primary and/or secondary information.
Learners will select an economic topic to research from a bank provided by SQA or choose their
own. They will then gather evidence over a period of set-aside class time, and in their own time,
relating to the chosen context of their research. The bank of topics provided by SQA will be
refreshed regularly.
Using a range of resources, learners will be expected to analyse economic data/information and
reach justified conclusions that demonstrate their ability to apply knowledge and understanding
of economic concepts associated with the context of the topic. The learner will use their
research materials to report on their findings and conclusions in class time and in controlled
conditions.
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Curricular Area: Technologies
Subject: Economics Higher
Recommended previous
Experience: Intermediate 2 Business Management at Grade A or B or
Intermediate 2 Maths Grade A or B. or Standard Grade Credit
Maths
Aims of Course
Higher Economics will give thorough grounding in the main principles of micro and
macroeconomics and full awareness of how they apply in a national and international economic
context.
Course Content
The course is divided into 3 main areas:
Micro Economics
The basic economic problem of scarcity and choice
Opportunity cost
Theories of Demand and Supply
National Income
The determination of National Income – identifying output, income and expenditure.
The concept of the multiplier
Inflation
Unemployment
Government Policy
The International Economy
International Trade
International Payments
Barriers to Trade
Exchange Rates
European Union
International trading and monetary organisations
Relations between developed and developing economies
Course Assessment
There will be an internal assessment for each of the 3 main areas.
Final exam which examines knowledge and understanding covering the Course content and
also assesses analysis, evaluation and problem solving. Questions will cover the
interpretation of economic information and require an extended response. The final exam
lasts 2 hours 30 mins
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Curricular Area: Technologies
Subject: Design and Manufacture National 4
The course consists of 2 units:
Design and Manufacture: Design
This Unit covers the product design process from brief to resolved design proposals, including a
specification. It helps learners develop skills in initiating, developing, articulating and
communicating simple design proposals. It allows them to develop an appreciation of the
design/make/test process and the importance of evaluating and resolving work on an ongoing
basis. It allows them to develop an appreciation of design concepts and the various factors that
influence the design of products.
Design and Manufacture: Materials and Manufacturing
This Unit covers the product design process from design proposals to prototype and product. It
allows learners to ‗close the design loop‘ by manufacturing their design ideas. It allows learners
to develop practical skills that are invaluable in the design/make/test process. It helps them
gain an appreciation of the properties and uses of materials, as well as simple manufacturing
processes and techniques. It allows them to refine and resolve design and manufacturing
solutions.
In both Units, learners will gain knowledge of design and manufacturing technologies and how
these impact on our environment and society.
Assessments
Unit Assessments:
Design and Manufacture: Design
Design and Manufacture: Materials and Manufacturing
Course Assessment
Added Value Unit: Design and Manufacture Assignment
This Unit adds value by introducing challenge and application.
Learners will draw on their range of design knowledge and skills, knowledge of materials and
manufacturing and apply their practical skills, in order to produce an effective overall response
to a brief. The brief will relate to a straightforward product design scenario. The response will
include a folio, a model, or a prototype, or a completed product. Learners will be able to extend
and apply their knowledge and skills through the assignment. The brief will be sufficiently open
and flexible to allow for personalisation and choice. Learners will use skills and knowledge
acquired through the Units to develop the discrete aspects and overall presentation of the
assignment.
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Curricular Area: Technologies
Subject: Design and Manufacture National 5
The course consists of 2 units:
Design and Manufacture: Design
This Unit covers the product design process from brief to resolved design proposals, including
specification. It helps learners develop skills in initiating, developing, articulating and
communicating design proposals. It allows them to develop an appreciation of the
design/make/test process and the importance of evaluating and resolving design proposals on an
ongoing basis. It allows them to develop an appreciation of design concepts and the various
factors that influence the design of products.
Design and Manufacture: Materials and Manufacturing
This Unit covers the product design process from design proposals to prototype or product. It
helps learners to ‗close the design loop‘ by manufacturing their design ideas. It allows learners
to develop practical skills that are invaluable in the design/make/test process. It helps them
gain an appreciation of the properties and uses of materials as well as a range of manufacturing
processes and techniques. It allows them to evaluate, refine and resolve design and
manufacturing solutions.
In both Units, learners will gain knowledge and understanding of design and manufacturing
technologies and how these impact on our environment and society.
Assessments:
Include unit Assessments:
Design and Manufacture: Design
Design and Manufacture: Materials and Manufacture
Course Assessment:
Question Paper and Assignment
The question paper will have a total of 60 marks. Learners will complete it in 1 hour and 30
minutes.
Approximately 50% will be awarded for questions related to design.
Approximately 50% will be awarded for questions related to materials and manufacturing.
The question paper will have two Sections with a total of 8–10 questions.
Section 1 will have 24 marks and consists of a single extended question with short answer
responses, focusing on materials, tools and processes used in relation to a workshop based
project.
Section 2 will have 36 marks and focuses on the integration of knowledge and understanding
across the Units, based on a commercial product and requiring extended answers.
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Assignment
The assignment will have a total of 90 marks.
In the assignment marks will be awarded for:
— includes the generation of ideas, the development of ideas,
communication, and evaluation.
) —includes measuring and marking out, cutting, shaping and
forming, the assembly of components, and finishing
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Curricular Area: Technologies
Subject: Graphic Communication National 4
The course consists of 3 units:
2D Graphic Communication
This Unit helps learners develop their creativity and skills within a 2D graphic communication
context. It will allow learners to initiate, develop and communicate ideas using graphic
techniques in straightforward and familiar contexts. Learners develop 2D graphic spatial
awareness.
3D and Pictorial Graphic Communication
This Unit helps learners develop their creativity and skills within a 3D and pictorial graphic
communication context. Again, it will allow learners to initiate, develop and communicate ideas
using graphic techniques in straightforward and familiar contexts. They will develop 3D graphic
spatial awareness.
In both of the units, learners will develop an understanding of how graphic communication
technologies impact on our environment and society.
Added Value Unit: Graphic Communication Assignment
This Unit adds value by introducing challenge and application. Learners will be able to extend
and apply their knowledge and skills through the assignment. They will draw on their range of
graphic communication experiences from the Units in order to produce an effective overall
response to the assignment. The assignment brief will be sufficiently open and flexible to allow
for personalisation and choice.
Assessments:
There are unit assessments
2D Graphic Communication
3D Graphic Communication
Course Assessment
Course Assignment
The assignment will consist of a meaningful and appropriately challenging graphic communication
task in which the learner can demonstrate an application of their skills, knowledge and
understanding in context.
Learners‘ evidence should include a collection of meaningful graphic items produced in response
to and satisfying a given brief, graphic research and development work, and an evaluation of the
effectiveness of the final presentation work.
The assignment will be set within a single context rather than unconnected pieces of graphic
work.
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Curricular Area: Technologies
Subject: Graphic Communication National 5
The course consists of 3 units:
2D Graphic Communication
This Unit helps learners develop their creativity and skills within a
2D graphic communication context. It will allow learners to initiate, develop and communicate
ideas using graphic techniques in straightforward and familiar contexts. In addition, the Unit
allows learners to develop their skills in some less familiar or new contexts. Learners will develop
2D graphic spatial awareness.
3D and Pictorial Graphic Communication
This Unit helps learners develop their creativity and skills within a 3D and pictorial graphic
communication context. Again, it will allow learners to initiate, develop and communicate ideas
using graphic techniques in straightforward and familiar contexts. In addition, the Unit allows
learners to develop their skills in some less familiar or new contexts. Learners will develop 3D
graphic spatial awareness.
In both Units, learners will develop an understanding of how graphic communication technologies
impact on our environment and society.
Assessments
There are 2 unit assessments
2D Graphic Communication
3D and Pictorial Graphic Communication
Course Assessment – Question Paper and Assignment
The question paper will have a total of 50 marks. Learners will complete it in 1 hour and 45
minutes.
Approximately 50% (25 marks) will be awarded for questions related to 2D Graphic Communication.
Approximately 50% (25 marks) will be awarded for questions related to 3D and Pictorial Graphic Communication.
The question paper will have one section in which there will be 8–10 questions.
There will be no requirement to use a drawing board for learners‘ responses, although use of
other equipment may be required.
Assignment
The assignment will have 50 marks.
In the assignment, marks will be awarded for:
Preliminary graphics (approximately 25% of the marks)
Production graphics (approximately 25% of the marks)
Promotional graphics (approximately 50% of the marks)
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Curricular Area: Technologies
Subject: Graphic Communication Higher
Recommended previous
Experience: Intermediate 2 Graphic Communication or by separate negotiation
with CDT Teacher.
Aims of the Course
The course aims to:
develop appropriate skills in the use of a range of graphic materials and techniques, both
manual and computer orientated
develop the ability to use manual and computer graphics to communicate ideas in a
stimulating, meaningful and creative way
develop the ability to read and interpret drawings and other information presented
graphically.
Course Content
Graphic Knowledge - knowledge and understanding of manual and computer aided graphics;
ability to read, interpret, analyse, select, organise and plan graphic communication.
Graphic Abilities - ability to sketch, draw, illustrate, display, present and model by manual
and computer aided techniques.
As part of the course work each pupil will be expected to prepare a series of related graphic
items to form a ‗Thematic Presentation‘.
Course Assessment
The course will be assessed both internally and externally. It will consist of:
Unit assessment (internal)
Thematic Presentation (internal)
Examination (external)
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Curricular Area: Technologies
Subject: Graphic Communication Advanced Higher
Recommended previous
Experience: Higher Graphic Communication.
Aims of the Course
Both Higher and Intermediate 2 levels have the same aims. The course aims to:
develop appropriate skills in the use of a range of graphic materials and techniques,
both manual and computer orientated
develop the ability to use manual and computer graphics to communicate ideas in a
stimulating, meaningful and creative way
develop the ability to read and interpret drawings and other information presented
graphically.
Course Outline
The course fulfils the following aims:
Develop aspects of technological capability
Develop technological creativity in relation to selecting information and evaluating its
appropriateness for graphic communication.
Develop technological confidence and an ability to analyse, process and present
information in a graphic presentation.
Develop a technological perspective on the role of graphic communication in an industrial
context
Develop an ability to communicate graphical information using computer graphic skills and
techniques
Develop a knowledge of appropriate computer hardware and modelling software for
graphic communication and its related industrial applications
Develop spatial thinking and visual literacy
General Comments
The nature of this course demands that pupils work on their own Computer Graphics, Modelling
and Thematic largely on their own.
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Curricular Area: Technologies
Subject: Practical Craft Skills National 3
The course consists of 3 units:
Working with Tools
In this Unit, learners will develop knowledge of a range of common tools and equipment used in
woodworking and/or metalworking. The learner will also develop skills for measuring and marking
out and for preliminary cutting and shaping of materials.
Working with Materials
In this Unit, learners will develop skills in working with different woodworking and/or
metalworking materials. This Unit helps learners to develop skills in cutting, shaping, fixing and
joining materials, using a variety of appropriate craft techniques.
Making an Item
In this Unit, learners will develop skills in making an item from wood, metal or a combination of
these materials. Learners will learn to read and interpret simple working drawings, select and
use tools safely, apply appropriate finishing techniques and review their completed item.
In each of the three Units, learners will develop an appreciation of safe working practices in a
workshop environment. They will also develop knowledge of good practice in sustainability and
recycling.
Assessments:
Unit Assessments:
Working with Tools
Working with Materials
Making an Item
Course Assessments
Finished product
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Curricular Area: Technologies
Subject: Product Design Higher
Recommended previous
Experience Grade 1, 2 or 3 in Standard Grade Craft and Design
or Higher/Art and Design and a good level of written English
Aims of the Course
The course aims to:
foster an understanding of the process of designing and the factors which influence
design.
develop an awareness of materials and manufacturing processes used in industry
enhance manufacturing, graphic and presentation skills.
Course Content
The course teaches an understanding of the process of designing and the issues which influence
design. Attention is paid to commercial products and industrial context.
The course will be taught in three units.
Unit (a) - Design Analysis
Unit (b) - Developing Design Proposals
Unit (c) - Manufacturing Products
These units will be assessed internally and will be a
combination of written tests and coursework which will
include solving design briefs, producing folios of work
and model making.
Pupils also complete a ‗Design Assignment‘ in February/March. This folio is sent to the SQA for
marking as part of the overall external assessment of the course. To cover these each pupil will
complete a number of problem solving design briefs, making up a portfolio of work as the course
proceeds. Practical Skills will be developed by modelling and building prototypes of designs.
Course Assessment
The course will be assessed both internally and externally.
Internal Assessment
The three unit assessments – which must be passed to allow presentation for external
examination.
External Assessment
Examination 50% of final grade
Design Assignment 50% of final grade
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Opportunities outwith School for the Senior Phase 2013-14.
There are different opportunities available that can be built into a programme of study for all
students in the senior phase. These opportunities can enhance a programme of study in school
with prevocational training. These courses take place one day per week and some run on a Friday
afternoon. Students have to apply for these courses through their guidance teacher. If a
student secures a place on one of these courses we would then plan the appropriate programme
of study to balance school classes and college/training placements to maximise success.
Over the past few years these courses have been provided by East Lothian Skill Centre and
Jewel and Esk College. Next session there will be a range of opportunities available from
Edinburgh College and East Lothian Skill Centre. The programmes are not currently finalised but
what follows is a taster of the range of courses that could be available in the coming session.
Details of these courses and the application process will be circulated as soon as the courses
are finalised.
Part Time Courses for S4-6 Students
Engineering and Energy Skills Int 1/2
Weekday/times: Available as full day (Tues or Thurs 9am-4.30pm)
Or 2 x half day (Tues and Thurs 1.30-4.30pm)
Start Date: 27 August 2012
Finish Date: 3 May 2013
No. of places: 16
Location: Midlothian Campus
Course info This course will allow you to develop electrical/electronic and
mechanical engineering, fabrication and manufacturing skills,
leading on to the building of a wind turbine system or solar hot
water system.
Automotive City & Guilds 3902 Units
Weekday/times: Available as full day (Tues or Thurs 9am-4.30pm)
Or 2 x half day (Tues and Thurs 1.30-4.30pm)
Start Date: 27 August 2012
Finish Date: 3 May 2013
No. of places: 16
Location: Midlothian Campus
Course info A mainly practical course looking at various subjects connected to
the Automotive Vehicle Maintenance industry including fuel and
exhaust systems, braking systems and steering and suspension
systems. There will be some classroom based work.
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Construction Skills for Work Int 1
Weekday/times: Available as full day (Tues or Thurs 9am-4.30pm)
Or 2 x half day (Tues and Thurs 1.30-4.30pm)
Start Date: 27 August 2012
Finish Date: 3 May 2013
No. of places: 16
Location: Midlothian Campus
Course info This course will allow you to sample the many and varied trades
which exist in the construction industry including carpentry and
joinery, painting and decorating, brickwork, electrical installation
and plumbing. This course will mainly be in a practical workshop
environment.
Early Education and Childcare Skills for Work Int 1
Weekday/times: Tuesday
Start Date: 27 August 2012
Finish Date: 3 May 2013
No. of places: 16
Location: Midlothian Campus
Course info This course will introduce you to the skills that are required if
you are considering working with children between the ages of
0–12 or studying care after you leave school.
Hair and Beauty City & Guilds Units
Weekday/times: Friday 9am-4.30pm
Start Date: 27 August 2012
Finish Date: 3 May 2013
No. of places: 16
Location: Edinburgh Campus
Course info This course is designed for anyone, at any age, contemplating a
career in either hairdressing or beauty therapy. It will help you
gain valuable insights into the industries and will develop useful
basic skills and relevant background knowledge.
Hospitality SQA Units
Weekday/times: Friday 9am-4.30pm
Start Date: 27 August 2012
Finish Date: 3 May 2013
No. of places: 16
Location: Edinburgh Campus
Course info You will be introduced to basic food preparation techniques and
by the end of the programme will be able to weigh and measure
foodstuffs accurately, use a range of simple food preparation
techniques and identify basic food preparation equipment and
cookery terms.
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Media SQA Units
Weekday/times: Friday 9am-4.30pm
Start Date: 27 August 2012
Finish Date: 3 May 2013
No. of places: 16
Location: Edinburgh Campus
Course info A basic introductory course introducing you to the world of media
and the impact it has on daily life from cartoons and comics to
broadsheet newspapers and films.
HN Social Science units
Weekday/times: Friday 1.30-4.30pm
Start Date: 27 August 2012
Finish Date: 3 May 2013
No. of places: 16
Location: Edinburgh Campus
Course info The course offers introductory HN units in Psychology and
Sociology. Successful completion of the units will allow you to use
these as an alternative to a higher when applying for appropriate
Jewel & Esk Higher National Courses (e.g. social care, social
science).
Additional Support Needs
Introduction to College
Weekday/times: Tuesday, Wednesday or Thursday 9am-4.30pm
Start Date: 21 January 2013
Finish Date: 3 May 2013
No. of places: 16 per class
Location: Midlothian Campus
Course info The course will involve a range of practical and academic
activities, designed to give you taste of college and awareness of
what is involved in our General and Work Preparation courses.
Applications for this course should be on the Pupil Short Course
Application Form.
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Full Time Winter Leaver Courses
Entry to Construction NQ Intermediate 1
Start Date: 27 August 2012
Finish Date: 18 January 2013
No. of places: 16
Location: Midlothian Campus
This course is ideal for you if you are aiming towards an apprenticeship in one of the
construction trades.
What’s the course about?
You will have the opportunity to gain practical experience in the following trades: carpentry and
joinery, electrical installation, plumbing, painting and decorating and brickwork. As well as
gaining practical skills and employability skills you will prepare for and be given the opportunity
to sit the apprenticeship entry tests set by the various trade organisations. You will also work
to develop your core skills in numeracy, communication and IT.
Where could the course lead me?
Successful students can apply to continue to develop their skills and knowledge prior to starting
work by undertaking a pre-apprenticeship course in joinery or plumbing or electrical installation
in January or August 2013. Alternatively you may be fortunate enough to secure an
apprenticeship on completion of your winter leaver course.
Selection Process
Everyone applying for the Construction, Motor Vehicle or Engineering winter leaver courses will
be invited to college to sit an aptitude test. The test will find out whether you have a natural
ability for a particular type of work. Pupils who achieve a reasonable mark in the aptitude test
have a better chance of passing the various trade tests when they are trying to find an
apprenticeship at the end of the course. If you are successful in the test, you will be invited for
a taster/selection week during June.
The taster/selection week will give you the opportunity to learn in our
workshops, as well as undertaking some classroom-based work. You will have
an individual interview with the Schools Coordinator. At the end of the week
we will contact schools with the names of the successful applicants.
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Motor Vehicle – City & Guilds 3901 Automotive Vehicle Maintenance & Repair
Start Date: 27 August 2012
Finish Date: 18 January 2013
No. of places: 16
Location: Midlothian Campus
Following City & Guilds 3901 this course provides an introduction to the skills and knowledge
necessary to carry out basic vehicle repairs and maintenance.
What’s the course about?
You will study a range of motor vehicle systems and parts including: engines, cooling, lubrication,
fuel, electrical, brakes, wheels, tyres and health and safety in the workplace.
Where could the course lead me?
Successful students can apply to continue to develop their skills and knowledge prior to starting
work by studying further units starting in January 2013 and then progressing to the City &
Guilds 4101 course in August 2013. Alternatively you may be able to secure an apprenticeship
with an employer on completion of your winter leaver course.
Selection Process
Everyone applying for the Construction, Motor Vehicle or Construction and Engineering courses
will be invited to college to sit an aptitude test. The test will find out whether you have a
natural ability for a particular type of work. Pupils who achieve a reasonable mark in the
aptitude test have a better chance of passing the various trade tests when they are trying to
find an apprenticeship at the end of the course. If you are successful in the test, you will be
invited for a taster/selection week during June.
The taster/selection week will give you the opportunity to learn in our workshops, as well as
undertaking some classroom-based work. You will have an individual interview with the Schools
Coordinator. At the end of the week we will contact schools with the names of the successful
applicants.
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Construction & Engineering - Access 3
Start Date: 27 August 2012
Finish Date: 18 January 2013
No. of places: 16
Location: Midlothian Campus
You may think that both Construction and Engineering appeal to you, and this course will give you
the option of experiencing both.
What’s the course about?
You will gain practical experiences in Construction and Engineering and will work towards
developing your employability skills. You will get a taste of trades including carpentry and
joinery, plumbing, electrical installation and engineering.
Where could the course lead me?
Successful students can apply to continue to develop their skills and knowledge prior to starting
work by undertaking further studies starting in January 2013. You may choose to apply to
progress to the Entry to Construction Intermediate 1 or to the Entry to City & Guilds 4101
Automotive Vehicle Maintenance and Repair.
Selection Process
Everyone applying for the Construction, Motor Vehicle or Construction and Engineering courses
will be invited to college to sit an aptitude test. The test will find out whether you have a
natural ability for a particular type of work. Pupils who achieve a reasonable mark in the
aptitude test have a better chance of passing the various trade tests when they are trying to
find an apprenticeship at the end of the course. If you are successful in the test, you will be
invited for a taster/selection week during June.
The taster/selection week will give you the opportunity to learn in our workshops, as well as
undertaking some classroom-based work. You will have an individual interview with the Schools
Coordinator. At the end of the week we will contact schools with the names of the successful
applicants.
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For S4 Students
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For S4/5 Students
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Curricular Area: Various
Subject: S6 Leadership Challenge
Recommended previous
Experience: No specific entry requirement (only open for S6 students)
Aims of the course
This option offers a vibrant opportunity for S6 students to develop their leadership skills.
Students participate in three periods of the five periods assigned to an individual column. For
two of those periods students will be supporting our S1 students in their PL Challenge. They will
attend a range of classes and work with teaching staff to develop student learning. The third
period of this course is spent studying leadership theories and approaches. This study will open
up the opportunity for all students to gain a formal qualification in leadership. At this stage the
school has not decided whether to pursue the SQA Leadership qualification or whether to
develop a home grown Leadership Award.
Course content
This option comprises two distinct parts:
Practical Support two periods per week working with an S1 class within the PL Challenge.
Leadership Award one period spent carrying out research and analysing their role within the PL
Challenge.
Internal Assessment
To be confirmed – either SQA unit awards or a home grown Preston Lodge Leadership Award.
External Assessment
There is no external assessment of this option.
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Appendix 1: Our Curriculum Rationale
To help inform the development of our curriculum we spent some considerable time in 2010
working with staff, students, parents/carers, HMIE and our wider community developing a
Curriculum Rationale. This Rationale has been matched against the expectations of Curriculum
for Excellence. Changes we make must match our Curriculum Rationale.
Our Curriculum:
• reflects our school‘s aims and values:
- learning
- achievement
- respect
- community
- happiness
• encourages our young people to:
- be curious
- make good decisions
- show initiative
- think things through
- push themselves hard
- make choices, take ownership and plan their learning
- be aware of their progress
• offers opportunities to our young people to improve their school and their community
• offers continuity of learning
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Appendix 2: Our S4 Curriculum
In 2013-14 schools across Scotland will offer S4 students between five and eight National 4/5
subjects. (National 4/5s are the new qualifications replacing Standard Grade and Intermediate
qualifications).
The qualifications that students sit in S4 will be one year courses. Each National 4 or 5 course
has 120 notional study hours attached to it. These study hours encompass in-school and out-of-
school learning.
In addition, 40 study hours are assigned to an Added Value unit. Most teachers are reporting
that they can overtake this unit with only a small portion of the study hours in school. The
majority of the work will take place at home.
We have decided that our students should sit up to six qualifications in S4. Some of the
reasons for this decision are detailed below:
Our S1-3 Broad General Education has provided breadth. Specialisation in S4 is now
more appropriate and many students already know exactly what they hope to do and
can start to focus in on that work. In any case, all students currently narrow down
to five subjects in S5.
If students undertake six qualifications they will have four hours per subject per
week. This will allow for richer learning, more practical experiences and a greater
consolidation of course content than if they had three hours per subject per week
which is what eight subjects would offer.
Six subjects provides S4 students with 120 in-school study hours per subject which
should support improved attainment levels within each subject for each student.
Students leaving at the end of S4 will have the opportunity to adjust their work
programme so that more than six presentations at National 4 are achieved.
Although Preston Lodge High School is the only secondary school in East Lothian
currently adopting this approach a large number of other Scottish Schools are doing
this, so there is a community of schools which we can interact with. Some other
East Lothian schools are likely to move to fewer S4 qualifications in the future.
It is nationally unusual for schools across Scotland who are described as 3+3 (see
page 5 to be offering eight qualifications in S4. Most such schools are offering six
qualifications.
A significant majority of our Principal Teachers support the idea of six qualifications
in S4 based on all of the above
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How would a six subject S4 affect individual student’s Senior Phase?
A fully integrated S4-6 Senior Phase would provide a much wider diversity of one and two
year courses for all students. It is very challenging to visualise the wide variety of
pathways that students might take but the examples described below hopefully give a
flavour of some of the possibilities:
In S4 John sat four National 5 subjects and two National 4‘s.
In S5, John then sat three more National 5 subjects and a National 4. In
addition, John started year 1 of two Highers.
In S6, John completed year 2 of his two Highers and sat two further
National 4 qualifications.
Total Senior Phase credit for John: Two Highers, seven National 5s and five National
4s.
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Jane planned to leave school at the end of S4 and passed six National 4
qualifications which were all internally assessed.
However, at the end of S4, she decided to stay on at school and went on to
sit three National 5 subjects and a further three National 4 subjects,
before leaving at the end of S5.
Total Senior Phase credit for Jane: Three National 5s and nine National 4s
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In S4 Jack sat four National 5 subjects and started year 1 in two Higher
subjects. In S5 he sat two further National 5 subjects, completed year 2 of the two
Highers he had started already and started year one of two further
Highers.
In S6, Jack sat two new National 5 subjects and completed the two
Highers he had started in S5.
Total Senior Phase credit: Four Highers and eight National 5s
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In S4 Jenny started the first year of six two year higher courses.
Jenny‘s very ambitious plans in S4 changed slightly in S5. She completed
year 2 of five of her six Highers, but was presented for National 5 in one
of her subjects.
In S6 Jenny completed a Higher in that remaining subject and sat
Advanced Higher in two other subjects.
Total Senior Phase credit: Two Advanced Highers, six Highers, and one National 5
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Appendix 3: Introducing National 4/5 qualifications into S5 and S6
When Curriculum for Excellence was first mooted the thinking from the Scottish
Government was that National 4/5 qualifications would be introduced for S4 in session
2013/14 and S5/6 students would continue with Intermediate 1/2 qualifications if they were
not studying Highers.
A number of schools across Scotland are now going to introduce National 4/5 courses into
S5/6 next session and we are taking that approach for the following reasons:
The school can offer a wider variety of courses to more viable class sets if the
pool of students opting for those courses is larger. In simple terms, introducing
National 4/5 into S5/6 next session means that more courses will run that more
closely meet the needs of young people.
New National 4/5 qualifications are stronger than Intermediate 1 and 2
qualifications. Many of the problems with Intermediate qualifications have now
been resolved in individual subject course National 4/5 guidelines.
S4 students sitting National 4/5 qualifications will find that there are S5 and S6
students in their classes. Research evidence shows that this can have a positive
influence on S4 student focus.
All Scottish schools will have this approach in place by 2015-16.