farr high school senior phase options booklet 2018-19€¦ · web viewfarr high school senior phase...

Senior PhaseOptions Brochure

2018/2019

S3 Parents’ Evening will be held on the 14th March where S3 parents will have the opportunity to discuss individual choices with teachers. S4 and S5 Parents’ Evening has already taken place.

There will be a further opportunity to discuss choices with Mrs Wood and Mrs Moseley at an Options Night on 13th March. This is for all pupils in S3, S4 and S5. Please contact the school to make an appointment.

Course choice forms must be returned by Friday 16th March.

Farr High School Senior Phase Options Booklet 2018-19

CONTENTS

General Information Pages 3-6

Art and Design Pages 7-10

Biology Pages 11-14

Chemistry Pages 15-18

English Pages 19-21

French Pages 22-25

Gaelic Pages 26-29

Gàidhlig Pages 30-32

Geography Pages 33-36

Graphic Communication Pages 37-39

History Pages 40-43

Mathematics Pages 44-48

Music Pages 49-52

Physical Education Pages 53-54

Physics Pages 55-57

Practical Woodworking Pages 58-59

Rural Skills Page 60

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Introduction

Welcome to our Senior School Course Choice Booklet for 2018/19.

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

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

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

Every session we review the courses that we offer in light of pupil preferences and staff capacity. This is especially true when it comes to Advanced Higher courses and Skills for Work courses. We will also continue our college link in Thurso on Fridays, enabling them to access a wide range of additional qualifications. This has proven to be very popular with our pupils over the last four years. It does, however, require an increased commitment as attending college one day a week will impact on their other subjects so careful consideration needs to be given to this option. Pupils interested in the college option will have to complete an application form. The completed form must be submitted to Miss Dow by Friday 9th March 2018.

There may be an opportunity for S5 or S6 pupils to study some courses ‘virtually’. Please contact Mrs Wood for further details

The Senior Phase (S4 – S6)

As in the previous three years we will again be combining S4, S5 and S6 into one single Senior Phase cohort. Senior pupils, with support, have already started planning their Senior Phase programme.

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

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

one basis.

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

another choice.

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Options Programme

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

The S3 Parents Night will be held on the 14th March and S3 parents will have the opportunity to discuss individual choices with teachers. There will be a further opportunity to discuss choices with Mrs Wood and Mrs Moseley at an Options Night on 13th March. This is for all pupils in the Senior Phase. Parents and pupils will be invited to make an appointment for the Options Night evening.

Course choice forms must be returned by Friday 16th March.

National Qualifications

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Assessment

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

National 4 courses are made up of Units, including an Added Value Unit. In order to achieve a Course at National 4, learners need to pass all unit assessments, plus an Added Value Unit assessment.

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

This year the need to pass unit assessments has been removed from the National 5 courses and pupils can either be entered for the National 5 course award or National 5 units only. Many subjects at Farr still get all pupils to sit the units to gauge progress in the course and to ensure pupils have something to ‘fall back’ to if they don’t make the required progress to sit the final exam. The separation of the unit assessments from the Higher courses will start this coming year.

At present Advanced Higher Courses will also include Units that are assessed and marked by the school. In order to achieve a Course award at Advanced Higher, pupils must pass all Units plus a Course assessment. Course assessments (in many but not all subjects this will be an exam) will continue to be externally marked by SQA or, where appropriate, internally assessed by the school.

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

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

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

Please note that there may be further changes to the ways in which some national courses are assessed. The details of these changes have not yet been finalised but it may mean that some of the information on assessment contained in this booklet may not quite be correct.

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Level of study for pupils

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

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

Progress will normally be:• National 4 National 5 - in consultation with the subject teacher. The N5 course is

likely to be done over two years.• National 5 A or B Higher • National 5 C – possibility of progression to higher, but probably to be studied over

two years. This will be decided following consultation with the subject teacher.• National 5 D - upgrade to A or B in S5 with a view to Higher in S6.• Higher A or B Advanced Higher - following consultation with the subject teacher

Senior School Expectations

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

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

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

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

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

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

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

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

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

All senior school courses start in June 2017 and regular attendance is essential to ensure the best possible start. That pattern of regular attendance must be maintained throughout the session, unless there are exceptional circumstances.

ART & DESIGN – NATIONAL 4

Course Outline

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

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

• develop critical understanding of a range of art and design practice• plan, develop, produce and present creative art and design work • develop an understanding of the impact of external factors on artists and

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

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

Course Assessment

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

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

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

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ART & DESIGN – NATIONAL 5

Course Outline

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

and creative use of art and design materials, techniques and/or technology• develop critical understanding of a range of art and design practice• plan, develop, produce and present creative art and design work • develop an understanding of the impact of external factors on artists and

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

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

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

Course Assessment

An externally marked practical folio makes up 80% of the final award at National 5 level. An external exam (question paper) makes up the remaining 20%The course is graded from A-D

There are two components at National 5 level and the Course Assessment1. Expressive Portfolio2. Design PortfolioUnit activities cover similar content to National 4 units, but in more depth. Work drawn from the units together with final outcomes for both Expressive and Design will make up the portfolio for assessment. The question paper assesses skills from across the units focusing on critical analysis skills and knowledge of the work of artists and designers.

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ART AND DESIGN - HIGHER

Course outline

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

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

Course assessment

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

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

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

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

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

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ART AND DESIGN – ADVANCED HIGHER

Course outlineThe Advanced Higher course encourages independent study and personal initiative; particularly through completion of the practical work and related critical studies looking at artists and designers relevant to their area of interest.

Learners will specialise in producing an in depth folio of work based on either an Expressive or Design activity. A body of work is produced related to a theme of interest in order to develop and deepen their knowledge and understanding in this area. This is complemented by a second unit of work focussing on art or design studies, which will be closely associated with their practical unit. It is an intensive and enjoyable programme of study which can be used as an entry requirement and part of their portfolio submission for Art College. A pass at grade A or B in Higher Art and Design is essential and learners are expected to work with increasing independence.

Skills set would include the following areas:Observational drawing, development of ideas, working with different media and techniques, problem solving, following a design process, critical evaluation, knowledge and understanding of art terminology, historical movements and their characteristics.

Learners will either select Expressive or Design as a focus for their work. Each area of the Higher Course has mandatory units as follows:• Design Studies Unit and Design Enquiry Unit or• Expressive Studies Unit and Expressive Enquiry Unitand• Course Assessment Unit (Portfolio)

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

Component 1: A single Practical Folio of either Expressive or Design work.The Expressive work submitted to SQA for assessment will take the form of:• one A2 sheet or equivalent of investigative work • one A2 sheet or equivalent of development work • one final outcome produced when the Unit has been passed. The Design Activity work submitted to SQA for assessment will take the form of:• one A2 sheet or equivalent of research and investigative work • one A2 sheet or equivalent of development work• one solution and evaluation produced when the Unit has been passed.

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

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BIOLOGY - NATIONAL 4

Course Outline

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

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

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

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

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

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

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

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

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BIOLOGY - NATIONAL 5

Course Outline

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

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

the environment

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

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

ideas and issues and to make scientifically informed choices

develop the knowledge and skills for more advanced learning in biology

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

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

Biology: Life on Earth In this Unit, learners will develop skills of scientific inquiry, investigation and analytical thinking, along with knowledge and understanding in the context of life on Earth.

Course AssessmentAreas for assessment at National 5 level include:1. An external exam lasting 2 hours 30 minutes which makes up 80% of the final award at National 5 level.2. An externally marked research assignment which makes up 20% of the final award.3. Planning, carrying out, concluding and evaluating a practical investigation.

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The course is graded from A-D.

BIOLOGY - HIGHER

Course outline

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

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

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

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

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

The three units covered in the Higher course are:

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

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

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

Course assessment

• Pupils must complete a practical investigation to be written up in a specified format.• There is a final exam set by the SQA lasting 3 hours (split between 2 papers) to be

sat in May 2019. This paper is worth 80%.• Pupils will carry out an assignment under controlled conditions in which pupils carry

out an in-depth study of a Biology topic of their choice. This is marked externally and is worth 20%

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BIOLOGY – ADVANCED HIGHER

Course Outline

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

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

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

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

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

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

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

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

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

Course Assessment

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


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CHEMISTRY - NATIONAL 4

Course Outline

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

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

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

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

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

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

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

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

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

Course Assessment

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

The course is graded PASS or FAIL.

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

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CHEMISTRY - NATIONAL 5

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

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

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

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

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

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

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

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

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

Course Assessment

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

The external exam, lasting 2 1/2 hours, makes up 80% of the final award at National 5 level. The remaining 20% comes from the externally marked research assignment.


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CHEMISTRY - HIGHER

Course Outline

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

activities.

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

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

SQA and contribute towards the final exam grade.

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

Course Assessment

The researching Chemistry unit will be internally assessed by the class teacher and verified by the SQA and will be completed in conjunction with the assignment.There are two final exams set by the SQA lasting 3 hours total. The papers are worth 120 marks distributed across both papers.An assignment carried out under controlled conditions in which pupils carry out an in-depth study of a chemistry topic of their choice and carry out a related practical. This assignment is then externally marked and is worth 20 marks and this will be scaled up to 30 marks.

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CHEMISTRY - ADVANCED HIGHER

Course Outline

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

activities.

There are three units in the course:1. Inorganic and Physical Chemistry2. Organic Chemistry and Instrumental Analysis3. Researching Chemistry, which is a skills-based unit focusing on the investigative and reporting skills demanded by employers and Further and Higher Education. Pupils are required to:

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

SQA and contribute towards the final exam grade.

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

Course Assessment

Each of the units 1, 2 and 3 above all have a written assessment based on knowledge and understanding that must be passed. In addition to this, the unit assessments have problem solving questions, such as selecting information and drawing conclusions.The researching Chemistry unit will be internally assessed by the class teacher and verified by the SQA.Pupils must complete a practical investigation to be written up in a specified format.

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There is a final exam set by the SQA lasting 2 hours 30 minutes. This paper is worth 100 marks.An independent investigation is carried out in which pupils carry out an in-depth study of a chemistry topic of their choice, and its impact on society/the environment. This involves planning experiments related to the topic and is worth 30 marks.


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ENGLISH – NATIONAL 4/5

Course Outline

The National 4/5 courses provide learners with opportunities to develop their communication skills. Pupils will spend time honing their ability to talk, listen, read and write towards the end of understanding and using language in an effective manner. Pupils will also study literature drawn from a number of different contexts.

All pupils will be expected to complete homework activities on a consistent basis in order to supplement and reinforce the learning encountered in class. Homework will vary and will include different reading, writing and research activities.

Pupils undertaking the National 5 course will be required to participate in the consistent revision activities so as to ensure they are fully prepared for the prelim and final SQA exams.

Both courses focus on:Creation and Production – Writing and TalkingAnalysis and Evaluation – Reading and Listening

At National 4, pupils will also focus on:Literacy – Reading; Listening; Writing; and TalkingAdded Value Unit – a combination of all the skills covered in the other units in an extended written investigation project

Course Assessment

NATIONAL 4 Complete and pass 4 internally assessed units – over the course of the year. There is no end of year exam. Instead, the Added Value Unit represents the

culmination of learning. The course is awarded on a pass or fail basis.

NATIONAL 5 A portfolio of writing – 2 pieces worth 30 % A Spoken Language assessment. This is internally assessed. (Pass or Fail) End of year exam. There are two papers: Reading for Understanding,

Analysis and Evaluation, worth 30 %; Critical Reading (Scottish Text Analysis questions and one Critical Essay), worth 40 %. The final award is A to D.

Progression

Success in National 4 could lead to National 5 in English and/or National 5 English Units with National 5 Literacy.

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Success in National 5 could lead to Higher English.

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ENGLISH – HIGHER

Course Outline

The Higher English course provides learners with opportunities to continue to hone their reading writing, talking and listening skills in a range of sophisticated contexts. Pupils will study literature drawn from a variety of sources and will develop their capacity to respond to this in meaningful ways.

Pupils will study a selection of texts including poetry, drama, prose and media to prepare for the demands of the externally assessed exam. A variety of extended pieces of writing will be produced for their portfolio and critical analysis of texts also, with pupils continuing to develop their skills in these areas. Pupils must also complete and pass a Spoken Language activity.

Assessment

The Spoken Language unit must be passed.A portfolio of writing is assessed by the SQA. Two pieces are submitted and this is worth 30 %. In the final SQA exam, there are two papers:

Reading for Understanding, Analysis and Evaluation, worth 30 % Critical Reading (Scottish Text analysis questions and one Critical

Essay), worth 40 %.

The final award is A to D.

Homework

All pupils will be expected to complete homework activities on a consistent basis in order to supplement and reinforce the learning encountered in class. Homework will vary and will include different reading, writing and research activities. It is also vital that pupils revise exam materials on a consistent basis from the outset so as to ensure that they are fully prepared for the prelim and final exam.

Pre-requisites

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

Progression

Success in Higher English may lead to Advanced Higher.

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ENGLISH – ADVANCED HIGHER

Course Outline

The Advanced Higher English course seeks to provide pupils with opportunities to create, analyse and evaluate complex language. Pupils will investigate a wide range of sophisticated literary texts and will be encouraged to research and investigate language and literature for a range of different purposes. Progression through this course will help to prepare pupils for the rigors of undergraduate study

The homework demands of Advanced Higher English are significant. With guidance from their teacher, learners will work independently to produce in depth and involved responses to literature and to create sophisticated pieces of writing. A strong work ethic is essential.

The course focuses on:

Creation and Production Learners who complete this Unit will be able to produce complex and sophisticated written texts. Learners will be required to provide evidence of their writing skills by producing at least two drafts of one piece of their own writing and show critical reflection of the development of the writing process.

Analysis and Evaluation of Literary Texts Learners who complete this Unit will be able to: 1. Critically analyse and evaluate at least two complex and sophisticated literary texts in depth. 2. Undertake research into an aspect or aspects of literature, providing evidence of critical analysis and evaluation skills in the organisation and presentation of the research and its findings.

Course Assessment

Component 1Learners will produce a portfolio of work which will be externally assessed. There are two sections worth 60% in total. Section 1 – Dissertation worth 30%. Section 2 – Two pieces of writing for different purposes worth 30% in

total.

Component 2Learners will sit an exam of two parts. The exam is worth 40% in total. Section 1 – Learners will write a critical essay from a choice of prose and

drama questions. This is worth 25%.

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Section 2 – Learners will complete a textual analysis of an unseen poem. This is worth 15%.

FRENCH – NATIONAL4

Course outline

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

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

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

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

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

Course assessment

This course is graded PASS or FAIL.

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

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

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

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

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FRENCH – NATIONAL5

Course outline

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


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


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

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

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

Course assessment

To gain a National 5 qualification learners must complete:- two question papers, one titled ‘Reading and Writing’, another titled

‘Listening’. - a performance titled ‘Talking’.- an ‘assignment’ which is a a short piece of writing which is submitted to the

SQA for marking.

This course is graded A-D

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FRENCH - HIGHER

Course outline

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


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


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

Course assessment

This course is graded A-D

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

All Units are internally assessed.

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

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

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

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

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FRENCH – ADVANCED HIGHER

Course outline

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

The Course offers learners opportunities to develop and extend a wide range of skills.In particular, the Course aims to enable learners to: further develop the ability to listen and talk, read and write in a modern language,

as appropriate to purpose, audience and context further develop the ability to understand and use a modern language in a range of

contexts further develop the language skills of translation further develop grammatical knowledge develop the ability to plan and research, integrating and applying language skills,

as appropriate to purpose, audience and context develop independent learning and higher-order language skills


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

Course assessment

This course is graded A-D. To gain the award of the Course, the learner must pass all of the Units as well as the Course Assessment.All Units are internally assessed. Modern Languages: Understanding language (reading, listening): Learners

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

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

Specialist Study: Learners will be required to provide evidence of their planning, research and analysis skills based on literature or media or language in work within the context of the modern language.

Course assessment: The Course assessment will consist of four Components: - Component 1 comprises one question paper: Reading and Translation.

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- Component 2 comprises one question paper: Listening and Discursive Writing - Component 3 comprises a portfolio- Component 4 comprises a Performance

GAELIC LEARNERS – NATIONAL 4

Course Outline

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

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

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

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

Course Assessment

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

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

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GAELIC LEARNERS – NATIONAL 5

Course Outline

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

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

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

Course Assessment

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

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

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

There is also a short written assignment to complete which is submitted to the SQA for marking.

The Course Assessment is graded A to D.

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GAELIC LEARNERS - HIGHER

Course outline

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

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

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

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

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

Course assessment

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

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


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GAELIC LEARNERS – ADVANCED HIGHER

Course outline

The main purpose of the Course is to further develop the skills of listening and talking, reading and writing, in order to understand and use Gaelic.This Course offers learners opportunities to develop and extend a wide range of skills. In particular, it aims to enable learners to:♦ further develop the ability to listen and talk, read and write in Gaelic, as appropriate to purpose, audience and context♦ further develop the ability to understand and use Gaelic in a range of contexts♦ further develop the language skills of translation♦ further develop grammatical knowledge♦ develop the ability to plan and research, integrating and applying language skills, as appropriate to purpose, audience and context♦ develop independent learning and higher-order language skills

The Advanced Higher Gaelic course is made up of three mandatory Units:♦ Understanding Language In response to texts which use complex and sophisticated language, learners will be required to provide evidence of their listening and reading skills in Gaelic, in one of the following contexts: society, learning, employability, or culture.

♦ Using Language Using complex and sophisticated language, learners will be required to provide evidence of their talking and writing skills in Gaelic, in one of the following contexts: society, learning, employability, or culture.

♦ Specialist Study Learners will be required to provide evidence of their planning, research and analysis skills based on literature or media or language in work within the context of Gaelic.

Each unit has an assessment and the three units must be passed in order for a pupil to be able to sit the final exam.

Course assessment

The Course assessment will take the form of:♦ two question papers, through which learners will demonstrate their reading, translation, listening and discursive writing skills in Gaelic♦ a performance, through which learners will demonstrate their talking skills in Gaelic♦ a portfolio, written in English, through which learners will demonstrate their analytical skills in relation to literature or media or language in work within the context of Gaelic


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G À IDHLIG – NATIONAL 4

Course Outline

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

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

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

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

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

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

This Course is made up of four mandatory Units:

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

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

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

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

Course Assessment

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

The course is graded pass or fail.

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G À IDHLIG – NATIONAL 5

Course Outline

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

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




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

heritage of others

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

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

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

Course Assessment

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

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

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

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G À IDHLIG – HIGHER

Course outline

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

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




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

heritage of others

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

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

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

Course assessment

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

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


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GEOGRAPHY NATIONAL 4

Course Outline

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

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

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

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

development

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

Course Assessment

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

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

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

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

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GEOGRAPHY NATIONAL 5

Course Outline

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

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

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

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

development

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

Course Assessment

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

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

The course assessment is graded A – D and is out of a total of 100 marks.

The question paper is externally marked and will last 2 hours and 20 minutes. It is worth 80% (80 marks) of the total mark and has three sections:

Physical Environments 30 Marks Human Environments 30 Marks Global Issues 20 Marks

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

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GEOGRAPHY: HIGHER

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

Course Outline

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

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

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

a geographical perspective on environmental and social issues and their significance

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

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

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

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

or issue

Course Assessment

The course assessment is graded A – D and is out of a total of 110 marks.The question paper is externally marked and comprises of two papers, lasting a total of 3 hours. It is worth 73% (80 marks) of the total mark and has four sections:

Physical Environments 50 Marks (then scaled down to 25 marks)

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Human Environments 50 Marks (then scaled down to 25 marks) Global Issues 40 Marks (then scaled down to 20

marks) Application of Geographical Skills. 20 Marks (then scaled down to 10 marks)

The remaining 27% (30 marks) comes from the externally marked research assignment.

GEOGRAPHY – ADVANCED HIGHER

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

Course outline

The Advanced Higher course is split into two separate components:

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

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

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

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

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

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

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

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

and viewpoints

Course AssessmentThe course assessment is graded A – D

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Both the question paper and the project folio are externally marked. The breakdown of marks allocated is shown below:

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

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

Total Marks 150 marksGRAPHIC COMMUNICATION - NATIONAL 4

Course Outline

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

process develop an understanding of the applications of graphic communication in

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

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

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

Investigation and applied use of 3d and Pictorial Graphic skills

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

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

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

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

on our environment and society

Course Assessment

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Each of the units; 2D Graphic Communication and 3D and Pictorial Communication must be passed in order to achieve the final award. In addition to this there is an added value unit which must be passed. The course is graded as PASS or FAIL.

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GRAPHIC COMMUNICATION – NATIONAL 5

Course Outline

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

process develop an understanding of the applications of graphic communication in

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

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

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

Investigation and applied use of 3d and Pictorial Graphic skills

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

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

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

graphic communication standards, protocols, and conventions where these apply

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

Course Assessment

Pupils must complete a course assignment under controlled conditions which is worth 70 marks (50% of the overall grade). This is sent away to the SQA for marking.There is also a 2 hour exam to be sat in May which is also worth 70 marks (50% of the overall grade).The course is graded from A-D.

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GRAPHIC COMMUNICATION - HIGHER

Course Outline

Pupils should: Acquire an advanced knowledge and understanding of the graphic

communication process Understand and investigate applications of graphic communication in industry

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

techniques and processes.

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

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

Investigation and applied use of 3D and Pictorial Graphic skills

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

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

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

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

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

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

environment and society

Course AssessmentThe course assessment is packaged into two elements. Firstly, a timed 8 hour assessment is issued annually by the SQA. It is sent away to be externally assessed and is worth 36% of the overall grade.

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In May, pupils sit a 2 ½ hour written exam worth 64%. The course is graded from A-D.

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HISTORY – NATIONAL 4

Course Outline

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

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

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

conclusions

The following topics are covered at National 4 level:Historical Study: Scottish – The Era of the First World War, 1910-1928Historical Study: British - The Atlantic Slave Trade 1770-1807Historical Study: European and World – Hitler and Nazi Germany- 1919-1939

Course Assessment

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

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

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HISTORY – NATIONAL 5

Course Outline




conclusions

The following topics are covered at National 5 level:Historical Study: Scottish – The Era of the First World War, 1910-1928Historical Study: British - The Atlantic Slave Trade 1770-1807Historical Study: European and World – Hitler and Nazi Germany- 1919-1939

Course Assessment

An external exam makes up 80% of the final award at National 5 level, lasting 2hours 20 mins. Students will be taught the 6 question types and apply both their knowledge and interpretation of sources.

The remaining 20% comes from an externally marked research assignment completed under exam conditions in class. Students are given 8 hours of research and 60 minutes under exam conditions.


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HISTORY - HIGHER

Course Outline




conclusions

The Course is divided into three mandatory Units:

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

Unit 2 European and World This unit is based on Germany 1815-1939

Unit 3 Special Topic: Scottish The Scottish History unit seeks to build knowledge and understanding of

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

This unit will focus on Migration and Empire 1830-1939

Students for this course should have attained C or higher at National 5 History. Students with a keen interest in History will be considered with an A or B at Higher English.

Course Assessment

Internal assessments of each of the three units

Extended Essay which contributes to 20% of the final exam

Final Exam is made up of:Paper 1 (1 hour 30 minutes)Paper 1 examines knowledge and understanding and analysis covering the content of the Historical Studies: British and European and World. Students will write 2 essays. Paper 2 (1 hour 30 minutes) Paper 2 examines source evaluation skills, knowledge and understanding and analysis covering the content of the Scottish History. Students will complete 4 source based questions.

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HISTORY –ADVANCED HIGHER

Course Outline




conclusions

The Course has 2 units: Unit 1- Historical Study

o Germany: from democracy to dictatorship, 1918 to 1939 Unit 2- Historical Research-

o DissertationThis unit requires the student to do a self-researched Dissertation, an extended piece of writing based on historical fact and sources.

This will be taught through a mixture of teacher led lessons, student reading and seminar style discussions as a preparation for higher education.

There is an expectation that students will do a substantial amount of reading various texts over this course.

Course Assessment

There are 140 marks avalible.

Final Exam will take 3 hours. This covers 2 essays and 3 source questions. The exam is out of 90 marks (25 marks per essay; 40 marks for all the source Questions)

The Dissertation contributes 50 marks.


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APPLICATIONS OF MATHEMATICS – NATIONAL 3

Course Outline

The course is split into 3 units:

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

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

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

Course Assessment

All 3 units need to be passed to achieve a course award in National 3 Applications of Mathematics. There is no end of course assessment. The course is graded pass or fail.

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MATHEMATICS - NATIONAL 4

Course Outline


1. EXPRESSIONS AND FORMULAE 2. RELATIONSHIPS 3. NUMERACY

As well as an ADDED VALUE UNIT: MATHEMATICS TEST

The skills pupils will develop during Nat 4 Maths include:

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

using mathematical techniques and reasoning skills to solve mathematical problems.

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

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

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

Course Assessment

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

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

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MATHEMATICS - NATIONAL 5

Course Outline


1. EXPRESSIONS AND FORMULAE 2. RELATIONSHIPS 3. APPLICATIONS

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

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

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

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

Course Assessment

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

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MATHEMATICS - HIGHER

Course outline

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

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

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

Course assessment

The course assessment has two question papers:

Paper 1 – Non-Calculator (70 marks) Paper 2 – Calculator may be used (80 marks).

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

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MATHEMATICS – ADVANCED HIGHER

Course Outline

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

The course is made up of three 40 hour units. They are:

Mathematics 1: Methods in Algebra and Calculus (Advanced Higher) The general aim of the Unit is to develop advanced knowledge and skills in algebra and calculus that can be used in practical and abstract situations to manage information in mathematical form. The Outcomes cover partial fractions, standard procedures for both differential calculus and integral calculus, as well as methods for solving both first order and second order differential equations. The importance of logical thinking and proof is emphasised throughout.

Mathematics 2: Applications of Algebra and Calculus (Advanced Higher) The general aim of the Unit is to develop advanced knowledge and skills that involve the application of algebra and calculus to real-life and mathematical situations, including applications of geometry. Learners will acquire skills in interpreting and analysing problem situations where these skills can be used. The Outcomes cover the binomial theorem, the algebra of complex numbers, properties of functions, rates of change and volumes of revolution. Aspects of sequences and series are introduced, including summations, proved by induction.

Mathematics 3: Geometry, Proof and Systems of Equations (Advanced Higher) The general aim of the Unit is to develop advanced knowledge and skills that involve geometry, number and algebra, and to examine the close relationship between them. Learners will develop skills in logical thinking. The Outcomes cover matrices, vectors, solving systems of equations, the geometry of complex numbers, as well as processes of rigorous proof.

Course Assessment

In order to achieve the course award pupils must pass unit assessments for each of the three units. The course is assessed by a 3 hour long paper sat in May.

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MUSIC - NATIONAL 4

Course Outline

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

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

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

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

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

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

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

Course Assessment

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

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

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

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

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MUSIC – NATIONAL 5

Course Outline

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

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

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

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

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

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

Course Assessment

Two external exams and a composing skills project make 100% of the final award at National 5 level:

There are three Units at National 5 level: all are externally assessed by SQA 1. Performing 1 (25%)

Performing 2 (25%)2. Composing Skills (15%)3. Listening (35%)

The Performing units involve preparing and performing a variety of challenging pieces at grade 3 standard with sufficient accuracy, whilst maintaining the musical flow. The Listening unit broadens the learner’s knowledge and understanding of music and musical literacy by listening to music and identifying level-specific concepts. The Composing Unit is completed as a project which is externally marked by SQA markers.

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MUSIC - HIGHER

Course Outline

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

instruments Perform challenging music with sufficient accuracy, while maintaining the

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

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

The following elements are covered at CfE Higher Music level:

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

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

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

Course Assessment

Two external exams and a composing skills project make 100% of the final award at Higher level:

There are three Units at Higher level: all are externally assessed by SQA 1. Performing 1 (25%)

Performing 2 (25%)2. Composing Skills (15%)3. Listening (35%)

The Performing units involve preparing and performing a variety of challenging pieces at grade 4 standard with sufficient accuracy, whilst maintaining the musical flow. The Listening unit broadens the learner’s knowledge and understanding of music and musical literacy by listening to music and identifying level-specific concepts. The Composing Unit is completed as a project which is externally marked by SQA markers.

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MUSIC – ADVANCED HIGHER

Course OutlineThe Course enables learners to develop skills in performing, creating, understanding and analysing music. The aims of the Course are to enable learners to: develop autonomy and independent thinking skills develop creativity through performing develop self-expression when creating original music develop advanced skills in musical analysis and aural discrimination develop knowledge of music and musical literacy through in-depth study and

analysis evaluate their own work and that of othersIn the Course, learners will plan, organise and make decisions and take responsibility for managing their learning. They will apply their critical thinking skills when reflecting on their performing skills and their own music compositions. They will review and refine their music performances and compositions.

The Course consists of three mandatory Units, each of which must be passed in order for pupils to be entered for the final exam. The units are:

Music: Performing SkillsLearners will develop a range of advanced performing skills appropriate to their two selected instruments, or to their one selected instrument and voice.

Music: Composing SkillsLearners will develop a range of advanced skills in creating music.

Understanding and Analysing MusicThrough listening, learners will develop their understanding of music styles, music concepts and musical literacy.

AssessmentCourse assessment will take place through either a performance or a portfolio. All learners willalso complete question paper.

For the performance, learners will prepare and perform a programme of music on two selected instruments or on one selected instrument and voice. This activity will be underpinned by knowledge and understanding of music. It will be sufficiently open and flexible to allow for personalisation and choice.

For the portfolio, learners will produce a folio of original music. The portfolio will consist of compositions and/or arrangements and/or improvisations. This activity will be underpinned by knowledge and understanding of music and will be sufficiently open and flexible to allow for personalisation and choice.

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The question paper will allow learners to demonstrate a depth of conceptual knowledge and understanding of music, music concepts, and musical literacy developed across the Course.

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PHYSICAL EDUCATION – NATIONAL 4

Course Outline

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

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

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

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

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

Course Assessment

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

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PHYSICAL EDUCATION – NATIONAL 5

Course Outline

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

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

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

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

The Course has two mandatory Units:

Unit 1: Performance Skills The purpose of this component is to assess the candidate’s ability to effectively perform in two different physical activities.

Each single performance event is marked out of 30.

Unit 2: PortfolioThe purpose of the portfolio is to assess the candidate’s knowledge and understanding of the performance development process. It assesses the candidate’s ability to integrate skills and apply knowledge and understanding from across the course.

The portfolio has three sections: Section 1 Understanding factors that impact on performance Section 2 Planning, developing and implementing approaches to enhance personal performance Section 3 Monitoring, recording and evaluating performance development

Course Assessment

Component 1 — performance 60 marks

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Component 2 — portfolio 60 marks Total marks 120 marks

The course is graded from A-D.PHYSICS - NATIONAL 4

Course Outline

Physics gives us an insight into the underlying nature of our world and its place in the universe. Physics is an important qualification if you intend to enter a career in engineering, physical science and some medical sciences. Furthermore, it is a recommended course for study for other careers, including law, military service, accountancy and other non-physical sciences.

The course is designed to enable pupils to: develop and apply knowledge and understanding of physics develop an understanding of the role of physics in scientific issues and relevant

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

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

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

The course has three main units and an additional added value unit: Electricity and Energy; which covers generation of electricity, electrical power,

electromagnetism, practical electrical and electronic circuits, gas laws and the kinetic model.

Waves and Radiation; including wave characteristics, sound, the electromagnetic spectrum and nuclear radiation.

Dynamics and Space; covering speed and acceleration, forces and, satellites and cosmology.

Added Value Unit: will draw on and extend the skills they have learned from across the other Units, and demonstrate the breadth of knowledge and skills acquired, in unfamiliar contexts and/or integrated ways.

Course Assessment

To achieve the National 4 Physics Course, learners must pass an internal assessment of all of the required Units, including the Added Value Unit. The course is graded PASS or FAIL.

There are three areas for assessment at this level:1. Unit tests involving application of knowledge and problem solving skills, scientific enquiry which includes planning, carrying out, concluding and evaluating a practical investigation.

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2. The ‘Added Value Unit’ which allows pupils to investigate a topical issue in Physics.

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PHYSICS - NATIONAL 5

Course Outline

Physics gives us an insight into the underlying nature of our world and its place in the universe. Physics is an important qualification if you intend to enter a career in engineering, physical science and some medical sciences. Furthermore, it is a recommended course for study for other careers, including law, military service, accountancy and other non-physical sciences.

The course is designed to enable pupils to: develop and apply knowledge and understanding of physics develop an understanding of the impact of physics on everyday life develop an understanding of the role of physics in scientific issues and relevant

applications of physics, including the impact these could make on society and the environment

develop scientific inquiry and investigative skills develop scientific analytical thinking skills in a physics context develop the skills to use technology, equipment and materials, safely, in

practical scientific activities develop planning skills develop problem-solving skills in a physics context use and understand scientific literacy, in everyday contexts, to communicate

ideas and issues and to make scientifically informed choices develop the knowledge and skills for more advanced learning in physics develop skills of independent working

The course covers three main areas: Electricity and Energy; electrical charge carriers; potential difference (voltage);

Ohm’s law; practical electrical and electronic circuits; electrical power, specific heat capacity; specific latent heat; gas laws and the kinetic model.

Waves and Radiation; including wave parameters and behaviours; electromagnetic spectrum; refraction of light, and nuclear radiation.

Dynamics and Space; vectors and scalars; velocity–time graphs; acceleration; Newton’s laws; energy; projectile motion including kinematics, forces, space exploration and cosmology.

Course Assessment

Areas for assessment at National 5 level include:1. A written exam including knowledge and understanding of Physics, application of knowledge of Physics to new situations, interpreting information, solving problems and processing information (using calculations and units, where appropriate).2. An assignment carried out under controlled conditions in no longer than 8 hours which pupils complete an in-depth study of a Physics topic of their choice including a practical experiment.

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The final mark for the course is made up of an assignment (20%) which is submitted to the SQA for marking, and a 2 ½ hour written paper (80%) with two sections that is sat in May.


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PHYSICS - HIGHER

Course Outline

The course will allow pupils to: develop and apply knowledge and understanding of physics develop an understanding of the role of physics in scientific issues and relevant

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

develop scientific inquiry and investigative skills develop scientific analytical thinking skills, including scientific evaluation, in a

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

scientific activities develop planning skills develop problem solving skills in a physics context use and understand scientific literacy to communicate ideas and issues and to

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

There are four units in the course: Our Dynamic Universe which includes the key areas of kinematics, dynamics and

space-time. Particles and Waves which looks at waves, nuclear physics and particle

accelerators. Electricity, which includes electricity, electrical storage and transfer. Researching Physics, which is a skills-based unit focusing on the investigative skills

and reporting skills demanded by employers and Further and Higher Education. Learners will collect and synthesize information from different sources, plan and undertake a practical investigation, analyse results and communicate information related to their findings. They will also consider any applications of the physics involved and implications for society/ the environment.

The development of skills is a central feature of the course. As Physics is a practical subject, the opportunities for high-quality experimental work will be numerous.

Course Assessment

The researching Physics unit will be internally assessed by the class teacher and verified by the SQA and will be completed in conjunction with the assignment.There are two final exams set by the SQA lasting 3 hours in total. The papers are worth 120 marks distributed across both papers.An assignment carried out under controlled conditions in which pupils carry out an in-depth study of a physics topic of their choice and carry out a related practical. This assignment is then externally marked and is worth 20 marks and this will be scaled up to 30 marks.

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PRACTICAL WOODWORKING - NATIONAL 4

Course Outline

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

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

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

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

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

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

Course Assessment

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

The course is graded PASS or FAIL.

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PRACTICAL WOODWORKING - NATIONAL 5

Course Outline

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

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

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

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

context

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

There are three projects in the course:1. Flat –frame construction – wooden stool2. Carcase construction – Corner unit3. Machining and finishing – Carry all

In addition to this, there is a practical assignment which draws together skills from the above 3 projects, in order to make a quality finished product from wood.

Course Assessment

To gain National 5, pupils must undertake an exam weighted 33% and a practical course assessment weighted 66%.

The exam covers knowledge and practical understanding of tools, materials and processes used within the workshop. It also covers health and safety procedures in using power tools and fixed machinery.

The Course Assessment consists of a Practical Activity which requires learners to produce a finished product in wood and a log book which records use of tools and machinery. This will be marked by the centre in accordance with SQA guidelines and will be graded A to D subject to internal verification and can be externally verified by SQA.

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SKILLS FOR WORK: RURAL SKILLS – NATIONAL 4

Course Outline

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

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

Course Assessment

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

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

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