· web viewthe course is practical and experiential, and the key focus is creativity. learning in...

Gleniffer High

Senior Phase Course Information

Family Learning

Contents

Art and Technical 1 - 5

Business and Computing 6 - 13

English 14- 16

Health, Food & Technology 17 - 25

Humanities (Geography, History, Modern Studies & 26 - 31Religious, Moral and Philosophical Studies)

Mathematics 32 - 38

Modern Languages 39 - 40

Music 41- 43

Physical Education 44 - 46

Science (Biology, Chemistry & Physics) 47 – 54

Summary of courses offered 55

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ART AND TECHNICAL FACULTY

ART AND DESIGN – HIGHER Recommended EntryWhile entry is at the discretion of the centre, students should have attained National 5 Art and Design. The skills taught in this course are transferrable to the Higher Course which requires further development of the Expressive and Design Element as well as the written Critical element.

Course Details:The Course is practical and experiential, and the key focus is creativity. Learning in the course will develop knowledge of Art and Design practice and a range of practical media handling skills in both expressive and design contexts. At this level, learners will show increasing personal autonomy and creative decision making when agreeing the content and context of their work. The course encourages learners to be creative and to express themselves confidently in different ways. Learning in the course will include active involvement in creative activities and the use of a range of art and design materials, techniques and/or technology. Learning through art and design also develops learners’ ability to critically appreciate aesthetic and cultural values, identities and ideas. The course allows learners to broaden and deepen their skills base, to widen their horizons regarding a range of careers and helps to develop attributes and capabilities of the four capacities. Throughout the course, learners will develop perseverance, independence and resilience as they take increasing responsibility for directing their learning, thus enhancing their self-confidence and enterprise skills.

Course structure The course has an integrated approach to learning and includes a mix of practical learning and analysis of art and design practice. In the course learners will draw upon their detailed understanding of Art and Design work and practice as they experiment with using a range of selected art and design materials, techniques and/or technology to develop their own creative ideas. Learners will develop a range of complex problem-solving skills, and a critical understanding of the impact of social, cultural and other external factors on artists’ and designers’ work and practice.

Pupils will undertake Expressive Activity and Design Activity to gain the course award; the learner must pass the course assessment.

PROGRESSION TO: Advanced Higher Art and Design. Higher is recognised in terms of entry qualifications at all levels of higher and further education including degree courses at University and Art School. Progression also made into occupations such as Architecture.

ART & DESIGN - NATIONAL 5Course outlineThe course is practical and experiential, and the key focus is creativity. Learning in the course will develop knowledge of Art and Design practice and a range of practical media handling skills in both the expressive and design contexts. The course encourages learners to exercise imagination and creativity. It helps learners to be creative and to express themselves confidently in different ways. It also develops learners’ ability to critically appreciate aesthetic and cultural values, identities and ideas. Learners will also investigate

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the factors influencing artists and designers work and practice and will use this understanding when developing and producing their expressive and design work.Pupils will also develop skills for learning, skills for life and skills for work. Pupils will be able to:

Identify areas for improvement and next steps for learning Investigate, research, produce, analyse, evaluate Apply thinking skills Create through personalisation and choice Prioritise tasks and work within deadlines

Pupils will produce a Design Unit with Critical and an Expressive Unit with Critical both of which lead to the production of a folio.

AssessmentPupils Expressive and Design Portfolios will be sent to the SQA for grading and a course award will be awarded in conjunction with a written question paper.

Progression From National 5 into Higher Art and Design

DESIGN AND MANUFACTURE - HIGHER Recommended EntryWhile entry is at the discretion of the centre, students would normally be expected to have attained National 5 Design and Manufacture.

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

Course assessmentThe learner will draw on, extend and apply the skills, knowledge and understanding they have developed during the Course. These will be assessed through a combination of an assignment and a question paper.

DESIGN & MANUFACTURE - NATIONAL 5Course outlineNational 5 Design and Manufacture provides a broad and practical experience in product design and manufacture. Learners will develop design skills and knowledge and understanding of materials and processes giving them an opportunity to demonstrate the following:

Skills in idea generation and refinement. The ability to communicate design proposals. Practical skills, by manufacturing their design ideas.

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The course is split into 4 main units that explore product evaluation, planning for design and manufacture. This allows learners to enhance their creative and practical skills which they will develop within the workshop environment through the design and manufacture of a variety of products. They will also develop the critical thinking skills required to effectively review and evaluate their work.Within Design and Manufacture pupils will develop skills for learning, skills for life and skills for work:

Numeracy: measurements, dimension Employability, enterprise and citizenship: working creatively to resolve manufacturing

problems, working co-operatively. Thinking skills, understanding and applying; techniques and their application, impact

of manufacturing activities. Analysing and evaluating; evaluating the impact of manufacturing and materials

activities.

AssessmentComponent 1 - Pupils will produce a Design Assignment task which has 90 marks and accounts for 53% of the overall course award. Component 2 is a question paper which has 80 marks and accounts for 47% of the overall course award. The grade awarded is based on the total marks achieved across all course assessment components.

Progression From National 5 into Higher Design and Manufacture.

GRAPHIC COMMUNICATION - HIGHER Course DetailsThe Higher Graphic Communication Course offers a broad and creative experience in the subject of graphic communication and graphic design. This diverse and multi-faceted Course provides scope for personalisation and choice. The Course allows learners to broaden and deepen their skills base and to widen their horizons regarding a range of vocations and careers. It provides opportunities to further acquire and develop the attributes and capabilities of the four capacities, including: creativity, flexibility and adaptability; enthusiasm and a willingness to learn; perseverance, independence and resilience; responsibility and reliability; and confidence and enterprise. Learners are encouraged to exercise imagination, creativity and logical thinking. They will develop an awareness of graphic communication as an international language. They will find that the skills they acquire by successfully completing this Course will be invaluable for learning, for life and for the world of work. The Course provides skills that are complementary to other curricular areas, such as expressive arts, sciences, and mathematics. It provides skills that are valuable for learners in the other areas of study in the technologies.

Course structure The course is practical, exploratory and experiential in nature. On completing the course, learners will have developed skills in 2D and 3D graphics, as well as pictorial graphics. They will be able to apply these skills with discernment in order to produce graphics with visual impact and graphics that require the effective transmission of information.

AssessmentPupils will be required to complete a question paper which is worth 90 marks and accounts for 64% of the overall course award. They also need to complete an assignment in the form of a folio which is worth 40 marks and accounts for 36% of the overall course award. The

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grade awarded is based on the total marks achieved across all course assessment components.

ProgressionStudents who achieve National 6 Higher Graphic Communication might progress to:Advanced Higher Graphic Communication.A national Certificate group programme at an appropriate level in areas such as engineering, construction or graphic designA degree or programme in areas such as engineering, architecture or graphic design.Other University or college courses.Employment in a wide range of occupations in fields such as engineering and construction as well as design.

GRAPHIC COMMINUCATION - NATIONAL 5Course outlineThe National 5 course introduces learners to the diverse and ever-increasing variety of presentation methods employed in Graphic Communication. They allow the opportunity for learners to gain skills in reading, interpreting and creating graphics as well as initiating, developing and communicating their ideas graphically. The courses are practical, exploratory and experiential in nature and combine elements of creativity and communication for visual impact with elements of design principles and standards. On completion of either courseslearners will be able to exhibit skills and knowledge in graphic techniques using drawing equipment, computer graphics media and demonstrate understanding of the impact of graphics and its technologies on our environment and society.Within the course pupils will develop skills for learning, skills for life and skills for work:

Numeracy: measurements, dimension Employability, enterprise and citizenship: using graphic packages, digital input and

graphic devices.Thinking skills, understanding, applying, analysing and evaluating; techniques and their application, impact of graphic activities, graphic knowledge to simple problems and communicate ideas, analysing and evaluating graphic solutions.

AssessmentPupils will be required to complete a question paper which is worth 80 marks and accounts for 67% of the overall course award. They also need to complete an assignment in the form of a folio which is worth 40 marks and accounts for 33% of the overall course award. The grade awarded is based on the total marks achieved across all course assessment components.

Progression from S4 to S5from National 5 into Graphic Communication Higher

PRACTICAL METALWORKING - NATIONAL 4/5

Course contentThe aims of the Course are to enable learners to develop: Skills in metalworking techniques. Skills in measuring out and marking metal sections and sheet materials. Safe working practices in workshop environments. Practical creativity and problem-solving skills. Develop an understanding of sustainability issues in a practical metalworking context.

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This course will also give learners the opportunity to develop thinking skills and skills in numeracy, employability, enterprise and citizenship.Pupils will: Use a range of metalworking tools, equipment and materials safely and correctly for

metalworking tasks with some complex features Adjust tools where necessary, following safe practices. Read and interpret drawings and diagrams in familiar and some unfamiliar contexts. Measure and mark out metal sections and sheet materials in preparation for cutting and

forming tasks with some complex features. Practical creativity in the context of familiar metalworking tasks with some complex

features. Follow, with autonomy, given stages of a practical problem-solving approach to

metalworking tasks. Apply with knowledge and understanding the safe working practices in a workshop. Develop knowledge and understanding of the properties and uses of a rang

Entry requirements: This course is a broad-based qualification for all learners with an interest in crafts. It is suitable for learners with an interest in practical metalworking and those wanting to progress to higher levels of study or a related career. Excellent conduct in the workshop is essential. Previous experience within Technical Education an advantage.

Progression This Course or its Units may provide progression to: National Certificate Group Awards (NCGAs) A range of other practical technological subjects at National 5 Skills for Work and sector specific SQA qualifications For some, this course may also provide progression to employment, apprenticeships and/or training in practical technology and related fields including: Crafts Construction Manufacturing Engineering Theatre Visual arts

AssessmentPupils will be required to complete a question paper which is worth 30 marks and accounts for 30% of the overall course award. They also need to complete an assignment in the form of a model which is worth 70 marks and accounts for 70% of the overall course award. The grade awarded is based on the total marks achieved across all course assessment components.

BUSINESS AND COMPUTING FACULTY5

ADMINISTRATION AND IT – HIGHERRecommended EntryStudents will normally be expected to have obtained an A or B pass in the National 5 Administration and IT course.

Course DetailsThe course consists of three units, an exam and an assignment. The question paper, worth 50 marks (42%) covers theory from all aspects of the course. The assignment, worth 70 marks (58%) covers spreadsheets, databases, word processing and communication. The course is graded from A to D.

UnitsAdministrative Theory and Practice In this Unit, learners will be required to provide evidence of their: knowledge and understanding of administration in the workplace and related aspects knowledge and understanding of effective teams and time and task management knowledge and understanding of the features of good customer care and the benefits of

good, and consequences of poor, customer care IT Solutions for Administrators In this Unit, learners will be required to provide evidence of their: skills in using a range of complex functions of the following IT applications — word

processing, spreadsheets, databases — to solve problems in an administration-related context

skills in analysing, processing and managing information in order to create and edit relatively complex business documents

Communication in Administration In this Unit, learners will be required to provide evidence of their: advanced skills in using IT to communicate information with others in administration-

related contexts knowledge and understanding of barriers to communication and ways of overcoming

them knowledge and understanding of how to maintain the security and confidentiality of

information

Progression Advanced Higher Administration and IT National Certificate at an appropriate level HNC Business Administration HND Business Management Degree courses in business A range of employment opportunities e.g. banking, insurance, civil service etc.

ADMINISTRATION AND IT - NATIONAL 5 / NATIONAL 4

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Recommended EntryN5 Administration and IT National 4 Administration and IT PassN4 Administration and IT Secure at 4th Level Experiences and Outcomes.

UnitsCommunication in Administration: During this unit pupils learn to use IT for gathering and sharing information with others in familiar administration-related contexts. Learners will develop an understanding of reliable sources of information and an ability to identify and use the most appropriate methods for gathering information. Pupils learn skills in communication using E-mail, Electronic diaries, internet searching and PowerPoint.Information Technology Solutions for Administrators: This unit develops learner’s skills in IT and organising and processing information in administrative contexts. Learners will use the following applications: word processing, spreadsheets and databases to create and edit business documents. Administrative Practices (Theory): Pupils will learn key legislation affecting employees, key features of good customer care and the skills, qualities and attributes required of administrators. This unit will also enable them to apply the basic understanding in carrying out a range of administrative tasks required for organising and supporting small scale events.

AssessmentNational 4: Pupils will complete three unit assessments and an Added Value Unit (project). All units are internally assessed on a pass/fail basis against requirements set by the SQA. As with all National 4 courses, there is no final exam and pupils will be awarded an overall pass or fail.National 5: Pupils will complete a practical exam and a course assignment (project). The practical exam is worth 50 marks (38%) and covers spreadsheets, databases, problem solving and theory. The assignment is worth 70 marks (58%) and covers word processing, desktop publishing, communication and theory. The course is graded from A to D.

Progression National 5 Administration and IT Higher Administration and IT National Certificate at an appropriate level HNC Business Administration HND Business Management Degree courses in business A range of employment opportunities e.g. banking, insurance, civil service etc.

BUSINESS MANAGEMENT - HIGHER

Recommended EntryStudents would normally be expected to have attained a pass in National 5 Business Management. A pass in Higher English (or to be studying for Higher English) would also be recommended for Higher Business Management.

Skills and knowledge developed in this course would be useful in a wide range of careers (not just business education). Business Management offers an excellent opportunity for students with no prior business knowledge to achieve a very worthwhile Higher which is highly valued by universities and employers. The course may be suitable for S6 students who have not studied Business before but who have passed Higher English.

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Understanding BusinessThis unit should enable students to:

analyse the development of business enterprise in contemporary society analyse the process of decision-making in business enterprises report on the internal organisation of business enterprises

Management of People and FinanceThis unit should enable students to:

analyse theories of motivation, leadership and employee relations interpret and manipulate financial information used in business

Management of Marketing and OperationsThis unit should enable students to:

analyse the marketing decisions of business enterprises analyse the operations decisions of business enterprises

AssessmentThe course consists of three units, an exam and an assignment. The exam is worth 90 marks (75%) and covers all aspects of the course. The assignment is worth 30 marks (25%) and requires pupils to carry out research into a business and topic, analyse and evaluate information and produce a business report. The course is graded from A to D.

Progression Advanced Higher Business Management HNC/D e.g. Business Administration / Management degree courses e.g. BA Business Management, BA Management and Information

Systems A range of employment or training opportunities e.g. management posts in human

resources, marketing, finance, etc.

BUSINESS MANAGEMENT – NATIONAL 5

Recommended EntryStudents would normally be expected to have a pass at National 4 Business.

UnitsUnderstanding Business In this Unit, learners will be required to provide evidence of their: understanding of how entrepreneurship supports business development ability to communicate how organisations contribute to generating wealth and satisfying

customers’ needs understanding of key business terms and concepts, and knowledge of their application in

familiar contexts Management of People and Finance In this Unit, learners will be required to provide evidence of their: ability to identify factors influencing both human resource management and financial

management, and to draw conclusions on how to address issues arising from them understanding of key business terms and concepts relating to human resource and

financial management, and knowledge of their application in familiar contexts Management of Marketing and Operations In this Unit, learners will be required to provide evidence of their: ability to identify factors influencing the management of marketing and operations, and to

draw conclusions on how to address issues arising from them understanding of key business terms and concepts relating to marketing and operations

management, and knowledge of their application in familiar contexts

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AssessmentThe course consists of three units, an exam and an assignment. The exam is worth 90 marks (75%) and covers all aspects of the course. The assignment is worth 30 marks (25%) and requires pupils to carry out research into a business and topic, draw conclusions and make recommendations, and produce a business report. The course is graded from A to D.

Progression Higher Business Management HNC or HND Business related courses a wide range of business employment opportunities

COMPUTING SCIENCE – HIGHER / NATIONAL 5 / NATIONAL 4

The Higher course offers excellent progression for pupils who have an A or B at National 5 level. The National 5 course offers progression for pupils who have passed National 4 Computing Science and the National 4 course offers progression for pupils who completed the level 4 Computing Science course in S3. The courses may be suitable for highly motivated S6 pupils with no previous Computing experience, but this will be at the discretion of Mr Gould.

Recommended EntryHigher Computing Science Ideally a National 5 A or B. Student with an N5 C may be

suitable but this must be discussed with Mr Gould.N5 Computing Science National 4 Computing Science Pass

N4 Computing Science Completed 4th Level Computing Science in S3 – secure at 4th Level Experiences and Outcomes.

UnitsNational 5 and Higher courses are made up of the following four units:1. Software Design and Development. (40% of course and assessment)

Learn how to analyse a problem identifying the functional requirements for a software solution and how to design a solution using industry standard techniques. Use a range of data types, structures and programming constructs to build a solution, then test and evaluate the solution. This is a practical topic with a focus on writing code and creating a wide range of programs.

2. Computer Systems (10% of course and assessment)Learn how data is represented on a computer system. Learn about the internal components of a computer, including the processor, RAM, busses and cache memory. Learn about the environmental impact of intelligent systems, and learn about security risks and precautions including tracking cookies, DDOS attacks and encryption.

3. Database Design and Development (25% of course and assessment)Learn how to analyse a problem identifying the functional requirements for a database solution and how to design a solution using industry standard techniques. Learn how to create tables and link them using keys to create a relational database, then learn how to create SQL queries to search, sort, update, insert and/or delete information, and learn how to perform calculations. Finally learn how to test and evaluate a completed solution.

4. Web Design and Development (25% of course and assessment)Learn how to analyse a problem identifying the functional requirements for a web solution and how to design a solution using industry standard techniques. Learn how to build and format web pages using HTML, CSS and JavaScript – all industry standard technologies. Finally learn how to test and evaluate a completed solution.

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The National 4 course is made up of two units: Software Design and Development and Information Systems Design and Development. Pupils presented at National 4 level will follow the National 5 course, but will complete the National 4 level assessments.

AssessmentNational 5 and Higher: Pupils will complete an exam and a Course Assignment (project). The courses is graded so pupils will receive an overall A, B, or C award. 69% of the overall grade comes from the final exam and 31% comes from the course assignment.National 4: Pupils will complete two unit assessments and an Added Value Unit (project). All units are internally assessed on a pass/fail basis against requirements set by the SQA. As with all National 4 courses, there is no final exam and pupils will be awarded an overall pass or fail.

ProgressionHigher Computing Science Advanced Higher Computing Science Higher National Certificates (HNC) and Diplomas (HND) in a wide range of computing disciplines such as Computer Games Development, Computer Networking, Software Development, Technical Support, Database Programming, Digital Imaging and Web Design to name a few. Degree Courses Including Computing Science, Software Engineering, Information Systems and a wide range of Computing Science mixed disciplinary degrees. Wide range of employment opportunities.

COMPUTER GAMES DEVELOPMENT – NPA LEVEL 5

Recommended EntryStudents will ideally have obtained a National 4 or National 5 course award in Computing Science but the course is suitable for a wide range of pupils, from those with no computing experience to those who have achieved Higher and want to develop knowledge and skills in another branch of Computing Science. Students who have not previously studied Computing Science should speak to Mr Gould before selecting the course.

Students will normally be expected to have obtained a National 4 or National 5 course award in Computing Science. Students who have not previously studied Computing Science may be suitable, but this is at the discretion of Mr Gould.

The Course aims to enable learners to: develop knowledge and understanding of the games design industry develop knowledge and understanding of the key concepts of games design acquire skills in planning and designing games and assets acquire skills in creating games through modern development environments

Course DetailsThe course comprises 3 mandatory units and pupils must pass each of these units. There is no final exam.Pupils will complete the following assessments:

A portfolio approach will be taken, with each unit of work relating to specific evidence requirements for each unit of the course.

UnitsComputer Games: Design

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You will acquire an understanding of the underlying concepts and fundamental principles involved in digital gaming planning and design. You will learn how to recognise and distinguish differences between numerous gaming platforms, environments and genres. You will be introduced to fundamental methods used in the planning and design stages involved in the production of a digital game. You will plan and design a level in a digital game. At SQCF level 5 you will be introduced to the role of the games designer and at SCQF level 6 you will build on your knowledge of hardware in gaming technology and investigate graphics and sound technology used by various types of digital gaming platforms. You will investigate emerging technologies in gaming and analyse how this technology will affect games and peoples’ expectations of games. You will investigate what organisations and activities are involved in the investment, creation, production and distribution of games and evaluate external factors to be considered when designing a digital game. You will evaluate design methods used in the planning and design stages involved in the production of a digital game. You will plan and design a digital game to a given brief.Computer Games: Media Assets You will acquire an understanding of the different types of media asset required for developing a digital game. You will learn how to plan and produce media assets for use in a game development environment. Computer Games: Development You will gain an understanding of the processes involved in the final stages of development of a digital game. You will learn how to use your chosen game development environment to bring together all the parts and produce a working game. You will gain an understanding of the evaluation process and then go on to plan and deliver a promotional activity. At SCQF level 5 you will devise a test strategy then test the game thoroughly, recording the results. You will gain an understanding of the evaluation process and complete a user review of a game that applies a scoring/rating system. You will finally plan and create a promotional activity.

Each unit assessment is marked against a set of assessment standards so are pass or fail. All three units must be passed to achieve the National Progression Award.

Progression Level 6 NPA Higher National Certificates (HNC) and Diplomas (HND) in a Computer Games

Development Degree course in Computer Games Development Employment in the thriving Computer Games industry

Retailing - Skills for Work (National 5)PurposeIn 2017 the retail sector accounted for 9.5% of all employment in the UK. Furthermore, 5.6% of all businesses in the UK operated in the retail sector. Over the same period, retail sales in the UK were worth £395 billion (UK House of Commons, October 2018, available at: researchbriefings.files.parliament.uk/documents/ SN06186/SN06186.pdf).Retail includes shops, department stores, supermarkets, market stalls and internet retailers across a wide variety of categories: food, clothing, electronics, automotive fuel, sports etc.Given the significance of the retail sector, the SQA have developed a course, in partnership with employers and industry, to provide students with a nationally recognised and certificated award – preparing them for a potential part-time job or career in the retail sector.In summary, this course is designed to help students develop:

Skills and knowledge in a broad vocational area Skills for learning, life and work An understanding of the workplace

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Transferable skills of employability Skills and attitudes for employability

As this course combines practical experience with classroom work, teaching programmes include:

Learning in real or simulate workplace settings Learning through role play activities Carrying out case study work Planning and carrying out practical tasks and assignment

Recommended EntryThis course is aimed at students who are in their senior phase of school (S5 to S6). Students who have previously studied Business Management as either part of their Broad General Education in S3, or at National 4/5 level in S4 will potentially have an initial understanding of some of the course content.

Course AssessmentPupils will complete four units:

Working in Retailing Maintaining, Storing and Replenishing Stock Satisfying Customer Needs Planning and Implementing a Retail Event

These units involve a variety of classroom based learning and practical activities: Working in RetailIn this unit students will develop identified employability skills by carrying out practical activities in a realistic working environment. This may be within a retail organisation, or a ‘shop’ setting within the school. Students will be encouraged to develop their employability skills through good timekeeping and attendance, following instructions, working as part of a team and dealing with customers. In addition, students will learn about the nature of retailing as an industry and explore the variety of job roles available within it. Not only will the assessment for this unit involve practical activities, they will undertake two different types of interviews, allowing them to demonstrate their employability skills.

Maintaining, Storing and Replenishing StockIn this unit, students will explore the principles of the five ‘Rs’ of retail – having the right product in the right place at the right time, in the right quantity and at the right price. This unit focuses on the practical needs of retailing, giving students the opportunity to learn about stock handling, replenishment and supply chain management. The assessment for this unit involves students producing a folio of evidence of the areas previously outlined.

Satisfying Customer NeedsStudents will learn about the importance of providing high customer satisfaction. They will explore how to listen, question and interact with customers, along with how to handle customer complaints. Students will also learn about how to maximise sales through developing selling skills. In addition, students will learn about current consumer legislation and how it affects retail. The assessment for this unit also involves a folio approach, where students will document their learning of the areas outlined above.

Planning and Implementing a Retail Event

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This unit provides students with the opportunity to develop transferable skills. Students will plan and implement an event, involving a range of skills such as displaying and merchandising goods.This unit will also be assessed through the students gathering evidence of their ability to plan and implement a retail event as part of a team. They will also evidence their individual skills in displaying, moving and handling stock, along with delivering high levels of customer satisfaction.

ProgressionThe course may provide progression to:

Modern Apprenticeships in Retail (College) A part-time job in the retail sector A career in the retail sector National Certificate in Retailing (College) Further/Higher Education

ENGLISH - HIGHER

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Entry RequirementsAn A or B pass at National 5 EnglishPupils who achieve a C Pass at National 5 are recommended to sit Higher English over two years.

Option 1 The two year Higher The two year approach to the Higher course involves pupils completing the internal assessment in S5, preparing the folio of two essays over S5 and S6 and sitting the final exam in S6. This will enable pupils for whom it is appropriate to develop the skills of folio and critical writing, as well as the demands of dealing with more complex literature, over a two year period. This option may also be appropriate for those pupils who have achieved a D pass at N5 in S4 and are not upgrading N5.

Option 2 The one year HigherExternal Course Assessment (Total 100 marks)

Question Paper 1— Reading for Understanding, Analysis and Evaluation (30 marks) Learners will be required to understand, analyse and evaluate two non-fiction texts which are connected by theme. Learners will gain credit for: ♦ identifying key information and ideas from the texts ♦ explaining relationships between ideas ♦ analysing features of language and discuss their relationship with the ideas of the texts as a whole. ♦ evaluating the effect of the language and/or ideas of the text(s).

The learners will answer detailed questions on the first text, and then address one question which requires the learner to infer and summarise the ideas and/or language of both texts. They will be required to demonstrate an understanding of the relationship between the texts.

Question Paper 2— Critical Reading (40 marks) This question paper has two Sections. In each Section, learners must cover a different genre and cannot use the same text twice. Twenty marks will be available for each of the two Sections.

Section 1 Scottish Texts (20 marks) Learners will answer questions on previously studied Scottish literature by answering questions on the work of one Scottish writer. This writer will be chosen from a list of specified texts covering the genres of drama, prose and poetry. The list will be refreshed by the SQA as required. The list of current texts can be found on the SQA website. There will be one extract with questions provided for each Scottish writer on the list. 10 marks will be available for answering detailed questions on the extract, and a further 10 marks will be available for answering one question requiring a broader knowledge of the rest of the novel or play, or other short stories or poems by the writer. In the final 10-mark question the learner can answer the question in either a series of linked statements, or in bullet points.

Section 2 Critical Essay (20 marks) Learners will write one critical essay on previously studied texts from the following contexts: drama, prose, poetry, film and TV drama, or language. The genre chosen must be different from the Scottish text. Three essay questions will be provided for each context and learners should select one. The essay should be relevant to the question and achieve the requirements for technical accuracy. Writing Portfolio: two essays for external submission to SQA (30 marks)

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The portfolio consists of two written texts which should demonstrate the following skills, knowledge and understanding: ♦ skills in writing in different genres, namely creative and one broadly discursive writing ♦ one broadly creative or reflective skills in writing for different purposes and audiences. A maximum of fifteen marks will be awarded for each text chosen for the portfolio. Written texts must be of no more than 1,300 words each.The learner’s writing will be marked in terms of content, accuracy, language use and ability to achieve and the intended purpose. The Portfolio will be submitted to SQA for external marking and must be presented on a template provided by the SQA. Neither essay should be redrafted more than twice at most. Further advice and guidance to pupils and parents on the Portfolio can be found on the SQA website.

Grading The course assessment is graded A–D. The grade is determined by the total mark for the exam and the Portfolio.

ENGLISH – NATIONAL 5Course OutlineNational 5 English offers learners opportunities to develop and extend a wide range of skills including; communication, independent learning, critical literacy, personal, interpersonal and team working, and creative thinking. The following skills, knowledge and understanding form the content of the Course: -

Listening and talking, reading and writing skills, as appropriate to purpose and audience

Understanding, analysing and evaluating detailed texts, as appropriate to purpose and audience in the contexts of literature, language and media. Texts studied must include Scottish texts

Creating and producing detailed texts, as appropriate to purpose and audience in a range of contexts

Knowledge and understanding of language

AssessmentRecent revisions to all National 5 courses have resulted in the retraction of the internal assessment elements but final arrangements for English have still to be confirmed. The current units are: -Unit 1 Analysis and EvaluationUnit 2 Creation and Production

External Exam-External Course Assessment (Total 100 marks)Question Paper 1— Reading for Understanding, Analysis and Evaluation (30 marks) Learners will be required to understand, analyse and evaluate one non-fiction text. Learners will gain credit for: ♦ identifying key information and ideas from the text♦ analysing features of language♦ evaluating the effect of the language and/or ideas of the text.

Question Paper 2— Critical Reading (40 marks) This question paper has two Sections. In each Section, learners must cover a different genre and cannot use the same text twice. Twenty marks will be available for each of the two Sections. Section 1 Scottish Texts (20 marks)

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Learners will answer questions on previously studied Scottish literature by answering questions on the work of one Scottish writer. This writer will be chosen from a list of specified texts covering the genres of drama, prose and poetry. The list will be refreshed by the SQA as required. The list of current texts can be found on the SQA website. There will be one extract with questions provided for each Scottish writer on the list. 12 marks will be available for answering detailed questions on the extract, and a further 8 marks will be available for answering one question requiring a broader knowledge of the rest of the novel or play, or other short stories or poems by the writer. In the final 8-mark question the learner can answer the question in either a series of linked statements, or in bullet points. Section 2 Critical Essay (20 marks) Learners will write one critical essay on previously studied texts from the following contexts: drama, prose, poetry, film and TV drama, or language. Two essay questions will be provided for each context and learners should select one. The essay should be relevant to the question and achieve the requirements for technical accuracy. Writing Portfolio: two essays for external submission to SQA (30 marks) The portfolio consists of two written texts which should demonstrate the following skills, knowledge and understanding: ♦ skills in writing in different genres, namely creative and discursive writing ♦ skills in writing for different purposes and audiences A maximum of fifteen marks will be awarded for each text chosen for the portfolio. Written texts must be of no more than 1,000 words each.The learner’s writing will be marked in terms of content, accuracy, language use and ability to achieve and the intended purpose. The Portfolio will be submitted to SQA for external marking and must be presented on a template provided by the SQA. Neither essay should be redrafted more than twice at most. Further advice and guidance to pupils and parents on the Portfolio can be found on the SQA website.

ProgressionProgression from National 5 into Higher English depends on pupil performance during the N5 course and grades achieved in the N5 exam.

ENGLISH – NATIONAL 4National 4 English offers learners opportunities to develop and extend a wide range of skills including; communication, independent learning, critical literacy, personal, interpersonal and team working, and creative thinking.

AssessmentAll units are internally assessed on a pass/fail basis against requirements shown by the SQA. The units are:-Unit 1 Analysis and EvaluationUnit 2 Creation and ProductionThe Added Value UnitThe Literacy Unit

The Added Value Unit-Pupils will be expected to investigate a chosen topic, to produce an end product from their research, to present their findings and respond to questions on their findings.Pupils will also be expected to provide evidence of their research process in relation to reading, writing, talking and listening.The completion of the two compulsory Units and the Added Value Unit at N4 level also provides evidence for the Literacy Unit. HEALTH, FOOD & TECHNOLOGY

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CARE - HIGHERPurpose and aims of the Course The main purpose of this course is to enable learners to understand and explain why people use care services, and to develop the knowledge and value base required for working in contemporary care practice in settings such as health care and social care.The main aims of the course are to enable the learner to:

develop a detailed understanding of the needs of individuals and an awareness of care services that could meet these needs

develop a detailed understanding of the ways in which positive care practice is based on legislation, values, principles, knowledge and skills

develop a knowledge and understanding of the ways in which social influences can impact on people and the relevance of this for care practice

develop a detailed understanding of explanations for human development and behaviour

apply knowledge of psychological and sociological theories to care issues and scenarios

develop research and investigation skills to plan, organise, analyse, evaluate and present information

Care: Values and Principles In this Unit, learners will investigate the health and social care provision available to meet the needs of people requiring care. Learners will analyse needs and explore the role of the care planning process in identifying needs. Learners will gain an understanding of the key features of a positive care environment, and explain the role of legislation. They will look at the importance of values and principles in promoting positive care practice. Care: Human Development and Behaviour In this Unit, learners will apply their knowledge and understanding of development and behaviour to individuals using care services. They will explain development at different stages of the life span and use models of loss or transition to explain the effects of life experiences on people. Learners will evaluate a range of psychological theories and explain how they can help a care worker to understand behaviour. Care: Social Influences In this Unit, learners will analyse the ways in which social influences can impact on people, and the relevance this has for care practice. They will use sociological theories to explain social influences and the impact these might have on people’s life chances. Learners will also analyse actions taken in society to improve the life chances of individuals using care services.

AssessmentThe Course will be assessed through a project. Learners will investigate the needs of individuals requiring care and the services that meet these needs. They will choose from a range of briefs provided by SQA and plan the project, respond to the brief and evaluate the project. Learners will draw on and apply skills and knowledge learned throughout the Course. The project will be sufficiently open and flexible to allow for personalisation and choice within a chosen care context.

ProgressionAH Care

CARE - NATIONAL 5Purpose and aims of the Course

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The main purpose of this course is to enable learners to understand why people use care services and to develop the knowledge and value base required for working in contemporary care practice in settings such as health care, social care and childcare. The main aims of the Course are to enable the learner to: ♦ develop an understanding of the needs of individuals and an awareness of the care services that can meet these needs ♦ develop an understanding of the ways in which positive care practice is based on legislation, values, principles, knowledge and skills ♦ develop an awareness of the ways in which social influences can impact on people, and the relevance of this for care practice ♦ develop an understanding of explanations for human development and behaviour ♦ apply knowledge of psychological theories and sociological concepts to care issues and scenarios ♦ develop research and investigation skills to plan, organise, evaluate and present information.

This course has three mandatory Units. Care: Values and Principles In this Unit, learners will investigate the health and social care provision available to meet the needs of people requiring care. Learners will explain needs and how methods of assessment are used to identify needs. Learners will gain an understanding of the key features of a positive care environment, and describe the role of legislation. They will look at the importance of values and principles in promoting positive care practice. Care: Human Development and Behaviour In this Unit, learners will apply their knowledge and understanding of development and behaviour to individuals using care services. They will develop an understanding of how life experiences can affect people, and will be able to explain how a care worker can use psychological theories to understand the behaviour of individuals using care services. Care: Social Influences In this Unit, learners will explain the ways in which social influences can impact on people, and the relevance this has for care practice. They will use sociological concepts to explain social influences and the impact these might have on people’s life chances. Learners will also explain actions taken in society to improve the life chances of individuals using care services.

AssessmentThe Course will be assessed through a project. Learners will investigate the needs of individuals requiring care and the services that meet these needs. They will choose from a range of briefs provided by SQA and plan the project, respond to the brief and evaluate the project. Learners will draw on and apply skills and knowledge learned throughout the Course. The project will be sufficiently open and flexible to allow for personalisation and choice within a chosen care context.

ProgressionHigher Care

HEALTH AND FOOD TECHNOLOGY – HIGHERCourse outline

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This course focuses on health and the nutritional properties of food as well as safe, hygienic and informed practices in food preparation. It develops learners’ understanding of the importance of a balanced diet and healthy lifestyle. It also allows learners to develop the knowledge, understanding and skills to become informed food consumers. Practical, experiential learning and assessment activities allow learners to develop knowledge, understanding and skills, as well as confidence, independence and self-awareness. This course uses real-life situations taking account of local, cultural and media influences and technological innovations.

Food for Health Pupils will develop their knowledge and understanding of the relationship between food, health and nutrition, dietary needs for individuals at various stages of life and explain current dietary advice. Through practical activities, the learner will produce and reflect on food products which meet individual needs. Food Product Development Pupils will develop knowledge and understanding of the functional properties of ingredients in food and their use in developing new food products, an understanding of the stages involved in developing food products and, through a problem-solving approach, produce food products to meet specified needs. Pupils will also develop and apply knowledge and understanding of safe and hygienic food practices. Contemporary Food Issues Pupils will develop knowledge and understanding of consumer food choices. They will explore factors which may affect food choices and develop knowledge and understanding of contemporary food issues. They will consider technological developments in food and organisations which protect consumer interests. They will also develop knowledge and understanding of food labelling and how it helps consumers make informed food choices. Learners will apply knowledge in practical settings.

In addition, it is expected that pupils will develop broad, generic skills through this course. The skills that learners will be expected to improve on and develop through the Course areLiteracy - Listening and talking Numeracy - Money, time and measurement Health and wellbeing - Physical wellbeing Employability, enterprise and citizenship - EmployabilityThinking skills - Applying, Analysing and evaluating

AssessmentThe course will be assessed by an assignment and a question paper. The assignment will require application of knowledge, understanding and skills from across the units in which learners will develop a food product or products to a given brief. The assignment will be sufficiently open and flexible to allow for personalisation and choice. The question paper will require integration of knowledge and understanding from across the 3 units.

Progression from S5 to S6Advanced Higher Health and Food TechnologyNational 5 Hospitality

HEALTH and FOOD TECHNOLOGY - NATIONAL 5

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This course focuses on health and the nutritional properties of food as well as safe, hygienic and informed practices in food preparation. It develops learners’ understanding of the importance of a balanced diet and healthy lifestyle. It also allows learners to develop the knowledge, understanding and skills to become informed food consumers. Practical, experiential learning and assessment activities allow learners to develop knowledge, understanding and skills, as well as confidence, independence and self-awareness. This course uses real-life situations taking account of local, cultural and media influences and technological innovations.Food for Health Pupils will develop their knowledge and understanding of the relationship between food, health and nutrition, dietary needs for individuals at various stages of life and explain current dietary advice. Through practical activities, the learner will produce and reflect on food products which meet individual needs. Food Product Development Pupils will develop knowledge and understanding of the functional properties of ingredients in food and their use in developing new food products, an understanding of the stages involved in developing food products and, through a problem-solving approach, produce food products to meet specified needs. Pupils will also develop and apply knowledge and understanding of safe and hygienic food practices. Contemporary Food Issues Pupils will develop knowledge and understanding of consumer food choices. They will explore factors which may affect food choices and develop knowledge and understanding of contemporary food issues. They will consider technological developments in food and organisations which protect consumer interests. They will also develop knowledge and understanding of food labelling and how it helps consumers make informed food choices. Learners will apply knowledge in practical settings.

In addition, it is expected that pupils will develop broad, generic skills through this course. The skills that learners will be expected to improve on and develop through the Course areLiteracy - Listening and talking Numeracy - Money, time and measurement Health and wellbeing - Physical wellbeing Employability, enterprise and citizenship - EmployabilityThinking skills - Applying, Analysing and evaluating

AssessmentThe course will be assessed by an assignment and a question paper. The assignment will require application of knowledge, understanding and skills from across the Units in which learners will develop a food product or products to a given brief. The assignment will be sufficiently open and flexible to allow for personalisation and choice. The question paper will require integration of knowledge and understanding from across the 3 units.

Progression from S5 to S6 Higher Health and Food Technology

National 5 Hospitality

HIGHER LEADERSHIP

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The Leadership Award develops knowledge of leadership skills, styles and qualities. It is designed for learners who take, or plan to take, a leading role in their activities, the Award allows individuals to build self-confidence and self-esteem and encourages learners to respect the cultures and beliefs of others working alongside them. The Leadership Award is endorsed by the Chartered Management Institute.

To complete the Award successfully you will have to demonstrate that you have thought about and completed a number of steps that will enable you to develop both your knowledge of and abilities in leadership. As a result of completing this award you will be better prepared for undertaking a leadership role, whether this is in the workplace, education or within the voluntary sector. You will do this by completing assessment activities which could include:

researching the principles skills, styles, qualities of leadership and the effectiveness of different leaders

producing a report based on your research evaluating your own potential for leadership leading the planning and carrying out of an activity role play drawing conclusions about your own effectiveness as a leader

Recommended Entry ♦ Course or Units in English at National 5 level ♦ Course or Units in personal Development at National 5 level

Course Details:Mandatory UnitsLeadership: An Introduction In this Unit, candidates carry out research to find out about leadership styles and the skills and qualities found in effective leaders. Candidates are required to produce a report on their findings and evaluate their own potential for leadership.Leadership in Practice In this Unit, candidates take a leading role in an activity. They will prepare to carry out the activity by considering the factors involved, such as resources, people, time and risk. Candidates then carry out the activity, monitoring progress and making changes as needed. At the end, they will review their experience, drawing conclusions about themselves as a leader.

ASSESSMENTEvidence should be gathered at appropriate points as learners make progress through the Units of this Award. Evidence must show that learners have successfully completed all tasks within the Units. Such evidence may be included in a single folio of work. The assessment evidence can be presented in any form appropriate to the learner and the activity undertaken. Some tasks require performance and product evidence.

PROGRESSION Learners who undertake this Award could expect: increased employment opportunities following on from the transferable skills and

knowledge developed within this Award further education or training

FASHION and TEXTILES TECHNOLOGY - Higher21

Aim of Course:The main purpose of this course is to develop knowledge and understanding of the technological processes related to the fashion and textile industry. Learning in this course will be experiential and practical, allowing learner to develop skills, knowledge and understanding in fashion/textile contexts. Learners will apply knowledge of design and technological processes and a range of textile construction techniques to produce fashion/textile items. Learners will explore issues which influence decisions taken by the fashion/textile industry and choices made by consumers, including issues such as health and safety, how the fashion industry affects society, and the impact on the environment. The course provides learners with opportunities to develop and communicate their own ideas for fashion/textile items. They will also be given the opportunity to explore the technological process of developing fashion/textile items and to consider and carry out a range of design and textile construction techniques. The aims of the course are to enable learners to:

analyze and apply understanding of textile properties and characteristics investigate issues which influence the fashion/textile industry and consumers apply understanding of the impact of fashion trends on the fashion/textile industry use research, management and technological skills to plan, make and evaluate

fashion/textile items to meet a range of specified needs demonstrate a range of textile construction techniques to make fashion/textile items

The course allows learners to engage with fashion, textiles and associatedtechnologies in a proactive and practical way. Learners will develop a range of skills, knowledge and understanding which will be transferable to learning, life and work.

The course has 3 mandatory units and course assessment:Textile Technologies The general aim of this unit is for learners to develop and apply their knowledge and understanding of textile technologies and construction techniques. Learners will explore the characteristics and properties of a range of textiles and their uses and will have the opportunity to apply these in the making of fashion/textile items. They will develop a range of textile construction techniques to make fashion/textile items to an appropriate standard of quality, which are fit for purpose.Fashion/Textile Item DevelopmentIn this unit, learners will explore fashion/textile trends. They will develop knowledge and understanding of how the industry applies these trends in the development and creation of fashion/textile items. They will work with given briefs to develop solutions for complex fashion/textile items based on those trends. Learners will plan, make the fashion/textile item to an appropriate standard of quality, and evaluate the item.Fashion and Textile Choices In this unit, learners will investigate a range of factors influencing the fashion/textile industry. They will apply this knowledge understanding to explain how these factors influence decisions taken by industry and choices made by consumers and evaluate how existing fashion/textile items meet a range of consumer or industry needs. This Unit will provide learners with the opportunity to communicate their findings in an appropriate way to a suitable audience.

Course assessment At Higher learners will draw on, apply and integrate a range of skills, knowledge and understanding from across the units to produce an effective overall response to a given brief. Evidence produced during the process of designing, planning, making and evaluating a fashion/textile item will be presented in the following ways:

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- The assignment will involve learners in designing, planning and evaluating a completed fashion/textile item in response to the given brief. - The practical activity will involve learners in selecting and applying a range of appropriate textile construction techniques to make the fashion/textile item planned for and evaluated in the assignment.

FASHION and TEXTILE TECHNOLOGY - National 5Aim of Course:The main purpose of the course is to develop the practical skills, construction techniques and knowledge and understanding which support fashion/textile-related activities. The knowledge, understanding and skills that learners acquire by successfully completing the course will be valuable for learning, for life and for the world of work. This course is practical and experiential. Learners will plan, make and evaluatefashion/textile items.The aims of the course are to enable learners to develop:

An understanding of textile properties, characteristics and technologies. An ability to develop suitable practical skills and textile construction techniques to make

detailed fashion and textile items of an appropriate standard of quality. Knowledge to selecting, setting up, adjusting and using equipment and tools correctly

and according to safety guidelines. An understanding of fashion/textile trends & factors that affect fashion choice. How to evaluate the finished fashion/textile item.

The Course has three mandatory Units and Course Assessment. Textile Technologies This unit provides learners with the opportunity to develop detailed knowledge and skills related to textile technologies. This includes the characteristics and properties of a range of textiles and their uses. Learners will have the opportunity to make detailed fashion/textile items, to an appropriate standard of quality, using a pattern and a range of textile construction techniques. The unit also provides learners with the opportunity to select, set up, adjust and use equipment and tools safely and correctly. Fashion/Textile Item Development This unit provides learners with the opportunity to explore fashion/textile trends and the fashion/textile item development process. They will work with given briefs to develop solutions for detailed fashion/textile items based on those trends. Learners will plan and make detailed fashion/textile items, to an appropriate standard of quality, that take into account fashion/textile trends. The unit also provides learners with the opportunity to select, set up, adjust and use equipment and tools safely and correctly. Fashion and Textile Choices This unit provides learners with the opportunity to develop and apply their knowledge and understanding of a range of factors affecting the fashion and textile choices of consumers. Learners will investigate the fashion/textile choices of consumers and develop solutions for items to meet these choices. They will make and evaluate detailed fashion/textile items, with a focus on factors that affect fashion and textile choice. The unit also provides learners with the opportunity to select, set up, adjust and use equipment and tools safely and correctly.

Course assessment At National 5, the learner will undertake a practical activity to integrate, extend and apply the skills and techniques from across the units to produce a completed fashion/textile item, to an appropriate degree of accuracy. Learners will work to a given brief with limited support. Learners will demonstrate knowledge and understanding by evaluating their work. The task will be sufficiently open and flexible to allow for personalisation and choice.

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NATIONAL PROGRESSION AWARD IN BAKERY SCQF LEVEL 4

Course outline The course aims to enable learners to: The general aim of the National Progression Award in Bakery is to provide candidates with the opportunity to develop practical bakery skills in bread making, craft baking, cake decorating and pastry. As a result, it is hoped the successful candidates would then be able to either progress in education, find suitable employment or progress within current employment.

Units:Craft Baking: An Introduction

Prepare a selection of ingredients according to the product specification. Use a range of mixing and preparation procedures according to the product

specification. Complete the product according to the product specification.

Bread Making: An Introduction Select and prepare ingredients according to the product specification. Carry out a range of mixing and preparation procedures according to the product

specification. Complete the product according to the product specification.

Cake Decoration: An Introduction Prepare a range of cake coatings. Apply the coatings to a range of cake types. Use simple decorative techniques to achieve the desired effect.

Pastry: An Introduction Describe the range of pastries in terms of ingredients, ingredient proportion,

production method and possible faults. Prepare the range of pastries. Prepare and present a range of products using the prepared pastes.

Assessment

Learners must pass all of the required Units within the National Progression Award in Bakery SCQF level 4

The learner will be assessed by a practical activities drawing on the knowledge, understanding and skills developed across the Course. The activity will require learners to extend cookery-related knowledge, understanding and skills, and to apply them in the production of dishes to a given specification.

Progression National 5 Health and Food Technology

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COOKING FOR LIFE - LEISUREThis course aims to further develop learners’ life skills and enhance their personal effectiveness in terms of cookery and to provide a set of skills for Health and Well Being. In preparing learners for life, the course anticipates their future needs in that it enables them to learn how to plan, prepare and cook food for themselves and others. It also develops organisational skills, which have an application in a wide variety of contexts.

The course aims to enable learners to: Proficiently use a range of cookery skills, food preparation techniques and cookery

processes when following recipes Select and use ingredients to produce and garnish or decorate dishes Develop an understanding of the characteristics of ingredients and an awareness of

their sustainability Develop an understanding of current dietary advice relating to the use of ingredients Plan and produce meals and present them appropriately Work safely and hygienically

This course is designed for those who are interested in food and cooking and who enjoy being creative with food. Learners who have chosen to follow it may wish to utilise their cookery knowledge and skills at home, in the wider community or, ultimately, in the hospitality industry.

To cover the cost of this course, students will be expected to pay a contribution of £1.00 per class.

FASHION & TEXTILES - LEISUREThe main purpose of the course is to develop the practical skills, construction techniques and knowledge and understanding which support fashion/textile-related activities. The knowledge, understanding and skills that learners acquire by successfully completing the course will be valuable for learning, for life and for the world of work.

This course is practical and experiential. Learners will plan, make and evaluate

The aims of the course are to enable learners to develop: ♦ detailed textile construction techniques ♦ the ability to plan and make detailed fashion/textile items ♦ detailed understanding of fashion/textile trends ♦ the ability to select, set up, adjust and use relevant tools and equipment safely and correctly

Particular emphasis is placed on the development of practical skills and textile construction techniques to make detailed fashion/textile items, to an appropriate standard of quality. The course will also help learners develop an understanding of textile properties, characteristics and technologies, item development, fashion/textile trends and factors that affect fashion/textile choice.

The course is suitable for all learners with an interest in fashion and textiles who would like to develop practical fashion/textile skills. It is suitable for learners who are confident with Fourth level experiences and outcomes, food and textile contexts, and using textiles for developing related technological skills. It is particularly suitable for learners who enjoy experiential learning through practical activities.

To cover the cost of this course, students will be expected to supply any fabric they require.

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HUMANITIES

GEOGRAPHY - HIGHER

Recommended EntryPupils are normally expected to have an A or a B in National 5 Geography. Pupils may also have an A or B at National 5 level in another Social Subject, or a Higher in another Social Subject.

Course OutlineIn this course pupils will study three main units:

Physical Environments – Lithosphere, Biosphere, Atmosphere and Hydrosphere Human Environments – Population, Rural and Urban Geography Global Issues – Development and Health, and Global Climate Change

AssessmentExamPupils will complete two written question papers under timed conditions.AssignmentPupils will complete an assignment in which they research a topic then write up their findings under timed conditions.

These components will be externally assessed by the SQA and the combined mark will determine the grade a pupil receives.

ProgressionPupils who are successful in the Higher course could progress to Advanced Higher Geography or to a Higher course in another Social Subject. Alternatively, students may progress to HNC or HND awards, or use their Higher qualification for entry to university.

GEOGRAPHY – NATIONAL 4/5

Recommended EntryFor National 4, pupils are normally expected to have achieved third curriculum level in Geography or a National 3 qualification in Geography. They may also have achieved a National 4 qualification in another Social Subject.For National 5, pupils are normally expected to have achieved fourth curriculum level in Geography or the National 4 Geography qualification. They may also have achieved a National 5 qualification in another Social Subject.


Physical Environments –Glaciated Uplands, Coasts and Weather Human Environments – a case study of one developed city and one developing city,

Rural and Urban Geography. Global Issues – Climate Change and Environmental Hazard

AssessmentNational 4:All three units are internally assessed on a pass/fail basis against SQA national standards. Pupils are also required to complete an Added Value unit, which is an internally assessed research project.

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National 5:ExamPupils will complete a written question paper under timed conditions. AssignmentPupils will complete an assignment in which they research a topic then write up their findings under timed conditions.

Both of these components will be externally assessed by the SQA and the combined mark will determine the grade a pupil receives.

ProgressionThose who are successful at National 4 level may progress to National 5 Geography or to a National 4 qualification in another Social Subject.

Those who are successful at National 5 level may progress to Higher Geography or to a National 5 in another Social Subject.

HISTORY – HIGHER

Recommended EntryPupils are normally expected to have an A or a B in National 5 History. Pupils may also have an A or B at National 5 level in another Social Subject, or a Higher in another Social Subject.Pupils should also ideally have, or be working towards, their Higher English qualification. This is especially true for those pupils who would like to take the subject as a ‘crash’ Higher.


Historical Study: Scottish –The Impact of the Great War 1914-1928 Historical Study: British – Britain 1851–1951 Historical Study: European and World - Russia 1881-1921.



ProgressionPupils who are successful in the Higher course could progress to Advanced Higher History or to a Higher course in another Social Subject. Alternatively, students may progress to HNC or HND awards, or use their higher qualification for entry to university.

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HISTORY – NATIONAL 4/5

Recommended EntryFor National 4, pupils are normally expected to have achieved third curriculum level in History or a National 3 qualification in History. They may also have achieved a National 4 qualification in another Social Subject.For National 5, pupils are normally expected to have achieved fourth curriculum level in History or the National 4 History qualification. They may also have achieved a National 5 qualification in another Social Subject.


Historical Study: Scottish –The Scottish Wars of Independence, 1286-1328 Historical Study: British – The Atlantic Slave Trade, 1770-1807 Historical Study: European and World - Hitler and Nazi Germany, 1919-39

Assessment

National 4:All three units are internally assessed on a pass/fail basis against SQA national standards. Pupils are also required to complete an Added Value unit, which is an internally assessed project.

National 5: ExamPupils will complete a written question paper under timed conditions. AssignmentPupils will complete an assignment in which they research a topic then write up their findings under timed conditions.


ProgressionThose who are successful at National 4 level may progress to National 5 History or to a National 4 qualification in another Social Subject.

Those who are successful at National 5 level may progress to Higher History or to a National 5 in another Social Subject.

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MODERN STUDIES - HIGHER

Recommended EntryPupils are normally expected to have an A or a B in National 5 Modern Studies. Pupils may also have an A or B at National 5 level in another Social Subject, or a Higher in another Social Subject.Pupils should also ideally have, or be working towards, their Higher English qualification. This is especially true for those pupils who would like to take the subject as a ‘crash’ Higher.


Democracy in Scotland and in the United Kingdom Social Issues in the UK – Social Inequality International Issues – The USA



ProgressionPupils who are successful in the Higher course could progress to Advanced Higher Modern Studies or to a Higher course in another Social Subject. Alternatively, students may progress to HNC or HND awards, or use their Higher qualification for entry to university.

MODERN STUDIES – NATIONAL 4/5

Recommended EntryFor National 4, pupils are normally expected to have achieved third curriculum level in Modern Studies or a National 3 qualification in Modern Studies. They may also have achieved a National 4 qualification in another Social Subject.For National 5, pupils are normally expected to have achieved fourth curriculum level in Modern Studies or the National 4 Modern Studies qualification. They may also have achieved a National 5 qualification in another Social Subject.


Democracy in Scotland and the United Kingdom Social Issues in the UK – Crime and Law International Issues –The USA

AssessmentNational 4: All three units are internally assessed on a pass/fail basis against SQA national standards. Pupils are also required to complete an Added Value unit, which is an internally assessed project. National 5:ExamPupils will complete a written question paper under timed conditions.

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AssignmentPupils will complete an assignment in which they research a topic then write up their findings under timed conditions.


ProgressionThose who are successful at National 4 level may progress to National 5 Modern Studies or to a National 4 qualification in another Social Subject.Those who are successful at National 5 level may progress to Higher Modern or to a National 5 in another Social Subject.

RELIGIOUS, MORAL AND PHILOSHOPICAL STUDIES – HIGHER

Recommended EntryPupils are normally expected to have an A or a B in National 5 RMPS. Pupils may also have an A or B at National 5 level in another Social Subject, or a Higher in another Social Subject. Pupils should also ideally have, or be working towards, their Higher English qualification. This is especially true for those pupils who would like to take the subject as a ‘crash’ Higher.


World Religions- Buddhism Religious and Philosophical Questions- The Existence of God Morality and Belief – Morality, Medicine and the Human Body



ProgressionPupils who are successful in the Higher course could progress to Advanced Higher RMPS or to a Higher course in another Social Subject. Alternatively, students may progress to HNC or HND awards, or use their Higher qualification for entry to university.

RELIGIOUS MORAL AND PHILOSOPHICAL STUDIES - NATIONAL 4/5

Recommended EntryFor National 4, pupils are normally expected to have achieved third curriculum level in RMPS or a National 3 qualification in RMPS. They may also have achieved a National 4 qualification in another Social Subject.For National 5, pupils are normally expected to have achieved fourth curriculum level in RMPS or the National 4 RMPS qualification. They may also have achieved a National 5 qualification in another Social Subject.

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World Religions- Buddhism OR Islam Religious and Philosophical Questions- The Existence of God OR The Problem of Evil

and Suffering Morality and Belief – Morality, Medicine and the Human Body OR Morality and Justice

AssessmentNational 4: All three units are internally assessed on a pass/fail basis against SQA national standards. Pupils are also required to complete an Added Value unit, which is an internally assessed project. National 5:ExamPupils will complete a written question paper under timed conditions. AssignmentPupils will complete an assignment in which they research a topic then write up their findings under timed conditions.


ProgressionThose who are successful at National 4 level may progress to National 5 RMPS or to a National 4 qualification in another Social Subject.Those who are successful at National 5 level may progress to Higher RMPS or to a National 5 in another Social Subject.

Travel and Tourism: National 4/National 5

Why Travel and Tourism?This course is designed to give you a qualification in travel and tourism which will cover the skills needed to work in the sector. You will also develop a broad range of employability and customer service skills.

Course OutlineIn this course you will study four main units:

Travel and Tourism: Employability Travel and Tourism: Customer Service Travel and Tourism: Scotland Travel and Tourism: UK and Worldwide

AssessmentAll units are internally assessed on a pass/fail basis against SQA national standards.

ProgressionThose who are successful may progress into work, having developed a wide range of applicable skills or into a Modern Apprenticeship, leading to a Scottish Vocational Qualification (SVQ) levels 2 to 3 in Hospitality and Tourism. Alternatively, students may progress to a full time National Certificate (NC) or National Qualification (NQ) in Travel and Tourism at a local college of further education.

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MATHEMATICS

MATHEMATICS – HIGHER

Entry RequirementsAn A or B pass at National 5 Mathematics.Pupils who achieve a C Pass at National 5 are recommended to upgrade their National 5 Mathematics to an A or B before progressing to Higher Mathematics.

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

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

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

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

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

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

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

What skills will you develop? 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

What will you experience during the course? active and independent learning will develop confidence and self-motivation as

learners experience a range of tasks and activities space for personalisation and choice for developing areas of interest embedding literacy skills by learning to use mathematical language and abstract terms applying learning to real-life situations and to course work in other subjects a blend of classroom approaches including whole class, small group or one to one

discussions; direct interactive teaching

Course Structure

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The course consists of the following topics:

Differentiation The Straight Line Vectors Quadratics Polynomials Functions and Graphs Logarithmic and Exponential Functions Trigonometric Graphs Exact Values Integration Recurrence Relations The Circle Addition Formulae and Double Angle Formulae Trigonometric Equations The Wave Function Applications of Differentiation Applications of Integration

There will be tests in October, December, January and April. The Course Assessment is the final exam in May and consists of two Question Papers (exams marked by the SQA) and is graded A to D:Paper 1 – Non Calculator (1 hour and 15 minutes) worth 55 marksPaper 2 – Calculator (1 hour and 30 minutes) worth 65 marks

ProgressionStudents may progress to Advanced Higher Mathematics or exit to higher or further education, using either the qualification as a general or specific entry requirement for mathematics, engineering, or science HNC/D or degree courses.

MATHEMATICS – NATIONAL 5

Entry RequirementsThe BGE fourth level in mathematics and numeracy.

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

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

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

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

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

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

What skills will you develop? 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


learners experience a range of tasks and activities space for personalisation and choice for developing areas of interest embedding literacy skills by learning to use mathematical language and abstract terms applying learning to real-life situations and to course work in other subjects a blend of classroom approaches including whole class, small group or one to one

discussions; direct interactive teaching

Course StructureCourse StructureThe course consists of the following topics:

Surds and indices Scientific notation Significant figures Multiplying out brackets Linear equations and inequations Factorising Fractions – 4 operations and algebraic Percentages – reversing the change, appreciation, depreciation Change of subject Volume of solids Arc length and sector area Gradient and equation of a straight line Scattergraphs and line of best fit Simultaneous equations Quartiles and semi interquartile range Standard deviation Applying Pythagoras’ Theorem Properties of shapes Properties of the circle Graphs of trigonometric functions Trigonometric equations Trigonometry – area of a triangle, The Sine Rule, The Cosine Rule, bearings Functions Similarity

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Completing the Square Quadratics - equation from a graph, sketching graphs, solving equations, The

Quadratic Formula, discriminant Vectors Trigonometric Identities

There will be tests in October, December, January and April. The Course Assessment is the final exam in May and consists of two Question Papers (exams marked by the SQA) and is graded A to D:Paper 1 – Non Calculator (1 hour and 15 minutes) worth 50 marksPaper 2 – Calculator (1 hour and 50 minutes) worth 60 marks

MATHEMATICS – NATIONAL 4AimsMathematics is important in everyday life, allowing us to make sense of the world around us and to manage our lives. Using mathematics enables us to model real-life situations and make connections and informed predictions. It equips us with the skills we need to interpret and analyse information, simplify and solve problems, assess risk and make informed decisions.

The Course aims to: motivate and challenge learners by enabling them to select and apply straightforward

mathematical techniques in a variety of mathematical and real-life situations develop confidence in the subject and a positive attitude towards further study in

mathematics enable the use of numerical data and abstract terms and develop the idea of

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

form; skills which are vital to scientific and technological research and development develop the learner’s skills in using mathematical language and to explore

straightforward mathematical ideas develop skills relevant to learning, life and work in an engaging and enjoyable way.

What skills will you develop? 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 and decision making communicating solutions, using presentation skills decision making creativity and deduction leadership and teamwork skills in group activities


learners experience a range of tasks activities

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a blend of classroom approaches including whole class, small group or one to one discussions; direct interactive teaching

space for personalisation and choice for developing areas of interest collaborative learning using technology (blogs, software) to engage with others;

partnerships with learners in the sciences, technologies, social subjects applying learning to real-life situations and to course work in other subjects

Course StructureThe course consists of three units:Expressions & FormulaRelationshipsNumeracyFor each outcome there is a Unit Test.The Unit Tests will be completed in October, January and April. The Added Value unit is an internal assessment. The assessment of added value will be completed using a test. It will consist of two Question Papers:Paper 1 – Non Calculator (20 minutes) Paper 2 – Calculator (40 minutes) To gain National 4, learners must pass all Units including the Added Value Unit. Units are assessed as pass or fail by the school (following SQA external quality assurance to meet national standards)

APPLICATIONS OF MATHEMATICS

APPLICATIONS OF MATHEMATICS – HIGHER

New National Qualification from 2021/2022.This course is suitable for a wide range of learners, including those who wish to progress to further learning and employment in non-STEM areas.

Entry RequirementsAn A or B pass at National 5 Mathematics or A or B pass at National 5 Applications of MathematicsPupils who achieve a C Pass at National 5 are recommended to upgrade their National 5 Mathematics or National 5 Applications of Mathematics to an A or B before progressing to Higher Applications of Mathematics.

Aims

Higher Applications of Mathematics equips learners with the skills needed to interpret, analyse, and critically appraise statistical and mathematical information; simplify and solve problems; assess risk and make informed decisions by enhancing critical and logical thinking.

The course aims to: Select, apply, combine and adapt mathematical and statistical literacy skills needed

for life, and work and further study in a wide range of curricular areas Further develop financial literacy in real life contexts Use appropriate digital technology to manipulate and model mathematical, statistical

and financial information Use mathematical reasoning skills to generalise, build arguments, draw logical

conclusions, assess risk, and make informed decisions in familiar and unfamiliar situations

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Use a range of mathematical skills to analyse, interpret and present data and numerical information

Appraise quantitative information critically in the light of modelling or statistical assumptions

There will be tests in October, December, January and April. The Course Assessment consists of two components (marked by the SQA) and is graded A to D:Component 1 – Question Paper, 2 hours 30 minutes and worth 80 marksComponent 2 – Project, 8 hours and worth 30 marks

APPLICATIONS OF MATHEMATICS – NATIONAL 5

Entry RequirementsThe BGE third/ fourth level in mathematics and numeracy or a pass in National 4 Applications of Mathematics

Course StructureThe course consists of the following topics:

Income and expenditure – wages & salaries, budgeting, commission, best buys, income tax, national insurance

Hire purchase, loans, credit, profit and loss, borrowing Foreign exchange Percentages – compound interest, appreciation, depreciation Quartiles and boxplots Scatter graphs and line of best fit Stem and leaf diagrams Standard deviation Pie Charts Probability – expected frequency, probability trees and risk Tolerance Rules and Formulae Area – circles, parts of circles, composite shapes Volume – prism, pyramid, composite shapes Perimeter Precedence tables Pythagoras’ Theorem Reading scales Packing problems Problem solving including time management Perimeter, area and volume Scale Drawing and Bearings Gradients Time, Distance, Speed Proportion and Ratio Fractions

There will be tests in October, December, January and April. The Course Assessment is the final exam in May and consists of two Question Papers (exams marked by the SQA) and is graded A to D:Paper 1 – Non Calculator (1 hour and 5 minutes) worth 45 marksPaper 2 – Calculator (2 hours) worth 60 marks

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MODERN LANGUAGES

FRENCH/GERMAN/SPANISH – HIGHER

Purpose of the Course

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The purpose of this course is to offer students the opportunity to develop their competence in the foreign language in listening, speaking, reading and writing within a wide range of contexts. Students will use many internet based resources. Studies have shown that having a qualification in a language increases employment opportunities and earnings. Young people who get to know a little about another culture and language are successful in the world of work and often benefit from time spent abroad. Pupils considering studying to become a primary teacher are strongly advised to do a Modern Language to Higher level. This will not only help pupils get into the course but also secure a job in primary teaching.

Recommended entry National 5

Course DetailsThere are four themes, Society, Learning, Employability and Culture. These follow on well from National 5. Students will be trained to go beyond basic communication to express their views and opinions in the foreign language. Pupils do a writing assignment, which is sent to SQA for marking. It is worth 20 marks (scaled to 15). The external exam comprises four sections, Reading (30 marks), Listening (20 marks – scaled to 30), Writing (20 marks – scaled to 15) and Speaking (30 marks) and is graded A-D

ProgressionAttainment of the award will allow students to progress as follows:

Advanced Higher course in the same language higher education course at HNC, HND or degree level in language higher education course at HNC, HND or degree level with language, e.g primary

teaching, accountancy, law, engineering employment making use of foreign language skills, e.g. British Airways,

banking, marketing, the travel industry

FRENCH/GERMAN/SPANISH – NATIONAL 4/5Purpose of the CourseThe purpose of this course is to offer students the opportunity to develop their competence in the foreign language in listening, speaking, reading and writing within a wide range of contexts. Students will use many internet based resources. Studies have shown that even a little language increases students’ prospects in the world of work and in further education opportunities. Pupils considering studying to become a primary teacher are strongly advised to do a Modern Language at least to National 5 level. This will not only help pupils get into the course but also secure a job in primary teaching.

Recommended entryBroad General Education in French/German/Spanish.National 4 in the relevant language.

Course DetailsThere are four themes – Society, Learning, Employability and Culture. At National 4 pupils do 2 units - understanding language and using language, and an Added Value Unit.

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At National5 pupils do 3 units – understanding language, using language and a final exam. The exam comprises Reading (30 marks), Listening (20 marks – scaled to 30), Writing (20 marks – scaled to 15) and Speaking (30 marks)

ProgressionAttainment of the award will allow students to progress as follows

from National 4 to National 5

MUSIC - HIGHER

PurposeTo provide experience in:

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Solo and/or Group Performing, Composing and Understanding of Music Concepts

Recommended EntryWhile entry is at the discretion of the centre, students would normally be expected to have attained National 5.

Course DetailsPerforming, composing and understanding.

Components - Title, Length and Brief Description perform music on 2 instruments at Grade 4 Standard for 12 minutes. compose original music with evidence of originality, creativity, planning and good use of

compositional techniques such as the deployment of selected concepts. listen to music which is relevant, related to practical experiences and based on a

conceptual approach.

The emphasis on practical musical activity across the three elements will allow for the development of aural perception, musical imagination, sensitivity and discrimination.

AssessmentPerform to a practical assessor for 12 minutes over 2 instrumentsCompose a piece of music and review which is marked by the SQAQuestion paper

ProgressionStudents who achieve Higher Music might progress to:

further additional units at the same level or at the level above in music or music technology

Advanced Higher in Music Degree courses in Music/Music technology/Musical theatre HNC or HND courses in Music/Music technology/Musical theatre other degree and higher education courses which use Higher Music as a general entry

qualification. to employment

MUSIC - NATIONAL 5

PurposeTo provide experience in:

Solo and/or Group Performing, Composing and Understanding musical concepts. an option of the student’s choice.

Recommended EntryWhile entry is at the discretion of the centre, students would normally be expected to have attained National 4.

Course DetailsPerforming, composing and understanding.

Components - Title, Length and Brief DescriptionPerforming, Composing and Listening The unit will offer opportunities to:

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perform music on 2 instruments at Grade 3 level for 8 minutes. compose original music with evidence of originality, creativity, planning and good use of

compositional techniques such as the deployment of selected concepts. listen to music which is relevant, related to practical experiences and based on a

conceptual approach.

The emphasis on practical musical activity across the three elements will allow for the development of aural perception, musical imagination, sensitivity and discrimination.

AssessmentPerform to a practical assessor for 8 minutes over 2 instrumentsCompose a piece of music and review which is marked by SQAQuestion Paper

ProgressionStudents who achieve National 5 Music might progress to:

a course or unit(performing on a single instrument) in music at Higher Nat 5 Music Technology further study to HNC or HND perhaps leading to a degree in music/musical

theatre/music technology

MUSIC TECHNOLOGY - NATIONAL 4/5Recommended Entry: Possibly have Nat 4 Music Technology but not necessarilyNat 5 English would be helpful.

Course DetailsFolio and written paper.

PurposeTo build skills in sound production and sound engineering

Components - Title, Length and Brief Description• Assemble a folio of recordings with log, and a listening paper• Knowledge and understanding of 20th and 21st century styles • Genres of music, and how this relates to the development of music technology.• Knowledge of the features and functions of music technology hardware and software,• Skills in using music technology hardware and software to capture and manipulate

audio• Planning, implementing and evaluating a sound production,• Application of music technology in creative ways

AssessmentA Folio of recordings with log and a listening paper

ProgressionStudents who achieve National 5 Music Technology might progress to:• Higher Music Technology• further study to HNC or HND perhaps leading to a degree in music or music technology

Music Technology Higher

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Recommended Entry (Nat 5 Music Technology required or Nat 5. Music)

Course DetailsFolio and written paper.

PurposeTo build skills in sound production and sound engineering

Components - Title, Length and Brief Description• Assemble a folio of recordings with log and a listening paper• Develop skills in the analysis of music in the context of 20th and 21st century musical• styles and genres• Develop a broad understanding of the music industry, including an awareness of the• implications of intellectual property rights• Develop skills in the use of music technology hardware and software to capture and• manipulate audio• Use music technology creatively in sound production in a range of contexts• Critically reflect on their own work and that of others

AssessmentA Folio of recordings with log and a listening paper

ProgressionStudents who achieve Higher Music technology might progress to:

• further study to HNC or HND perhaps leading to a degree in music /music technology

MUSIC - LEISURE (Nat. 3/4/5/H/AH)

Purpose

To progress performing skills for leisure To attain a unit in performing on one instrument at above levels. (Grade 3 Associated

Board standard for National 5, Grade 4 for Higher and grade 5 for AH). To attain a music technology qualification at above levels.

PHYSICAL EDUCATION – HIGHER PurposeTo investigate practical performance and identify strengths and development needs with a view to improving your performance in relation to 4 different factors that can impact your performance: Physical, Mental, Emotional and Social.

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Recommended EntryStudents would normally be expected to have attained one of the following:

National 5 course award in Physical Education at grade B or better. Other relevant prior experience in physical education, including experience gained out

with certificated courses. An understanding (and the ability) to perform to a higher level in TWO different

activities

Course StructureThis course consists of two mandatory units, as follows:Physical Education: Factors Impacting on Performance (H) Physical Education: Performance Skills (H) The final course assessment for each unit will be assessed as follows:Component 1 — performance 60 marks (50% of overall grade)Component 2 — question paper 50 marks (50% of overall grade)Total marks: 110 marks

Component 1 - PerformanceThe purpose of this performance is to assess the learner’s ability to plan, prepare for, effectively perform and evaluate personal performance in one physical activity.

Component 2- Question PaperThe purpose of this question paper is to assess the learner’s ability to integrate and apply knowledge and understanding from across the Units. It is designed to assess applied knowledge, understanding and evaluation skills.

Progression An Advanced Higher course or unit in Physical Education An HNC/HND in associated subject areas A degree in Physical Education Degree courses in associated subject areas A career in amateur/professional sport Employment in the fitness, leisure, recreation industries or sports development

PHYSICAL EDUCATION – NATIONAL 5

PurposeThis course allows pupils to demonstrate and develop practical and performance skills inphysical activities. By analysing performance, pupils have the opportunity to understand whatis required to improve movement and performance skills in physical activities. Pupils willexperience a range of roles and responsibilities during Physical Education and this allowsthem to develop interpersonal skills and contributes to their social and emotional development.

Pupils who complete this course will be able to: Develop and demonstrate understanding of the principles and factors underpinning

and impacting on physical performance. Explain factors which impact positively and negatively on engagement and

performance in physical activities.

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Build capacity to enhance performance. Examine and analyse performance to inform and influence personal improvement.

Recommended entry While this is at the discretion of the department, pupils will be expected to have achieved aNational 4 Course Award.

Course StructureThis course consists of two mandatory units, as follows:Physical Education: Factors Impacting on Performance (N5) Physical Education: Performance Skills (N5) The final course assessment for each unit will be assessed as follows:Component 1 — Performance 60 marks (50% of overall grade)Component 2 — Portfolio 60 marks (50% of overall grade)Total marks: 120 marks

Component 1 - PerformanceThe purpose of this performance is to assess the learner’s ability to plan, prepare for, effectively perform and evaluate personal performance in one physical activity.

Component 2- Question PaperThe purpose of this portfolio is to assess the learner’s ability to integrate and apply knowledge and understanding from across the Units. It is designed to assess applied knowledge, understanding and evaluation skills.

ProgressionPupils can progress from this course to:

Physical Education Higher Skills for work - Sport and Recreation level 5

or other relevant National Certificate Courses.

NPA – Play in a Sports Environment (Level 6)

PurposeThis course allows pupils to gain the skill, expertise and relevant vocational qualifications to progress within the Leisure Industry.The course will include aspects of performance, sports coaching and health and fitness related units which will provide pupils with nationally recognised leadership awards and qualifications that help people develop essential life skills such as organisation, motivation, communication and working with others.

Recommended Entry An interest in sports coaching and developing leadership skills and the ability to

meet the demands of physically active course (e.g. communication, confidence to present to others)

Prior experience in physical education, including experience gained out with certificated courses.

Course DetailsThe course comprises 4 mandatory units, as follows:

1. Level 6 NPA – Play in a Sports Environment

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2. Coaching Awards and Health Units This part of the course will lead students through a number of coaching, first aid and health awards. These will include some from:TOP Play / TOP Sport First Club Golf Disability Awareness Elevating Athletics Foundation Rugby Heart Start Junior Jog Scotland Exercise Class Training SFA Level 1Diet & Nutrition Training Netball Coaching Table Tennis Coaching Dodgeball Introduction Basketball Level 1 Volleyball Level 1

3. SQA Higher/N5 Performance Skills UnitPupils will complete the Higher or National 5 Physical Education performance skills unit. This unit will give students the opportunity to gain a unit pass based on their performance in a number of different activities.

4. Sports Coaching PlacementFollowing the experience that is gained, selected pupils will complete a coaching mini placement in 2 of the associated primary schools where they will deliver coaching sessions to groups of primary pupils. This unit will give pupils real life experience coaching young children.

Important InformationIncludes three units:

1. Working with children and young people to provide play in a sports environment.2. Health, safety and well-being of children and young people in a sports environment.3. Provide play sessions in a sports environment.

Pupils will be expected to plan, deliver and evaluate sessions in various sports and activities every week throughout the course of the academic year.

Progression Employment in the fitness, health, leisure and recreation industries. Employment in sports development. HN course in Sports Coaching with Development of Sport. HN Course in Fitness, Health & Exercise.

Referee Development Award (Level 7)The Referee Development Award gives learners the opportunity to become a fully qualifiedreferee as well as develop confidence, leadership skills and personal fitness. It is designedfor learners who have an interest in sport, preferably football, and who feel they have thepersonal qualities necessary to take on the responsibilities of becoming a SFA referee.

The Referee Development Award is endorsed and supported by the Scottish FootballAssociation.

To complete the award successfully you will have to demonstrate knowledge andenforcement of Scottish FA rules and regulations. You will have to demonstrate in depthknowledge of Scottish Football Laws. Be able to evidence a training programme to improvepersonal fitness and meet Scottish FA standards. Finally, you will have to demonstrate yourcompetency in all areas of the course to take control of an assessed football game. As a result of completing this Award you will be able to gain employment as a

ScottishFA referee. You will do this by completing assessment activities which include:

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Showing an in depth understanding of the 17 Laws of the Game. Analysing a case study of incidents showing you can correctly identify in infringement

on the rules. Producing match reports. Evidencing the completion of a programme to improve personal fitness. Completing SFA fitness tests. Refereeing a football game.

Recommended Entry A general interest in sport with knowledge of rules and procedures through previousparticipation.

Mandatory Units Scottish FA: Laws of the Game In this unit, candidates will learn to identify and interpret the Laws of the Game. They will alsodemonstrate the practical skills required to implement the Laws of the Game. Candidates will be required to evidence knowledge gained in the unit through a written exam. They will alsobe required to demonstrate and discuss SFA procedures regarding different types of infringement. Scottish FA: Practical Refereeing In this unit, candidates will be assessed:

Using Scottish FA’s audio visual playback of match incidents, to identify and analyse the formal controls and procedures used in a football match.

By recorded evidence of match reports, recording misconduct and other offences in a formal letter and pro forma styles.

By a fitness test approved by the Scottish FA and the production of a personal development diary.

Once all other outcomes are achieved by refereeing a football match.

Assessment Evidence should be gathered at appropriate points as learners make progress through theUnits of this Award. Evidence must show that learners have successfully completed all tasks within the Units. Assessment takes a variety of forms such as written and practical exams;fitness tests; case studies; personal fitness diaries and refereeing a football match. ProgressionLearners who undertake this Award could expect:

Increased employment opportunities following on from the transferable skills and knowledge developed within this Award.

Employment opportunities as a qualified referee with the Scottish FA (amateur and youth football).

PHYSICAL EDUCATION LEISURE P.E.

As part of the Core Leisure P.E. programme we are keen that pupils enjoy their leisure time while getting the physical and mental benefits of exercise. Depending on the cohort, activities on offer may range from:

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Aerobics / Fitness BadmintonBasketball FootballHockey Kingball Netball Short Tennis Weight Training Volleyball

Pupils will develop their wellbeing as well as key skills for learning, life and work e.g. communication, working with others, respect and resilience to name a few.

SCIENCE FACULTY

HUMAN BIOLOGY – HIGHER Purpose

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This course is designed to build on and extend the biological concepts and skills developed at National 5 level.

Recommended EntryCandidates are expected to have a grade A or upper band B at National 5 Biology. Candidates are also expected to have National 5 Maths. Pupils who have achieved an A in Chemistry and Physics at Higher level, may take crash Higher Human in S6.

Course DetailsThe course provides a broad-based, integrated study of a range of biological topics which develop the concepts of human biology. The content is set in contexts that are of particular significance and relevance to the human species and allows candidates to acquire a deeper understanding of cellular processes, physiological mechanisms and their impact on health, aspects of the nervous system, and defence mechanisms.

Mandatory Units Human Cells (Higher) Physiology and Health (Higher) Neurobiology and Communication (Higher) Immunology and Public Health (Higher)

Course assessment will be two question papers and an assignment.Paper 1 has objective questions (25 multiple choice marks). Paper 2 contains restricted and extended answer questions (95 marks). The assignment is carried out under supervised open book conditions and is worth 20 marks.

Progression This course or its units may provide progression to:

Advanced Higher Biology other qualifications in Biology or related areas further study, employment and/or training

BIOLOGY – NATIONAL 5PurposeThis course is designed to build on and extend the biological concepts and skills developed through National 4 level.

Recommended EntryCandidates are expected to have achieved a pass at National 4 Biology. Candidates are also expected to have National 4 Maths.

Course DetailsThe course covers major areas of biology ranging from cellular to whole organism and includes the study of ecosystems. The focus on cellular level processes leads to an understanding of the importance and roles of the cell. By comparing the processes in multicellular plants and animals, candidates investigate increasing levels of complexity. The key areas of biodiversity and interdependence are covered, along with the processes leading to evolution as well as food security and ethical issues.

Mandatory Units Cell Biology (National 5) Multicellular Organisms (National 5) Life on Earth (National 5)

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Course Assessment: Question Paper (100 marks) Assignment (20 marks), externally marked.Assignment: Research task carried followed by write up carried out under supervised open book conditions


Higher Human Biology other qualifications in Biology or related areas further study, employment and/or training

BIOLOGY – NATIONAL 4PurposeThis course is designed to build on and extend the biological concepts and skills developed through National 3 level.

Recommended EntryCandidates are expected to have achieved a pass at National 3 Biology. Candidates are also expected to have National 3 Maths.

Course DetailsThe 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 Course allows flexibility and personalisation within each Unit and within the Added Value Unit of the Course by offering choice in the contexts studied. This course is internally assessed.

Mandatory Units Cell Biology (National 4) Multicellular Organisms (National 4) Life on Earth (National 4) Added Value Unit: Biology Assignment (National 4)


N4/5 Environmental Science National 5 Biology other qualifications in Biology or related areas further study, employment and/or training

CHEMISTRY – HIGHER PurposeThis course is designed to build on and extend the concepts and skills developed at National 5 level.

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Recommended EntryCandidates are expected to have a grade A or upper band B at National 5 Chemistry. Candidates are also expected to have an A or B at National 5 Maths. In order to be presented for crash Higher Chemistry, a B pass at Higher Maths and A passes in the other Science subjects are essential.

Course DetailsCandidates gain an understanding of chemical bonding and intermolecular forces that allows them to predict the physical properties of materials. They apply a knowledge of functional groups and organic reaction types to solve problems in a range of diverse contexts. Candidates also learn important chemical concepts used to take a chemical process from the researcher’s bench through to industrial production. The concept of the mole allows the quantities of reagents required to be calculated, and the quantity of products predicted. By studying energy, rates and equilibria, candidates can suggest how reaction conditions can be chosen to maximise the profitability of an industrial process. Candidates learn about industrial analytical chemistry techniques, such as volumetric analysis and chromatography.

Mandatory Units Chemical Changes and Structure (Higher) Researching Chemistry (Higher) Nature’s Chemistry (Higher) Chemistry in Society (Higher)

Course assessment will be two question papers and an assignment.Paper 1 has objective questions (25 multiple choice marks). Paper 2 contains restricted and extended answer questions (95 marks). The assignment is carried out under supervised open book conditions and is worth 20 marks.

This course or its units may provide progression to: Advanced Higher Chemistry other qualifications in Chemistry or related areas further study, employment and/or training

CHEMISTRY – NATIONAL 5PurposeThis course is designed to build on and extend the concepts and skills developed through National 4 level.

Recommended EntryCandidates are expected to have achieved a pass at National 4 Chemistry. Candidates are also expected to have National 4 Maths.

Course DetailsThe course offers opportunities for candidates to develop the ability to think analytically and to make reasoned evaluations. The course covers a variety of relevant contexts including the chemistry of the Earth’s resources, the chemistry of everyday products and chemical analysis. The course allows flexibility and personalisation by offering candidates the choice of topic for their assignment. It develops a broad, versatile and adaptable skill set which is valued in the workplace, forms the basis for progression to the study of chemistry at a higher level, and provides knowledge useful in the study of all of the sciences.

Mandatory Units

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Chemical Changes and Structure (National 5) Nature’s Chemistry (National 5) Chemistry in Society (National 5) Units: Internally assessed: pass/fail – rigorous external verification by SQA

Course Assessment: Question Paper (100 marks) Assignment (20 marks), externally marked.Assignment: Research task carried followed by write up carried out under supervised open book conditions

Progression This course or its units may provide progression to: Higher Chemistry other qualifications in Chemistry or related areas further study, employment and/or training

CHEMISTRY – NATIONAL 4

PurposeThis course is designed to build on and extend the concepts and skills developed through National 3 level.

Recommended EntryCandidates are expected to have achieved a pass at National 3 Chemistry. Candidates are also expected to have National 4 Maths.

Course DetailsCourse covers a variety of contexts relevant to chemistry’s impact on the environment and society through the chemistry of the Earth’s resources, the chemistry of everyday products and environmental analysis. The Course allows flexibility and personalisation by offering choice in the contexts studied.This course is internally assessed.

Mandatory Units Chemical Changes and Structure (National 4) Nature’s Chemistry (National 4) Chemistry in Society (National 4) Added Value Unit: Chemistry Assignment (National 4)


N4/5 Environmental Science National 5 Chemistry other qualifications in Chemistry or related areas further study, employment and/or training

PHYSICS – HIGHER

The course builds on the student’s knowledge of the subject from N5. An A or B pass in National 5 Physics is preferred for entry to this course. A grade A or B at N5 Mathematics is strongly recommended and students are normally studying H Mathematics.

Introduction

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Course DetailsThe course comprises two 40 hour units and two 20 hour units.

Unit - Title, Length and Brief DescriptionOur Dynamic Universe: 40 hoursContent outline: equations of motion, motion-time graphs, Newton’s Laws, energy, momentum and impulse, projectiles and satellite motion, special relativity, Doppler effect, Hubble’s Law and the expanding Universe, Big Bang theory.Particles and Waves: 40 hoursContent outline: Standard model of particles, electric & magnetic fields, particle accelerators, nuclear reactions, wave particle duality, interference and diffraction, refraction, irradiance, light spectra.Electricity: 20 hoursContent outline: monitoring & measuring a.c. circuitry, electrical sources & internal resistance, capacitors, semiconductors.

Course assessmentCourse assessment will be two question papers and an assignment.Paper 1 has objective questions (25 multiple choice marks). Paper 2 contains restricted and extended answer questions (130 marks). The assignment is carried out under supervised open book conditions and is worth 20 marks.

PHYSICS – NATIONAL 5Course outlineThe aims of the course are 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 on society and the environment

The course content includes: Electricity Properties of Matter Waves Radiation Dynamics Space

Skills for life, learning and work are developed throughout the course

AssessmentCourse Assessment: Question Paper (135marks), Assignment (20 marks), externally marked.Assignment: Research task carried followed by write up carried out under supervised open book conditions

Progression to: Higher Physics National 5 in another science subject Skills for Work Courses

PHYSICS – NATIONAL 4Course OutlineThe aims of the course are to:

develop and apply knowledge and understanding of physics

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develop an understanding of the role of physics in scientific issues and relevant applications of physics in society and the environment

The course content includes: Electricity and Energy Waves and Radiation Dynamics and Space

Skills for life, learning and work are developed throughout the course.

AssessmentUnits: Internally assessed: pass/fail – rigorous external verification by SQA

set of questions to cover KU and Skills Scientific Report on an experiment or practical investigation Report of a research task

Added Value Unit (AVU): Research task followed by write up carried out under supervised open book conditions

Progression to: N4/5 Environmental Science National 5 Physics National 4 or 5 in another science subject Skills for Work Courses

ENVIRONMENTAL SCIENCE – NATIONAL 4Course OutlineThe aims of the course are 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

Mandatory Units The Course has four mandatory Units including the Added Value Unit: Living Environment and either:Sustainability or Sustainability with a Scottish Context and either: Earth's Resources or Earth’s Resources with a Scottish Contextand Added Value Unit: Environmental Science Assignment

Skills for life, learning and work are developed throughout the course.

AssessmentUnits: Internally assessed: pass/fail – rigorous external verification by SQA

set of questions to cover KU and Skills Scientific Report on an experiment or practical investigation Report of a research task

Added Value Unit (AVU): Research task followed by write up carried out under supervised open book conditions

Progression to: N5 Environmental Science National 4 or 5 in another science subject Skills for Work Courses

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ENVIRONMENTAL SCIENCE – NATIONAL 5Course outlineThe course content includes the following areas of environmental science:Living environment

The key areas covered are: investigating ecosystems and biodiversity; interdependence; human influences on biodiversity.

Earth’s resources The key areas covered are: an overview of Earth systems and their interactions; the

geosphere; the hydrosphere; the biosphere; the atmosphere. Sustainability

The key areas covered are: an introduction to sustainability; food; water; energy; waste management.


AssessmentUnits: Internally assessed: pass/fail – rigorous external verification by SQACourse Assessment: Question Paper (100 marks) Assignment (20 marks), externally marked.Assignment:

Research task carried followed by write up carried out under supervised open book conditions

Progression to: Higher Environmental Science National 5 in another science subject Skills for Work Courses

ENVIRONMENTAL SCIENCE – HIGHERCourse outlineThe course content includes the following areas of environmental science:

Living environment: investigating ecosystems and biodiversity, interdependence and human influences on biodiversity

Earth’s resources: the geosphere, the hydrosphere, the biosphere and the atmosphere

Sustainability: global challenges, food, water, energy, waste management and anthropogenic climate change


Course assessmentCourse assessment will be two question papers and an assignment.Paper 1 has objective questions (20 multiple choice marks). Paper 2 contains restricted and extended answer questions (100 marks). The assignment is carried out under supervised open book conditions and is worth 20 marks.Progression to:

Higher in another science subject Skills for Work Courses

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LABORATORY SKILLS - NATIONAL 4/5 SCQF: Level 4 (24 SCQF credit points)

Level 5 (6 SCQF credit points)

This course provides opportunities for learners to recognise the impact Science makes on developing sustainability, and its effects on the environment, on society and on the lives of themselves and others.

Science: Fragile Earth (National 4) Learners will focus on two choices from the following four: energy, metals, water and food. They will investigate these resources through activities related to their source, origin, production and/or extraction. Science: Human Health (National 4) In this Unit, learners develop an understanding of factors which contribute to a healthy lifestyle, through a personal, community-based and global approachApplications of Science (National 4) In this Unit, learners explore science’s contribution to communication technologies and the impact that these have had on the environment/society

Added Value Unit: Science Assignment (National 4)

Laboratory Science: Practical Skills (National 5)This Unit provides candidates with the opportunity to learn and develop the skills most commonly used in laboratories.

Recommended entry Learners would normally be expected to have attained the skills and knowledge required by one or more of the following or by equivalent qualifications and/or experience: National 3 Science/Biology/Chemistry/Physics Course or relevant component Units In addition progression from National 4 Biology, Chemistry, Environmental Science, or

Physics Courses where there is no clear progression to National 5 In terms of prior learning and experience, relevant experiences and outcomes (e.g. from

the Broad General Education) may also provide an appropriate basis for doing this Course.

Progression This Course or its Units may provide progression to: ♦ other qualifications in science or related areas at National 4/5 level♦ further study, employment or training

Summary of Courses offered in S5 and S6

Department/Faculty Subjects offered LevelArt & Technical Art and Design N4/5, H

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Design & Manufacture N4/5, HGraphic Communication N4/5, HPhotography N5 or HPractical Metalworking N4/5

Business & Computing Administration & IT N4/5, HBusiness Management N4/5, HComputing Science N4/5, HComputer Games Development NPARetailing N4

English English N4/5, HMedia Studies Leisure

Health, Food & Technology

Care N4/5, HHF&T N4/5, HHospitality N4/5Leadership HBakery NPA L4Fashion & Textiles N5, HCake Decorating LeisureCooking For Life LeisureFashion & Textiles Leisure

Humanities Geography N4/5, HHistory N4/5, HModern Studies N4/5, HRMPS N4/5, HTravel & Tourism N4/5

Maths Maths N5, HApplications of Maths N4, N5, H

Modern Languages French N5, HGerman N5, HSpanish N5, H

Music Music N5, HLeisure Music Leisure

PE PE N5, HNPA Play in a Sports Environment L6Referee Development Award L7

Science Biology N5, HChemistry N5, HPhysics N5, HEnvironmental Science N5, HLaboratory Skills N4/5

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· web viewthe course is practical and experiential, and the key focus is creativity. learning in...

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