Larbert High School1365]S2___S3_Curriculum_Review_Booklet.pdfCurriculum Review Booklet 2 February...

Larbert High School

S1 S2: Curriculum Summary February 2016

Curriculum Review Booklet 1 February 2016

Rector’s Introduction Our young people in S1 have reaped the benefits of Curriculum for Excellence, having a very positive experience and many opportunities afforded to them – both in and out of the classroom. We are confident that all of them have received a broad, general education (planned around the ‘experiences and outcomes’ at the ‘third level’) and have been active participants in their learning – something which will very much continue to be a focus for us all next year and further forward. There is no doubt that each of them have continued to develop within the four capacities as confident individuals; successful learners; responsible citizens and effective contributors. As our S1 pupils move into S2 and continue their broad, general education we feel it appropriate that they are offered the opportunity, within some curricular areas, to personalise their learning and specialise within subjects to further develop their skills and knowledge. We are doing this through a ‘curriculum review’ for a number of reasons:

to ‘capture’ the momentum we have gained in S1 and to ensure that all pupils are provided with the opportunity to continue to engage and gain depth in the curricular areas and subjects that most interest them;

ultimately, to personalise and structure the curriculum in S2/3 so that our pupils will benefit from 2- year

experiences (at National 5 and Higher level) as they enter into the Senior Phase in S4, which has been central to raising overall attainment levels in Larbert High.

This booklet details, within each curricular area, the options and possible progression pathways for our pupils as our current S1 move into S2 (and beyond) in August 2016. All of the curricular areas and subjects in S2 are planning programmes of work based principally around the fourth (and third) level experiences and outcomes that will dovetail and blend learning with the new generation of qualifications being developed by the Scottish Qualifications Authority (SQA). Please be assured that this is not a `course choice`. The focus within S2/3 will be to continue to provide a skills-based curriculum within each of the curricular areas and that the options available to pupils as they move into S4 are vast and is not limited by this process in S1. In summary, all pupils in S2 and S3 will study:

Health & Well-Being (which is collaboratively planned between PE, PSE and FCT)

English (and will continue with this until (at least) the end of S4)

Mathematics

Modern Language (from a choice of French, German, Spanish)

Science (with a particular focus on and choice from Biology, Chemistry or Physics)

Humanities (with a particular focus on and choice from Geography, History, Modern Studies or RMPS)

Technologies (with a particular focus on and choice from, Computing Science, Design & Manufacture, Graphic Communication, Health & Food Technology or Hospitality: Practical Cookery)


[As part of this curriculum review, it is recommended (but not compulsory) that all pupils study an Expressive & Creative Art (with a particular focus on Art, Music or Drama) as one of their two additional options (as described above).] Pupils will then be offered the opportunity to further specialise within two curricular areas. They will have a free-choice of two additional subjects from those detailed within each of the curricular areas. In Session 2014-2015, we also introduced a BGE Elective which ensured security and coverage of all curricular areas. Pupils will study this elective for 2 periods per week and further details are included in a separate booklet.

A number of different progression routes within each curricular area are illustrated to show how these will flow into the Senior phase, where the majority of qualifications and accreditations will take place. It is important to assure you that all of our courses and experiences – whatever title or pathway they take – have been appropriately planned around the expectations of a Curriculum for Excellence and, importantly, will allow the maintenance of a broad, general education. All curricular areas will continue to ensure that pupils are actively engaged in their learning and that the fundamental skills of literacy; numeracy and ICT are addressed. The ‘core’ inserts of Health & Well-Being (PE, PSE and FCT) and RME will ensure that the added personalisation and choice within curricular areas is further complemented and the four capacities continue to be developed. I hope the information contained within this booklet provides the answers to your questions. As we move through the curriculum review process you will have several opportunities to meet with staff and ask any further questions which you may have. However, in the meantime, if I can provide any additional information then please do not hesitate to get in touch. Jon Reid Rector February 2016


Page Curricular Area Departments (or Subjects shown in italic) 4 Languages English 6 Modern Languages (French, German and Spanish) 8 Mathematics 10 Expressive & Performing Arts Art & Design

Music Drama

12 Health & Well-Being Food & Consumer Technology (FCT) (Health & Food Technology Hospitality: Practical Cookery) 14 Physical Education (PE) (with contributions from FCT & PSE) 16 Humanities Geography

History Modern Studies RMPS

19 Science Biology

Chemistry Physics

21 Technologies Business & Information Technology Computing Science 23 Design & Technology

(Design & Manufacture, Graphic Communication)

25 S1 Curriculum Review: Option Sheet


ENGLISH Including Media

English S2 pupils will experience a variety of genres including prose fiction and non-fiction, poetry, media and drama. Literacy skills will be developed throughout each text studied and through Homework Booklets focusing on Reading, Writing, Listening and Talking. Our Library programme gives every pupil the opportunity to select books and discuss their views and our Close Reading programme develops skills in analysis and evaluation. Opportunities to write creatively, reflectively and for information will also be offered. Pupils will have the opportunity to peer/self-assess work and discuss how they are progressing with their teacher. Pupils will be assessed continuously by the standard of work they produce in their ink exercise jotter and in their final folio of work. The Literacy skills (Reading, Writing, Talking and Listening) developed in English and Modern Languages will be solidified through the work pupils complete across the entire S2 curriculum (i.e. through the research completed in Humanities; through group presentations that form part of the S1 Science course).

Media Pupils will be Analysing Media by looking at how films and TV programmes are created for a particular purpose. They will investigate how advertising is used to target and influence individuals and also explore the power of the Internet. Pupils will have the opportunity to Create Media by creating their own media texts e.g. trailers, films and adverts. They will showcase their work on the school YouTube page and through our Film Festival.


ENGLISH Including Media Curriculum Structure The diagram illustrates progression and options within English. All pupils will follow English until the end of S4 and, depending on the awards achieved, until the end of S5.

Seni

or P

hase

S6

Higher

Higher

Advanced Higher

S5

Higher National 5

Higher Year Two (S5) Outcome: Higher

S4

National 5 National 4 National 5

Higher Year One (S4) Outcome: National 5

Bro

ad G

ener

al E

duca

tion S

3

Media Focus on fourth level Experiences and Outcomes (and beyond) with in-depth

study of Media.

English Pathway 1

Skills based course which will cover remainder of third level and all fourth

level Experiences and Outcomes

English Pathway 2

Focus on fourth level Experiences and Outcomes (and beyond) with in-

depth study of English to include alignment to National 5 course as per

SQA arrangements.

S2

S1

Third Level Experiences and Outcomes Skills based experience focusing on Reading, Writing and Listening and Talking.


MODERN LANGUAGES Including French, German and Spanish

French, German or Spanish The French, German & Spanish course aims to build on the generic language skills learned in S1 and allow pupils to develop a deep understanding of their chosen language, culture and grammar. Throughout the course, pupils will develop their knowledge and understanding of that language in practical and relevant contexts, such as citizenship, society, learning, employability and culture and focus on reading, writing and listening and talking. The study of a modern language has a unique contribution to make to the development of cultural awareness, as it provides learners with a means of communicating directly with people from different cultures, enhancing their understanding and enjoyment of other cultures and of their own. They gain insights into other ways of thinking and other views of the world, and therefore develop a much richer understanding of active citizenship.


MODERN LANGUAGES Including French, German and Spanish Curriculum Structure The diagram illustrates progression and options within all language areas, indicating flexible pathways within or between individual languages. At the end of S1, all pupils will make a choice between French, German or Spanish (it will be possible to select two languages) and continue in that chosen language in S2 and S3.

Seni

or P

hase

S6

Languages for Work

Purposes (National 4/5/6)

Higher Higher Continuation of study of chosen

language to more advanced level (working at appropriate level to achieve

Higher)

Advanced Higher Languages

Bacc.

S5

National 5 Continuation of study of chosen

language

Languages for Work

Purposes (National 4/5)

Higher Continuation of study of chosen language to more advanced level (working at appropriate level to

achieve Higher)

Note Possibility of choosing a second

language at this stage

S4


language

Languages for Work

Purposes (National 4/5)


language

Bro

ad G

ener

al E

duca

tion S3

Pathway 1 Skills based

course covering third level

Experiences and Outcomes (working at the

appropriate level to achieve

National 3)

Pathway 2 Skills based course which will cover

remainder of third level and all fourth level Experiences and Outcomes

(gathering appropriate evidence to achieve National 4 for most pupils by

end of S3)

Pathway 3 Focus on fourth level Experiences

and Outcomes (and beyond) with in-depth study of Modern Languages to

include alignment to National 5 course as per SQA arrangements.

S2

S1

Third Level Experiences and Outcomes French / German / Spanish (13 week rotational blocks)

Skills based experience focusing on Reading, Writing and Listening and Talking


MATHEMATICS Mathematics is important in our everyday life. It equips us with the skills we need to interpret and analyse information, simplify and solve problems, assess risk and make informed decisions. S1 pupils will develop an understanding of the processes of mathematics and apply these in different contexts, including the world of work. They will engage with more abstract mathematical concepts and develop important new kinds of thinking, resulting in a deeper understanding of the application of mathematics, its impact on our society past and present, and its potential for the future. Pupils will understand that successful independent living requires financial awareness, effective money management, using schedules and other related skills. They will also be encouraged to apply skills and understanding creatively and logically to solve problems, within a variety of contexts “Numeracy is a skill for life, learning and work. Having well developed numeracy skills allow young people to be more confident in social settings and enhances enjoyment in a large number of leisure activities.” At Larbert High School we believe that it is essential to promote numeracy across all curricular areas in a consistent, coherent and efficient way. We appreciate that numeracy is not simply a subset of Mathematics; it is a life skill which permeates and supports all areas of learning.


MATHEMATICS Curriculum Structure The diagram illustrates progression and options within Mathematics. All pupils will follow Mathematics until the end of S3 and, depending on the awards achieved, until the end of S4.

Broad General Education Broad General Education

S

enio

r Pha

se

Bro

ad G

ener

al E

duca

tion

Third Level Experiences and Outcomes

Maths and Numeracy Outcomes including Problem Solving and Algebra – appropriate pace and challenge, inclusion of Big Maths, contextualised and concrete approaches.

Pathway 1

Skills based course covering third level Experiences and

Outcomes (gathering appropriate evidence to

achieve National 3 by the end of S3)

Pathway 2 Skills based course which will cover remainder of third level

and all fourth level Experiences and Outcomes

(gathering appropriate evidence to achieve National 4 for most pupils by end of S3)

Pathway 3 Focus on fourth level

Experiences and Outcomes (and beyond) with in-depth

study of Mathematics to include alignment to National

5 course as per SQA arrangements.

National 4 Lifeskills

(N4 Numeracy focus)

Higher Consolidation of National 5 and continuation of study of Mathematics to Higher Level

National 4

Personal Finance (including National 5 Numeracy)

Higher Consolidation of National 5

and continuation of

study of Mathematics to Higher Level

Advanced Higher

National 5

National 5

Personal Finance (including National 5 Numeracy)

Higher

S3

S2

S4

S6

S5

S1


EXPRESSIVE & PERFORMING ARTS Including Art & Design, Music and Drama Art & Design Pupils will develop their creative, social and analytical skills through individual and group work. They will first build skills of observational drawing, followed by design skills which will lead in to the use of Photoshop and Graphic Design. Pupils will then create 3D work through using materials such as clay, wire, and various fabrics. In addition to these practical skills, pupils will also develop a secure knowledge of Art and Design concepts through studying the Art movements of the past 100 years and experimenting with these styles and techniques in their own work. Music Pupils will develop skills in communication, creativity and evaluating through the three main elements of the Music course which are Performing, Composing and Listening. Pupils will be given an opportunity to select two instruments from Keyboard, Voice, Drum kit, Guitar, Bass Guitar and Glockenspiel and will work with the rest of the class to prepare performances of a selection of pieces. They will also be given the opportunity to evaluate their own and one another’s performances. In addition, each pupil will create their own music using our music ICT software. Pupils will also experience a wide range of music through studying music from the past 500 years, as well as relevant historical and cultural developments. This will link in to exploring the relevant musical concepts that the pieces contain.

Music Technology This course aims to meet the needs of pupils who are interested in or considering a career in live sound engineering, recording, music for TV, Foley, film or radio. Pupils will focus on correct microphone technique, multitrack recording (in both Reaper and Protools), history of recording (from 1900 onwards), popular genres, fault finding, and copyright law. Although pupils will not be expected to perform on an instrument, they should have a good understanding of current bands/artists/genres and a creative mind with a willingness to explore their ideas. Typical final projects include :

recording a band arranging sounds for film creating a radio broadcast

Drama Pupils will develop skills in creativity, problem solving, critical thinking and reflective practice. Through drama, they will communicate their thoughts, develop knowledge and understanding of drama practice, and explore social and cultural influences. Within the drama course, pupils will experience the areas of Characterisation, Dramatic Tension, Dramatic Focus and Time, Place and Space, Staging, Lighting, Dance Drama, Exploration of a text, Documentary Drama, and Mime. Drama will stimulate pupils’ imagination and give pupils a greater awareness of themselves and others, in addition to helping them gain self-confidence and communication skills.


EXPRESSIVE & PERFORMING ARTS Including Art & Design, Music and Drama Curriculum Structure

The diagram illustrates progression and options within all Expressive & Performing Arts areas, indicating flexible pathways within or between individual sciences. At the end of S1, pupils can make a choice between Art & Design, Music or Drama (it will be possible to select two or three Expressive & Performing Arts) and continue in that chosen subject in S2 and S3.

Seni

or P

hase

S6

Higher Study of chosen

Performing Arts subject

area

Higher Continuation of study of chosen subject to more advanced level

(working at appropriate level

to achieve Higher)

Advanced Higher

S5

Expressive Arts Units

National 5 Continuation of chosen subject

Higher Continuation of study of chosen subject to more advanced level (working at appropriate level to

achieve Higher)

S4


National 4

Continuation of chosen subject


subject

Bro

ad G

ener

al E

duca

tion S3



Experiences and Outcomes (working at the

appropriate level to achieve

National 3)




end of S3)

Pathway 3 Focus on fourth level Experiences and Outcomes (and beyond) with in-depth

study of Expressive & Performing Arts to include alignment to National 5 course as per SQA arrangements.

S2

S1

Third Level Experiences and Outcomes Term 1 – subject specific skills in Art & Design, Drama & Music.

Term 2 – ‘Scottish Identity’ inter-disciplinary theme with Art & Design, Drama & Music. Term 3 – The ‘1960s’ inter-disciplinary theme with Art & Design, Drama & Music.


HEALTH & WELLBEING Including Health and Food Technology (HFT) and Hospitality Technology with a focus on HEALTH AND FOOD TECHNOLOGY (HFT) This course enables learners to acquire skills, knowledge and understanding of food and health, food product development and contemporary food issues. Learners have the opportunity to study how the food we eat affects our nutritional and health status, raising awareness of the importance of a balanced and healthy lifestyle. Study is linked with appropriate practical activities to develop practical food skills, and the understanding of the functional properties of foods. This allows learners to experience the product development process in a problem solving context. The course uses real life situations taking account of local, cultural, media influences and technological innovations. The course aims to develop learners’ knowledge and skills so they become informed, responsible consumers. Course Cost£30 This is a contribution to cover the cost associated with the course. Full payments will be required at the Curriculum Review Meeting. Technology with a focus on HOSPITALITY: PRACTICAL COOKERY The Scottish catering and hospitality industries are large, vibrant and growing, collectively employing a significant proportion of the nation’s workforce. Throughout Scotland, employers have been unanimous in their calls for well-educated and skilled workers capable of further professional development, and this qualification in Practical Cookery aims to answer this call. The main purpose of this Course is to develop learners’ practical cookery skills and their knowledge and understanding of ingredients and to provide a set of foundation skills for those who wish to progress to professional hospitality courses or work. The course will focus on the fourth level Experiences and Outcomes of Curriculum for Excellence providing pupils with the opportunity to develop their technological skills and knowledge within the context of food and hygiene. Course Cost £30 This is a contribution to cover the cost associated with the course. Full payments will be required at the Curriculum Review Meeting.


HEALTH & WELLBEING Including Health and Food Technology (HFT) and Hospitality Including accredited qualifications in the Senior Phase Curriculum Structure

The diagram illustrates progression and options within FCT.

Seni

or P

hase

S6 Advanced Higher Health & Food Technology

Nat

iona

l 5

Hosp

italit

y: P

ract

ical C

ake

Baki

ng a

nd F

inish

ing

(1 y

ear c

ours

e, ca

n be

und

erta

ken

at a

ny p

oint

in th

e se

nior

ph

ase)

Nat

iona

l 5

Hea

lth &

Foo

d Te

chno

logy

(P

upils

may

choo

se H

FT a

fter

com

plet

ing

Hosp

italit

y: P

ract

ical

co

oker

y)

Nat

iona

l 5

Prac

tical

Coo

kery

(1

yea

r cou

rse,

can

be u

nder

take

n at

any

poi

nt in

the

seni

or

phas

e)

Nat

iona

l 5

Fash

ion

& T

extil

e Te

chno

logy

(1

yea

r cou

rse,

for p

upils

who

hav

e an

art

istic

bac

kgro

und

and

unde

rtak

en b

ling

it up

ele

ctiv

e in

S2/

3)

S5 Higher

Health & Food Technology

Higher Health &

Food Technology (2 year over

S4&S5

S4 National 5 Health & Food

Technology

Broa

d G

ener

al E

duca

tion

S3 National 4 Health and Food Technology

National 4 Hospitality Practical Cookery

S2

Fourth Level Experiences and Outcomes Focus on Health and Food technology

Fourth Level Experiences and Outcomes Focus on Hospitality Practical Cookery

Fourth Level Experiences and Outcomes Complete any outstanding Third Level Experiences and Outcomes

S1 All Pupils

Third Level Experiences and Outcomes Focus on basic practical and organisational skills link to Health and Wellbeing


HEALTH & WELLBEING Physical Education

S2 Developing Performance in PE Pupils will further develop, demonstrate and improve practical and performance skills in a wide range of physical activities. By engaging in practical activities pupils will develop initiative, decision making and problem solving skills as well having the opportunity to develop team building skills and enhance their ability to compete, co-operate and collaborate. We will also place a significant emphasis on increasing pupils’ awareness of the following;

- Develop and demonstrate knowledge of the principles and factors underpinning performance - The ability to describe the factors which impact positively and negatively on - Participate in a range of methods to gather, improve and monitor performance - Build their capacity to enhance effective performance - Be able to reflect on performance to influence personal improvement

This course will also include aspects of pupil choice through Individual, Team and Creative & Aesthetics activities in order to enhance their own practical ability.


HEALTH & WELLBEING Physical Education Including accredited qualifications in PE within the Senior Phase Curriculum Structure

The diagram illustrates progression and options within PE.

Seni

or P

hase

S6

All Pupils

Health and Wellbeing

Core PE

2 Periods per week

Advanced Higher

PE (Can include Dance)

S5

Higher PE

Option 1- Individual & Team Option 2- Creative &

Aesthetic

Higher PE

2 year Higher

Option 1- Individual & Team

Option 2- Creative

& Aesthetic

Higher Dance

National 5 Sport and Recreation

To develop skills for employment

in sports industry

Can be

completed during any year in senior phase

S4 National 4/5

PE Option 1- Individual & Team

Option 2- Creative & Aesthetic

National 5 Dance

Broa

d G

ener

al E

duca

tion

S3 All Pupils:

PE Fourth Level Experiences and Outcomes

Focus on developing physical movement skills within an activity mode of the pupils choice:

1. Individual Activities 2. Team Games 3. Creative and Aesthetic 4. Outdoor Activities

(2 periods per week)

Developing Performance in PE National 4

Pupils who select this course at their S1 Curriculum

Review will further develop their performance skills and theoretical knowledge in line with the National 4

experiences and outcomes in preparation for going on to undertake the national 5 course in PE in S4


S2

S1

All Pupils Third Level Experiences and Outcomes

Focus on developing the significant aspects of learning within PE & Health and Wellbeing across a broad range of physical activities.



HUMANITIES Including Geography, History, Modern Studies and Religious, Moral and Philosophical Studies All Humanities courses will focus on the fourth level Experiences and Outcomes of Curriculum for Excellence. In these courses there will be an emphasis on skills development and the application of these skills in a variety of relevant, up to date contexts, which will stimulate pupils’ desire to learn about the world around them in the 21st Century. Studying Humanities subjects enables pupils to further their critical thinking, complex reasoning, and communication skills, whilst embedding core values of citizenship and shared responsibility. This is increasingly important in our fast paced, dynamic, modern world, for pupils as individuals, society as a whole as well as the natural environment. Knowledge and skills developed in this area will help equip young people for further study, higher education and careers in a broad field ranging from the sciences to the arts. Humanities with a focus on GEOGRAPHY

Pupils choosing to focus on Geography will develop skills using a variety of contexts which will explore aspects of physical and human Geography, allowing pupils to make links between people and place. Topics studied will broaden and deepen understanding of physical and human environments. This will lead to pupils applying this understanding as they are challenged to analyse and evaluate information and create solutions to the ever increasing variety and complexity of global issues. Pupils will study these concepts through topics including Japan, Brazil, Weather, Natural Hazards, Farming, Rainforest, Tundra, Glaciation and Coasts. Inter-disciplinary working will occur where appropriate as pupils apply their knowledge and skills in other areas of the curriculum, such as with Physics using the school Seismometer to understand how waves are transmitted through the Earth following an earthquake and applying this to a case study as it happens during the course.

Humanities with a focus on HISTORY Pupils choosing to focus on History will develop analytical, reasoning and communication skills using a variety of contexts which will explore how past events can inform our decisions today. This will broaden and deepen understanding from a range of Historical issues in Scotland, Britain, Europe and the wider world such as: the impact and aftermath of war on society; democracy versus dictatorship; understanding current conflict; influential and colourful characters through Scottish History. Pupils will also have the opportunity for personalisation as they choose an issue to study in depth which will invite debate and argument. Inter-disciplinary working will occur where appropriate as pupils apply their knowledge and skills in other areas of the curriculum, such as literature influenced by war in English. Natural links will also be made with the other Humanities courses where appropriate such as current issues around dictatorships (Arab Spring) and sectarianism in Scotland in Modern Studies.


HUMANITIES Humanities with a focus on MODERN STUDIES Pupils choosing to focus on Modern Studies will develop analytical, reasoning and communication skills using a variety of contexts which will explore aspects of modern day life in Scotland & the UK as well as the wider world. This will broaden and deepen understanding of social issues such as: the political system and the place of Scotland in the UK; the causes and impact of crime; the legal system; the police and tackling crime. Pupils will also carry out an in depth study of social, economic and political aspects of the types, causes, impacts and responses to global terrorism. Pupils will also have the opportunity for personalisation as they choose an issue to study in depth which will invite debate and argument. Through this they will have opportunities to experience challenge and application as they further develop and apply their knowledge and skills in a new context. Natural links will also be made with the other Humanities courses where appropriate such as political doctrines influencing decisions affecting the natural world in Geography and viewpoints on current conflicts being influenced by past conflicts in History.

Humanities with a focus on RELIGIOUS, MORAL AND PHILOSOPHICAL STUDIES

Pupils choosing to focus on RMPS will develop analytical, reasoning and communication skills using a variety of contexts which will enable them to explore their own beliefs and values and to understand and appreciate the beliefs and values of others in our increasingly multi-cultural, multi-faith Scotland.

Pupils will study one world religion, one moral issue and one religious and philosophical question. The world religion is Judaism. They will learn about keys beliefs, practices and traditions e.g. creation story, Jewish New Year, Passover, Torah and Kosher food rules. The moral issue is Religion and Justice which focuses on causes of crime, punishment in the UK and the death penalty. The philosophical issue is Evil and Suffering which includes moral and natural evil e.g. genocide and tsunamis and how this challenges the belief in God.

Pupils will develop the skills and confidence to prepare and present reasoned arguments to justify a viewpoint and the skills required for complex problem solving where there is no clear right or wrong answer. Natural links will also be made with the other Humanities courses where appropriate such as evaluation and respect for differing viewpoints when considering environmental issues in Geography and understanding the root causes of some historical and current conflicts in History and Modern Studies.


HUMANITIES Including Geography, History, Modern Studies and RMPS (and Philosophy in S4-6) Curriculum Structure The diagram illustrates progression and options within all Humanities areas, indicating flexible pathways within or between individual subjects. At the end of S1, all pupils can make a choice between Geography, History, Modern Studies or RMPS (it will be possible to select two Humanities subjects) and continue in that chosen subject in S2 and S3.

Seni

or P

hase

S6

Higher Higher Continuation of study of chosen subject to more advanced level

(working at appropriate

level to achieve Higher)

Advanced Higher

S5

Travel & Tourism


subject

Higher Continuation of study of chosen subject to more advanced level (working at appropriate level to

achieve Higher)

Note Possibility of choosing a second

Humanities subject at this stage, including Philosophy

S4

National 4 Continuation of study of chosen subject


subject

Bro

ad G

ener

al E

duca

tion S

3



Experiences and Outcomes

(working at the appropriate level

to achieve National 3)




end of S3)

Pathway 3 Focus on fourth level Experiences

and Outcomes (and beyond) with in-depth study of Humanities to include alignment to National 5 course as per

SQA arrangements.

S2

S1


Geography, History, Modern Studies and RMPS delivered by a single teacher as an integrated Humanities experience.


SCIENCE Including Biology, Chemistry and Physics The S2 science course will continue to develop the skills and experiences required to analyse the forever changing scientific world around us. The course will allow young people to develop and practise a range of inquiry and investigative skills, scientific analytical skills and develop attitudes and attributes of a scientifically literate citizen; they also support development of a range of skills for life and skills for work, including literacy, numeracy and skills in information and communications technology. Pupils will extend their scientific knowledge from S1 science focusing on their personal scientific interests in courses based around the third and fourth level Experiences and Outcomes. The courses below will help pupils develop curiosity and understanding of the environment and their place in the living, material and physical world. Pupils will be able to demonstrate secure knowledge and understanding of the big ideas and concepts in science. Science with a focus on BIOLOGY The science with a focus on biology course will study in detail biological systems including how the body works, how species survive, cell division and moral and ethical issues in controversial biological procedures. Further study will be undertaken on plant species. The course provides skills that are complementary to other curricular areas such as the technologies, mathematics and humanities. Pupils will be encouraged to use creativity and logical thinking at the same time as developing practical skills. The course thus provides opportunities for inter disciplinary learning, and scope for personalisation and choice. Science with a focus on CHEMISTRY The science with a focus on chemistry course will study in detail the structure of an atom, research into new smart materials, crude oil and its uses, the metal reactivity series, pollution and the use of fertilisers. Further study will be undertaken on chemical reactions. The course provides skills that are complementary to other curricular areas such as the technologies, mathematics and humanities. Pupils will be encouraged to use creativity and logical thinking at the same time as developing practical skills. The course thus provides opportunities for inter disciplinary learning, and scope for personalisation and choice. Science with a focus on PHYSICS The science with a focus on physics course will study in detail, the kinetic model of gases, space, speed and acceleration and, floating and sinking. Further study will be undertaken on electrical circuits, including current, voltage resistance and electronic components. The course provides skills that are complementary to other curricular areas such as the technologies, mathematics and humanities. Pupils will be encouraged to use creativity and logical thinking at the same time as developing practical skills. The course thus provides opportunities for inter disciplinary learning, and scope for personalisation and choice.


SCIENCE Including Biology, Chemistry and Physics Curriculum Structure The diagram illustrates progression and options within all science areas, indicating flexible pathways within or between individual sciences. At the end of S1, pupils can make a choice between Biology, Chemistry or Physics (it will be possible to select two or three Sciences) and continue in that chosen Science in S2 and S3.

Seni

or P

hase

S6


science

Higher Higher Continuation of study of chosen science to more advanced level


to achieve Higher)

Advanced Higher Science Bacc.

S5

Skills for Work Health Sector

Science & Technology


science

Higher Continuation of study of chosen science to more advanced level (working at appropriate level to

achieve Higher)

S4






science

Bro

ad G

ener

al E

duca

tion S

3









end of S3)

Pathway 3 Focus on fourth level Experiences and Outcomes (and beyond) with in-depth study of Science to include alignment

to National 5 course as per SQA arrangements.

S2

S1


An integrated Science course with skills-based experiences focusing on the following skills; researching, investigating, practical and drawing concluding


TECHNOLOGIES Including Computing Science, Design & Manufacture, Engineering Science, Graphic Communication and Practical Woodworking Technology with a focus on COMPUTING SCIENCE “Computation is so fundamental to modern life now, and we use software everywhere……we need (the) fundamentals that explain our digital world, our virtual world” – Muffy Calder, Scotland`s Chief scientific Advisor “Don`t just but a new video game – make one. Don`t just download the latest app – help design it. Don`t just play on your phone – program it” – President Barrack Obama.

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

Technology with a focus on DESIGN & MANUFACTURE Design and Manufacturing introduces learners to the multi-faceted world of product design and manufacturing. Creativity is at the heart of this Course – yet it is its combination with technology that makes it so exciting. The Course combines scientific, mathematical and technological rigour with design creativity and innovation. It is this interface between technology and creativity that makes the Course so full of options, possibilities and of great educational benefit. In the Course learners are encouraged to use imagination, creativity and logical thinking and to apply practical skills. The Course thus provides a broad scope for personalisation and choice. The Course provides progression from experiences and outcomes in expressive arts, mathematics, science and ICT as well as in craft, design, engineering and graphics.

Technology with a focus on ENGINEERING SCIENCE

Engineering is a broad area of human endeavour which brings together elements of technology, science and mathematics, and applies these to real world challenges. Engineering is vital to everyday life; it shapes the world in which we live and its future. Engineers play key roles in meeting the needs of society in fields which include climate change, medicine, IT and transport. Our society needs more engineers, and more young people with an informed view of engineering. The Course provides a broad and challenging exploration of engineering. Because of its focus on developing transferable skills, it will be of value to many learners and particularly beneficial to learners considering a career in engineering, or one of its many branches.

Technology with a focus on GRAPHIC COMMUNICATION Graphic Communication introduces learners to the diverse and ever-increasing variety of presentation methods employed on graphic communication. It provides scope for personalisation and choice. 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. The Course provides progression from experiences and outcomes in expressive arts and ICT, as well as in craft, design, engineering and graphics.


Technology with a focus on PRACTICAL WOODWORKING Practical Woodworking is practical, exploratory and experimental in nature. It combines elements of technique and standard practice with elements of creativity. The Course provides opportunities for learners to gain a range of practical woodworking skills and to use a variety of tools, equipment and materials. It allows them to plan activities through to the completion of a finished product in wood. The Course will also give learners the opportunity to develop thinking, numeracy and employability , enterprise and citizenship skills. The aims of the Course are to enable learners to develop skills in woodworking techniques, skills in measuring and marking out timber sections and sheet materials, safe working practices in workshop environments, practical creativity and problem-solving skills and an understanding of sustainability issues in a practical woodworking context. All courses will focus on the fourth level Experiences and Outcomes of Curriculum for Excellence giving pupils the opportunity to gain an understanding of the Technological advances in society and how Technology contributes to everyday life.


TECHNOLOGIES Business & Information Technology and Craft Design & Technology Including Computing Science Curriculum Structure The diagram illustrates progression and options within all Technologies subjects. At the end of S1, pupils can make a choice to study a maximum of two Technologies as outlines previously and continue in those chosen subject in S2 and S3. Pupils may enter subjects in S4 with no previous experience from the BGE.

Seni

or P

hase

S6

National 5/


Technologies subject area



Higher Continuation of study of chosen subject to more advanced level


to achieve Higher)

Adv. Higher

Graphic Communication

only

College Options There are a range of options for College study available for pupils in the Senior

Phase related to Technologies.

These can be applied for through Forth Valley College and entry requirements are detailed in their

prospectus.

S5

National 5 Study of chosen


National 5


Higher Continuation of study of

chosen subject to more

advanced level (working at appropriate

level to achieve Higher)

S4


National 4


National 5



Bro

ad G

ener

al E

duca

tion S

3









end of S3)

Pathway 3 Focus on fourth level Experiences and Outcomes (and beyond) with in-depth

study of Technologies to include alignment to National 5 course as per

SQA arrangements.

S2

S1


Pupils undertake a course that has been collaboratively planned to include ascpects of Administration & IT, Business Management, Computing Science and Craft, Design & Engineering aspects of Technologies. The

transferable skills developed allow pupils to progress into any area of the Technologies.


S1 Curriculum Review: 2016

Step 1: Core Subjects (no choice to be made here) All pupils study English, Mathematics, Health & Well-Being and RMPS

Step 2: Select your Modern Language (pick only one)

Indicate with a X in the appropriate box below

French German Spanish

Step 3: Select your particular focus in Science (pick only one)


Biology Chemistry

Physics Step 4: Select your particular focus in Humanities (pick only one)


Geography History

Modern Studies RMPS

Step 5: Select your particular focus in Technologies (pick only one)


Business & Information Technology Computing Science Design & Technology Design & Manufacture

Engineering Science Graphic Communication Practical Woodworking

Food & Consumer Technology Health & Food Technology Hospitality: Practical Cookery

Step 6: Select any two subjects from the list below (only if not picked in any of the steps above)

Write the names of the two subjects below and

include one reserve choice

Art & Design

Biology

Chemistry

Computing Science

Design & Manufacture

Drama

Engineering Science

French

Geography

German

Graphic

Communication

HFT

History

Hospitality

Media

Modern Studies

Music

Music Technology

Physical Education

Physics

RMPS

Spanish

Practical Woodworking

1:

2: Reserve:

Larbert High School Carrongrange Avenue

Stenhousemuir LARBERT FK5 3BL

Tel: 01324 554233 Fax: 01324 503551 E-mail: [email protected]

Website: www.larberthigh.com

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