PLHS S3 Course Choice Booklet 2016

Choices for S3

2016-2017

Choices for S3

Preston Lodge High School


What is this booklet?

This booklet provides support for S2 students and their parents/carers about making good learning choices for S3 and beyond.

S3 is the final year of our Broad General Education and it is, in many

ways, a transition year to our Senior Phase. The choices that students make in S3 will have a bearing on the choices that they make for our Senior Phase, so it is essential that all families work through this booklet and make certain that they understand the

choices available.

Table of Contents

Introduction 1

How we are implementing Curriculum for Excellence 1

What is the purpose of the S1-3 curriculum? 1

Timeline of Important Dates 2

Course Costs 3

What will my child study in S3? 4-5

How will S4-6 look at Preston Lodge High School? 6

Learning Support 8

The Careers Advisor 8

Homework Policy 8

So what choices do students have to make? 9

How will students let the school know their Core Time and Option choices? 10

Core Time 12-28

Option Courses

Mathematical Trickery 30

School Magazine Production 31

German for Beginners 31

Conversational Spanish for Beginners 32

Cake Design and ‘Fine Dine’ Cookery 32

Fashion and Textiles 33

Archery 33

Fitness 33

Wakeboarding 34

Learn to Ski 34

Trampolining 35

Golf 35

Central Net/Racket Sports 35

School of Rugby 35


Table of Contents

Award in Dance Leadership 36

Forest School 37

Regenerative medicine/Who lives, who dies...why? 38

The Chemistry of metals 39

Electricity 39

Forensic Science 39

Expressive Art 40

Design 40

Film Making 41

Introduction to digital photography 41

Music technology 41

Radio Broadcasting—Preston Lodge School Bell 42

Digital Geography 43

Field Study Skills 44

Introduction to Design and Manufacture 44

Introduction to Graphic Communication 44

Introduction to Practical Woodworking 45

Games Design 45

Mobile App Development 45

Web Design 45

Money in the Real World—Knowing your Rights 46

Business & IT 46

Vocational Courses 47-48

Appendices 49-56

Page

Introduction

At Preston Lodge High School we have designed an S3 curriculum that is a vibrant conclusion to the S1-3 Broad General Education introduced by the Scottish Government. In S3 all students will continue to study a number of subjects from each of eight Curricular Areas whilst being able to personalise, or choose, additional courses.

This booklet describes our approach to S3, and provides clear guidance to help families through the choices all S2 students must now make. Further details of some aspects of our curriculum are contained in various appendices.

How are we implementing Curriculum for Excellence?

Following extensive consultation with our wider school community in November 2010 (led, at our invitation, by school inspectors) we formulated a ‘Curriculum Rationale’ (see Appendix 1).

We review our S1-3 curriculum each year. Last winter we carried out a full Curriculum Review. The review highlighted some areas of our S3 curriculum that we can improve on and a number of adaptations have taken place this year.

What is the purpose of the S1-3 curriculum?

Through our S1-3 curriculum we allow all students to experience the key principles of Curriculum for Excellence. Namely:

challenge and enjoyment

breadth

progression

depth

personalisation and choice

coherence

relevance

We ensure that all students experience a Broad General Education from S1-3, but we also allow a great deal of personalisation, or choice.

Each Curricular Area will take a different approach to personalisation. In many Curricular Areas students have to make a choice. These areas are displayed in a table on page 9. In Social Studies, for example students will experience a common course in S1 and S2 but will select one subject in S3. Individual Curricular Areas will make their own decisions about how students can best meet CfE experiences and outcomes whilst specialising appropriately.

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What about learning skills?

Our S1-3 students experience a very strong programme of learning development through Learning Skills courses which develop student understanding of their own learning. We are now seeing students in our Senior Phase clearly exhibit that understanding really impressively . In S3, students undertake a focused examination of study skills in preparation for their entry to the Senior Phase. Part of this work will also involve them in compiling their S3 profile, which is a statement of achievements they have experienced so far in their education. Further information about our school’s approach to Learning Skills in S3 can be found on page 28.

Timeline of important dates

For S2 students key dates are:

w/b 5 January Electronic course choice information available for families. Paper copies distributed to students.

Guidance teachers start to discuss course choice with all S2 classes.

w/b 25 January Parental information Evening (26 January, at 7.00 pm) which will fully explain the context of our S3 curriculum, the opportunities available and the choices required of all students.

Family discussions around course choice and conversations as necessary with guidance teachers and subject teachers.

Student Options Event (26 January) in school time which will allow students to engage with subject staff to develop their understanding of the opportunities available to them.

Guidance teachers still discussing course choice with all S2 classes

w/b 1 February Guidance teachers discuss course choice with all S2 classes

w/b 8 February Guidance teachers discuss course choice with all S2 classes

w/b 22 February Guidance teachers finish discussing course choice with all S2 classes

Friday 26 February Course choice forms to be completed by this date.

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Course Costs

A small number of our courses have costs attached to them. Such costs usually have to be levied because the materials or facilities required to run such courses cannot fully be met by the school. In all cases, we will endeavour to keep these costs to a minimal level that all families, whatever their circumstances, can afford. Precise costs cannot be finalised until student uptake is known, but financial support will also be available to families on a confidential basis. It is very important to us that no child is disadvantaged by being unable to take a particular course because of costs.

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What will my child study in S3?

Our curriculum diagram for S1-3 in 2016-17 looks like this:

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In order to ensure that S3 students are following a Broad General Education they will all study courses in each of the eight Curricular Areas.

In Numeracy, S3 students will participate in three periods of Mathematics. In Languages they will participate in three periods of English and two periods of Modern Languages. In Health & Wellbeing students will encounter Home Economics, PE and Personal & Social Education. In Social Studies, Technologies, Science and Expressive Arts students will each have two periods of study. Students will also study one period of Religious & Moral Education. We call work that students undertake in the eight Curricular Areas Core Time. However, within S3 Core Time, there will be a high degree of personalisation, ie student choice. You can find details of each Curricular Area’s use of Core Time on page 9.

Students will also choose four periods of Option Courses. A summary of the available Option Courses is provided below:

Title Course Code Title Course Code

Administration and IT (Core) TAIF German for Beginners LCGF

Archery HARS Golf HGOS

Biology (Core) Double Short Course SBID History (Core) XCHF

Business & IT TBUF Intro to Design and Manufacture TDMS

Cake Design and 'Fine Dine' Cookery HCDF Intro to Digital Photography EDPS

Central Net/Racket Sports HNRS Intro to Graphic Communication TGCS

Chemistry (Core) Double Short Course SCHD Intro to Practical Woodworking TPWS

Computing and Information Science (Core)

TCIF Learn to Ski HSKS

Conversational Spanish for Beginners

LCSS Mathematical Trickery NMTS

Dance Leadership HDAF Mobile App development TMAS

Design EDEF Modern Studies (Core) XCMF

Digital Geography XDGS Money in the Real World TMWS

Expressive Art EEAF Music (Core) ECMF

Fashion and Textiles HFTS Music Technology EMTS

Field Study Skills XFSS Physics (Core) Double Short Course SPHD

Film Making EFMF Radio Broadcasting ERAS

Fitness HFIS School Magazine Production LSMS

Forensic Science SFSS School of Rugby HSRF

Forest School HFOS Trampolining HTRS

Games Design TGDS Wakeboarding HWBS

Geography (Core) XCGF Web Design TWDS

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How will S3 Option Courses benefit my child’s potential in the S4 – S6 Senior Phase?

All of our S3 Option courses, ranging from mainstream subject offerings through to very specific interest-based short courses, offer enormous opportunities for skills development. Some courses develop skills with very direct relevance to particular Curricular Areas whereas others develop more generic skills for learning, life and work. If you would like more detail on the skills development in particular Options Courses please ask staff present at our Parental Information Evening on 26 January or your child’s guidance teacher at a time convenient for you.

How does S4-6 look at Preston Lodge High School?

Appendix 4 provides further detail on our S4-6 curriculum. Some key features of our new S4-6 Senior Phase are:

A timetable model which provides students with six subjects for study each year. This reduced number of subjects is currently improving learning and will, in turn, improve the academic attainment of our students.

That students entering S4-6 sit National Qualifications in mixed classes. This approach allows us to provide a more diverse and relevant curriculum for all of our students. This means some classes our current S2 students enter in S4 will also contain S5 and S6 students learning alongside them.

All parents of S2 students will be able to have further conversation about our S4-6 curriculum at our Parental Options Event on 26 January.

How do the choices my child makes for S3 affect the choices that they will be able to make as they move into the Senior Phase next year?

In most cases we expect the choices students make for S4 to be selected from the subjects they study in S3. There are some obvious exceptions to this, because some of our Senior Phase courses cannot be studied in S3. Such courses can, of course, be picked up in S4 without having been studied in S3.

It is possible, however, to pick a new subject in S4 which could have been, but was not, studied in S3. So, for example, if a student studied History in S3 but wished to study Geography in S4 they could do so. However, in some cases students making such changes might find this affects the level of qualification studied in S4. Further advice on this approach can be given by guidance teachers, Heads of House or subject PTs.

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How do we start to think now about a Senior Phase pathway for our child?

Curriculum pathways really just mean the route that individual children take through their school experience that best allows them to develop their skills and interests whilst achieving as many positive outcomes as possible. It is important that all children and their families have a clear idea of potential pathways in the Senior Phase as they make choices for S3. Although changes can always be made it is wise to have a plan. Some information about pathways can be found at the end of Appendix 2. Full details of our Senior Phase curriculum can be found in the Publications section of our website http://www.edubuzz.org/prestonlodge/publications/

http://www.edubuzz.org/prestonlodge/publications/

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Learning Support

Students who have additional learning support in S1 and S2 continue to be monitored by the Support for Learning department throughout S3. Support staff give advice to teachers on catering appropriately for students with additional support needs and, where possible, work alongside subject teachers to help meet those needs.

The Careers Advisor

Careers Advisers are available to consult in school if students need information about jobs, training or college and university courses. 'Drop-in' lunchtime clinics are held in the school for all year groups (see posters in library and Learning Zone for dates). Students can also request an individual interview from S4 onwards. When not in school, the Careers Advisers can be contacted, by students or parents, at the Career Development Centre, Musselburgh (open all year). The telephone number is 0131 665 3120.

Homework Policy

The general policy of the school is that homework - or home study - is an integral part of the learning process. Subject departments have set out their own individual homework policies. These are in line with the school's guidelines, namely that homework should be:

• regular in its frequency

• appropriate for the client group

• used to reinforce and develop learning in that subject area

Further information on our approach to homework can be found in Appendix 3.

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So what choices do students have to make?

Core Time S3 students at Preston Lodge will spend 21 of their 27 periods in S3 studying Core Time courses in the eight Curricular Areas. In some areas there is no choice to be made, whereas in some areas choices are required. The eight Curricular Areas are operating S3 courses as follows:

Option Courses

Four periods of each S3 student’s week will be spent in Option Courses.

These courses range from versions of Core Time subject offerings, to specifically vocational options. There are many exciting opportunities for students to explore areas of interest in more detail.

Each Option Course runs for 2 periods, and for either 10 (Short) or 30 (Full) weeks. This means that our Option Courses take either 20 or 60 hours to complete. This year, for the first time, we are offering Double Short Courses in Science, which will run for 20 weeks (40 hours).

Curricular Area Choice Required? Details

Numeracy

No

Students study 3 periods of Mathematics

Languages

Yes

Students study 3 periods of English and 2 periods of either French or German

Health & Wellbeing

No

Students study 2 periods of PE, 1 period of Personal and Social Education and 1 period

of Home Economics

Science

Yes

Students study Biology or Chemistry or Physics for 2 periods

Expressive Arts

Yes

Students study Art, Drama or Music for 2 periods

Social Studies

Yes

Students study Geography, History, Modern Studies or Business Management for 2

periods.

Technologies

Yes

Students study Admin & IT, CDT or Computing for 2 periods

Religious & Moral Education

No

Students study 1 period of RME

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Guidance teachers will help students and their parents/carers choose their Option Courses to ensure that they select the most appropriate and worthwhile package to meet their needs.

How will students let the school know their Core Time and Option choices?

All students will fill in an online Course Choice form where they will be asked for their Core Time and Option Course choices. For both Core and Option Course choices they will need to provide reserve choices.

Summary This might seem to be a more complicated choice process than students used to make in S2. However, in reality, all students have to do is:

1. Make Core Time choices in Languages, Expressive Arts, Social Studies and Technologies.

2. Make Option Course Choices.

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Core Time

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Curricular Area: Numeracy

Subject: Mathematics (Code NCMF)

Content

Students will learn algebra (manipulating expressions, solving equations and using formulae), patterns and straight lines (number sequences, spotting patterns and finding general rules, an introduction to functions and the straight line), use fractions, decimals and percentages (money: interest rates, profit and loss, appreciation and depreciation, discount and best buys, proportion, personal finance). They will handle Information (bias, probability, interpreting graphs) and angles (maps, bearings and scale drawings, angles and shape, similarity, enlargement and reduction)

Process

Lessons are designed to build on prior knowledge and skills in the areas of number, algebra, shape, position and movement and information handling. Lessons will also allow pupils to see the applications of these processes in the world around us. New ideas will be introduced either by the teacher or through enquiry and investigation and pupils will have the opportunity for discussion and practice of new skills and will be able to demonstrate and consolidate new learning during lessons. They will also be able to enhance their personal attributes of resilience, working with others, written and verbal communication and problem solving.

Pupils will be able to take full responsibility for their learning by checking success, opportunities to demonstrate their skills and knowledge and by reviewing and reflecting upon their work through homework and discussion of next steps.

Benefits

No matter how the world changes, Maths will always be at the heart of life. Quite simply, Maths not only helps you understand the world, it also opens up a world of opportunities! It’s almost impossible to get through a day without using Maths in some way, because our world is full of numbers to handle and problems to solve. Studying Maths provides you with the tools to make sense of it all, making life that little bit easier.

What types of skills do employers look for? Problem solving, analysis, data handling and communication skills, to name just a few. These transferable skills are useful in any job, and you can get all of them from studying Maths.

The mathematical skills of problem solving, logical thinking, and investigation will help your progress in whatever you choose to study in the future. In addition to these general skills, you will need Maths for learning in a wide range of areas – anything from plumbing to economics.

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Curricular Area: Languages

Subject: English (Code LCEF)

The S3 course will focus on the development of core skills in Reading, Writing, Talking and Listening. Through the study of a broad range of texts, both fiction and non-fiction, pupils will develop their reading and listening skills and their knowledge and understanding of more complex language use. Through such activities as debating and creative writing, pupils will improve their skills in talking and writing and learn how to use language to create effects. Through the study of English in S3, pupils should enhance their competence in using language in a variety of ways and for a range of purposes.

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Curricular Area: Languages (Modern Languages)

Subject: French (Code LCFF)

Students will learn French in the contexts of Society, Culture and Employability.

The key skills of Listening, Talking, Reading and Writing will be further developed in S3. Students will enhance their language skills through the use of up to date technology such as digital listening equipment, PCs, the internet and Chromebooks.

A foreign language is beneficial for career choices such as travel, tourism, hospitality, marketing, business, journalism, law, primary teaching and many more.

Many colleges and universities require an SQA language qualification for entry.

Learning a language impacts positively on other areas of the curriculum, such as literacy.

The benefits to learning a modern language are that young people are better equipped to succeed in a competitive global economy if they have knowledge of a foreign language.

France is a key economic partner: the world’s fifth biggest economy and number three destination for foreign investment. It is also an official language in 29 countries and spoken on every continent.

Subject: German for Beginners (Code LCGF)

Students may prefer the experience of learning a completely different sounding foreign language in S3! Starting with the basics, students learn how to talk about themselves, order (and taste!) food and drink, find their way around a German speaking town and finally move on to the world of work.

Students will transfer the core skills acquired in S1/2 French to learning a new language, and will enhance their language skills through the use of up to date technology such as digital listening equipment, PCs, the internet and Chromebooks.

Learning a language impacts positively on other areas of the curriculum, such as literacy.

The German course is also a pathway to certification in S4. Many colleges and universities require an SQA language qualification for entry.

The benefits to learning a modern language are that young people are better equipped to succeed in a competitive global economy if they have knowledge of a foreign language. German is recognised internationally as a language for business. It is the most widely spoken language in the EU and the most productive countries in European trade are German-speaking. Germany also plays a vital role in scientific research and innovation. A foreign language is beneficial for career choices such as travel, tourism, hospitality, marketing, business, journalism, law, primary teaching and many more. http://www.goethe.de/ins/gb/lon/lhr/wer/en9885204.htm

http://www.goethe.de/ins/gb/lon/lhr/wer/en9885204.htm


http://www.google.co.uk/imgres?q=why+learn+a+language&hl=en&safe=active&biw=792&bih=435&gbv=2&tbm=isch&tbnid=rTjatK_3YVG4KM:&imgrefurl=http://ridgewaylanguages.typepad.com/seora_croft_dice_bienveni/2010/10/why-study-languages-some-information-and-useful-tips.

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Curricular Area: Health and Wellbeing

Subject: Home Economics (Code HHEF)

Students will be introduced to nutrients, learning why they are necessary for good health. Practical work will relate to nutrient sources. They will also be introduced to the individual needs of different groups and understand a range of issues, using

knowledge of nutrients and a balanced diet.

There will be opportunity to relate their learning through a variety of tasks, both individual and as a group, looking at issues of diet, exercise, lifestyle choices and personal hygiene. Using their creative skills, students will design and make a variety of dishes.

Design challenges will include recipe development to include specific nutrients, Christmas themed cookery, creating a dish to suit identified health needs, finishing with an Enterprise group challenge (food product development).

This course will be taught one period a week following a cycle of theory followed by the related practical the next lesson. There is a cost attached to this course which makes a small contribution to food costs and containers for transporting dishes made home. (see page 5).

Subject: Personal and Social Education (Code HSEF)

Personal and Social Education in S3 covers relationships (SHARE), first aid training, target setting and to continue to develop vocational understanding through work experience.

The course is taught using a variety of methods including class discussion, small group work, practical work, use of DVD and computers for research, individual written tasks and presentations. There is also an opportunity for students to gain knowledge and engage with external agencies such as Community Police, School Nurse and Caledonian Youth. PSE aims to develop each student’s self-awareness, self-esteem and confidence, assist in developing skills to clarify personal attitudes and values and develop interpersonal skills for life.

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=uftn4MEdfW5jaM&tbnid=gCc9xHt1UvKVZM:&ved=0CAUQjRw&url=http%3A%2F%2Fwww.thecastleschool.org.uk%2Fcareers-guidance&ei=E_kbUb7HHeuz0QXY-IG4Dg&bvm=bv.42261806,d.d2k&psig=A

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Subject: Physical Education (Code HPEF)

Students will participate in 2 hours of PE per week.

They will be offered a variety of different activities.

Students will understand how physical, mental, social and emotional factors impact on performance. They will understand their development needs by gathering data and analysing their performance through a range of media, flip cameras, heart rate monitors and feedback.

Students will focus on how to improve their performance through planning and implementing an individualised training programme.

Students will have the opportunity to plan and participate in competitive situations and participate in a performance day.

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Science for S3

In S3, pupils have the opportunity to specialise in the Science of their choice, while still being able to follow a broad Science experience.

Focus Science

All pupils will select a Focus Science for the year. This can be Core Biology, Core Chemistry or Core Physics and you will follow this course for 2 periods per week for the full year (three rotation blocks). The Focus Science chosen will often be one of the science subjects you are most likely to continue with in the Senior Phase, or the science you feel you need to commit the most time to. The Focus Science is automatically paired with a Skills Module in that subject, where you will develop generic science research, problem solving and practical skills.

Additional Core Science

Additional Core Sciences (from Core Biology, Core Chemistry and Core Physics) can be chosen from the options columns and these will run as a medium length course (two rotation blocks). These will include the same course material as the Focus Science, but without the additional Skills Module. This still leaves opportunities for you to study other interest courses across the school.

Short Interest course

You can also choose an additional Forensic Science option course.

In summary, if you wish to pursue one science in S3, this will be your Focus Science (which will include a Core Science and the matching Skills Module).

If you wish to study two or three sciences in S3, select one Core Science as your Focus Science and choose the additional Core Sciences from the options columns. You can also choose the Forensic Science short interest course.

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Curricular Area: Science

Subject: Core Biology (Codes SBID and SHBS)

Regenerative medicine and Who lives, who dies...why?

Regenerative medicine?

In this subtopic students will learn about how different organisms grow and develop and the role of cell division in this process. They will also learn how cells can be cultured and how this can be applied therapeutically, leading to a debate on the pros and cons of regenerative medicine. Students will develop their research and debating skills and will have an opportunity to develop their own opinions on the therapeutic uses of tissue culture. The learning in this topic is relevant to everyone as this fast developing area of medicine is becoming more prominent every year.

Who lives, who dies … why?

In this subtopic students will produce a report on an organism of their choice and how it is adapted for survival. To support them with this they will first consider how living things depend on each other, how different living things are adapted for survival and how population growth and natural hazards can effect biodiversity. Students will also develop their ability to select and organise relevant information in a logical order through the production of their report. Why is this relevant? According to the Natural History Museum: “biodiversity is a fundamental part of the Earth's life support system.” It matters to us all.

Skills Module

Human Body (with Biology as Focus Science) (Course code: SHBS)

This is a dissection based course and will provide students with an opportunity to explore the Human Body, and how it can go wrong, in more depth. Students will explore the structure and function of a range of different organs practically and will investigate what can go wrong with each organ. This course will provide significant opportunities for students to develop their dissection technique. Each week will focus on a different organ and will include: ‘How is the heart affected by diet?’, ‘What happens to smokers’ lungs?’, ‘What does alcohol do to the liver?’, ‘What is kidney dialysis?’, ‘Why do some people wear glasses?’ and ‘Why does exercise help your muscles?’. As part of the course pupils will be required to contribute to the cost of dissections. This will be approximately £3 for the course.

Subject: Science (Chemistry) (Codes SCHD and SDAS)

The chemistry of metals

In this course students will investigate the importance of metals in everyday life. They will cover the basics of how metals are obtained in pure forms and some of the most important chemical reactions involving metals. This will involve developing an understanding of the chemical reactivity series and

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using this to understand how compounds are formed with metals. Students will investigate the corrosion of metals and will also use experimental work to design and construct chemical cells (batteries). Students will also have the opportunity to encounter modern uses of metals such as memory wire.

This course will be a practical course with a good mix of experimental, investigative and theoretical work. On completion of this course, students will have an understanding of the necessity to make best use of limited resources, such as metals, and they will be able to understand the importance of metals in society beyond simple construction materials.

Skills Module

Drugs and alcohol (with Chemistry as Focus Science) (Code SDAS)

This module will provide students with an understanding of the work involved in drug research and development, including alcohol production. Students will investigate the importance of optimising the conditions of their reactions starting with developing the ideal conditions to produce lager and wine, before researching and producing valuable medicines such as aspirin. This will be a practical based course and students will investigate and carry out experiments relating to the pH scale, brewing, distillation, drug research and synthesis, recrystallization and purity checks. Students will gain an understanding of the work of a laboratory chemist and gain invaluable research and laboratory practical skills. As part of the course pupils will be required to provide ingredients for their wine (fruits and sugar) costing approximately £2.

Subject: Science (Physics) (Codes SPHD and SSSS)

Electricity

In the Physics unit you will explore aspects of Electricity. You will learn about Magnets and how to make Electromagnets. The fascinating world of Static electricity will be explored and you will have an opportunity to build and investigate various electrical circuits and learn how to make various measurements.

There will be a lot of experimental work and you will use a variety of measuring instruments.

By studying electricity you will begin to understand what powers our modern world including, amongst many other things, your phone.

Skills Module

Space: Beyond the Solar System (with Physics as Focus Science) (Code SSSS)

The Space interest module is designed to give students an overview of our exciting Universe. We hope it will nurture and create interest in the wonders of our universe.

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It started with the ‘Big Bang’. We will look at the scientific theory of how the universe began and how scientists prove the Big Bang theory is correct. We look at our planet and how it is the perfect host for life and consider the idea of other life in our universe. We learn the language of light years and parallax, allowing us to plot the stars and distant galaxies that form our universe. We compare the successes and failures of space exploration and perform experiments on rocket design and optimum fuel. We research the health issues faced with space exploration and explore the possibility of travelling further than the moon. We also learn how we can view our universe from earth; how do telescopes and spectroscopes work and how they can tell us what stars are made of. We then finish with black holes and how we know they exist.

We also hope to start a weekly school blog to inform others of ‘What’s topical in our universe’ and hopefully organise a trip to the Royal Observatory.

Curricular Area: Expressive Arts

Subject: Art and Design (Code EADF)

Core Art and Design will consist of a range of mini courses. These will be a balance of traditional skills and techniques and digital media. The courses will include experiences in 2D and 3D expressive art and IT related photography, animation and film. The aim of these courses is to provide our learners with as complete a range of skills and experiences as possible. The courses will be enjoyable and useful on their own but will, of course, enhance the range of skills and techniques available to our learners should they decide to pursue study in Art and Design.

Subject: Drama (Code EDRF)

The general aim of the course is to provide learners with the skills and knowledge required to create and present drama as part of a group through the exploration and use of basic dramatic and production techniques. Learners are encouraged to exercise imagination and creativity through both individual and group work. Learners will develop problem solving and critical thinking skills at a basic level as they explore and develop a range of simple dramatic techniques.

They will also investigate the use of production techniques to enhance their drama, which may include any of the following: make-up, lighting, sound, set-design, stage management and multimedia. The course is largely learner-centred, with practical and experiential learning opportunities such as: devising drama, scripted performance, scripting and

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performing monologues and an end of term final class performance to an invited audience.

This course also allows learners to develop other skills, attributes and capabilities including: perseverance, resilience and confidence.

Subject: Music (ECMF)

This course is designed to develop pupils skills in all aspects of music. Pupils will receive one hour a week of practical performance on two instruments and one hour developing their understanding of music and composing skills. Instrumental choice will be agreed in discussion with the classroom teacher. High quality tuition will be offered in the classroom and there is a clear expectation that students opting for this course will practice their instruments regularly at home or during lunchtimes and/or after school.

The benefits of opting for a music course include being able to perform and experience music from a wide selection of genres, improved performance and presentation skills, improved confidence, opportunities for working with others, the possibility for public performance and celebrating success.

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Curricular Area: Social Studies

Subject: Geography (Code XCGF)

Core Geography will help you to answer these questions and many more. With topic areas that relate to you and your future, by the end of the course you will have a greater understanding of where you stand on planet earth as part of a global population of over 7 billion people.

The course will involve a range of teaching styles including; classroom based learning, creative learning, fieldwork and outdoor learning, individual, paired and group work and Project work

As part of the course you will be taught many practical skills such as;

How to use digital, historic and traditional maps

Researching (internet, historical and modern document)

Fieldwork skills (digital photography, field sketching, mapping, land use surveys)

Presenting skills (projects)

Practical skills and knowledge learnt during this course will prepare you for onward study, develop skills useful in industry and the world of work and develop skills that will help you with other subjects

Subject: History (Code XCHF)

Unit 1: Children at War 1939 - 1945

World War Two: 4 different groups of children; 4 very different experiences of war.

This unit will explore the similarities and differences between the experiences of: Non-Jewish children in Nazi Germany, Jewish children in Nazi Germany, Jewish children who escaped Nazi Germany on the Kindertransport and children in East Lothian.

To do this you will find out how Hitler used propaganda and intimidation to control Germany. In particular, he knew that the indoctrination (or ‘brainwashing’) of young people would ensure loyal Nazis of the future.

Of course, Jewish children were not included in this, and you will learn how they were increasingly persecuted, even before the Holocaust. A lucky minority managed to escape from Germany and became refugees in Britain. You will discover the stories behind these children of the Kindertransport, and how they coped in a foreign country, far from their families.

Finally the experiences of children in East Lothian will be studied; how they coped with the difficulties

Ever wondered what the impact of a growing global population will have on you or your children in the future?

Ever wondered what global warming and climate change actually is?

Ever wondered what sort of job you will have when you leave school and in the future?

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of rationing and the blackout – you will even discover about the German airplane shot down over the Forth, observed from a Geography classroom in Preston Lodge!

Unit 2: Popular protest

The second unit will explore the concept of popular protest and, in particular, the work of pressure groups in trying to change discriminating practices. This will be studied through two key movements in modern history:

1 The campaign for women’s suffrage in Britain, late 19th century—1928

2 The Civil Rights Movement in the USA in the 1950s and 60s

You will learn the reasons why the people involved felt so strongly about the issues that they were prepared to face abuse, imprisonment or even death. From setting a church on fire in East Lothian to facing police water cannons in Alabahma, the protestors showed great determination and commitment to their causes.

Both units allow learners to develop essential skills for learning and life, as well as preparing them for

progression towards Nationals 4 and 5, Higher and Advanced Higher. Teaching, learning and assessment are organised to address differing learning styles, with all learners having the opportunity to shine.

After the completion of the units, learners have the opportunity to research a historical topic of their choosing, and present their findings in whichever media they prefer. This will provide valuable practice for the Added Value unit at Nationals 4 and 5, as well as ensuring true personalisation and choice.

Subject: Modern Studies (Code XCMF)

Modern Studies offers a unique insight into the social, political and economic study of local, national and international issues. Learners get the opportunity to find out about the world, their community, their place in it and their opportunities for involvement.

There are three areas of study in the Modern Studies course at S3.

Across these areas we focus on exam skills for senior phase and skills for life and work such as decision making, drawing conclusions and identifying bias.

International Issues Social Issues Political Issues

Topics studied include: Women’s rights Gay rights Extremism Terrorism

Topics studied include: Poverty and inequality and

the long term impact of these

Topics studied include: The media Voting behaviour Free speech Political participation

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Subject : Business Management (Code XCBF)

Business plays an important role in society. We all rely on businesses and entrepreneurs to create wealth, prosperity, jobs and choices, which is why all S3 students will spend a block of time in their chosen S3 Social Studies course looking at the role of businesses today.

This course involves experiential learning within practical contexts. Through the use of practical activities and knowledge of business, learners will be given an insight into what businesses do to remain competitive, customer-focused and successful.

Curricular Area: Technologies

Subject: Administration and IT (Code TAIF)

Description of Course:

Administration is a growing sector which cuts across the entire economy and offers wide-ranging employment opportunities. Moreover, administrative and IT skills have extensive application not only in employment but also in other walks of life.

Content:

Using IT and Administration to solve business problems

Process:

Through practical exercises pupils will learn to make the right choice as to the most appropriate software for the task

Benefit:

Allows pupils in all aspects of their lives to communicate effectively with others using technology.

Subject: Computing and Information Science (Code TCIF)

Students will study Software Design and Development and Information Systems Design and Development.

Software Design and Development will allow students to get to grips with programming. They will be given the opportunity to learn about a number of different programming environments including Visual Basic, Scratch, Kodu, Alice, Lego Mindstorms and LiveCode to build software solutions. They will learn how to use different programming constructs and will be aware of the stages involved in creating a piece of software.

Information Systems Design and Development will allow students to design and create databases which store vast amounts of data. These databases allow police to solve crimes and catch criminals

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and make websites such as Google, Facebook and YouTube possible. Students will also develop an understanding of computer security and keeping themselves safe online as well as how computers can be connected together to send messages around the world.

Subject: Core CDT (Code TCDF)

CDT Core will cover the following subject areas:

Graphic Communication Core

Learners will develop their skills and abilities in different graphic communication techniques.

These will include:

Sketching and rendering

Modelling using card and paper, Autodesk Inventor and the 3D printer

Planning and producing desktop published items

Producing technical drawings, both manually and electronically

Learners will also develop their knowledge and understanding of:

Relevant standards, protocols and conventions

Desktop Publishing terminology and techniques, including colour theory and layout formats

Evaluating graphic designs

Computer aided design and computer aided graphics, including using Adobe Photoshop and Illustrator and Autodesk Inventor and Showcase

Practical Woodworking Core

Practical Woodworking is a workshop based subject, where students develop practical woodworking skills, practical creativity and problem solving. Learners develop understanding of safe working practices in a workshop environment, and awareness of sustainability issues in a practical woodworking context.

Learners will develop their skills and abilities in different woodworking techniques. These will include:

Reading and marking out materials using a working drawing

Safe and skilled use of hand tools

Introduction into the use of workshop power tools including the woodturning lathe and the morticing machine

Marking out and cutting a variety of practice wood joints

Producing a final model

Design and Manufacture Core

Learners will develop solutions to a given design problem through the use of research, evaluation, design, modelling and communication skills.

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This will be achieved through a wide range of practical and design based classroom activities including: analysing design briefs, generating ideas, producing a design solution, producing models and evaluating work. Learners will also learn new workshop skills and procedures that will build confidence in the use of tools, materials and machinery through the completion of their final working prototypes. A portfolio of learners’ work will be completed throughout the course to accompany the design prototypes and final models.

Please note that there is a cost associated with the CDT core course (see page 3)

Curricular Area: RME

Subject: RME (Code RCRF)

Core RME comprises three units:

Fact and Belief

This course focuses on the difference between Fact and Belief. It looks at different types of belief and encourages pupils to give examples of their own beliefs; both religious and non-religious.

Hinduism

In this course we focus on the study of Hinduism, one of the major world religions. The course looks at key beliefs and it also gives pupils the opportunity to explore concepts such as reincarnation

Inspire and Aspire

This course focuses on studying inspirational figures and events relevant to that specific time. Overall, the course enables pupils to study (and answer) the question “What inspires you?”.

All courses studied in S3 Core RME equip pupils to be responsible citizens by making them aware of current affairs, religious beliefs and values and how these can impact on their day-to-day lives.

Links : 1: www.bbc.co.uk/religion 2: http://www.bbc.co.uk/schools/religion/hinduism/ 3: http://www.inspire-aspire.org.uk/

Interventions (Code ITVF)

All S3 learners at Preston Lodge will have one period per week of Interventions. This programme aims to ensure that each pupil is equipped with the literacy and numeracy skills they need to make the most of the curriculum when they enter the Senior Phase. It allows dedicated time for intervening and addressing individual learning issues which may otherwise hinder progress. Smaller, practical set size classes enable us to spend more time with each young person and to meet the varying needs of all our learners.

http://www.bbc.co.uk/religion

http://www.bbc.co.uk/schools/religion/hinduism/

http://www.inspire-aspire.org.uk/

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An important part of the Interventions programme is the use of the dedicated reading time to improve reading levels.

Studying Skills (Code L2LF)

Building on our Learning Skills and Thinking Skills programmes in S1 and S2, students in S3 follow a Studying Skills programme. As well as reinforcing the skills covered in S1 and S2, this course is designed to develop our pupils’ abilities to reflect on their own learning.

Learners learn more effectively if they understand how they learn, so students will be encouraged to reflect on their learning, building up their understanding of how they learn best. They will have opportunities to reflect on their skills, their strengths, their progress and their next steps and will produce an S3 Profile, outlining their latest and best achievements to date. Other areas covered in the programme include developing their research and summarising skills, planning and organisation, mindmapping, testing knowledge and exam technique. The Studying Skills programme aims to equip our students with the skills necessary for success in the Senior Phase and for lifelong learning; skills which are crucial in this age of rapidly changing technology and a competitive and uncertain jobs market.

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Option Courses The following Core Time courses are also being offered as Option Courses:

Expressive Arts

Music (Code ECMF) Page 19

Social Studies

Geography (Code XCGF) Page 20

History (Code XCHF) Page 20

Modern Studies (Code XCMF) Page 21

Technologies

Administration & IT (Code TAIF) Page 22

Computing and Information Science (Code TCIF) Page 22

We will also be offering a selection of other courses in all Curricular Areas. Some of these will run all year (Full Course) and others will be for part of the year (Short Courses). Science are running a medium length, Double Short Course this year, for the first time, without the Skills Module:

Science

Regenerative Medicine and Who lives, who dies...why? (Biology) (Code SBID)

The Chemistry of metals (Chemistry) (Code SCHD)

Electricity (Physics) (Code SPHD)

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Curricular Area: Numeracy

Course Title: Mathematical Trickery (Code NMTS) Length of Course: Short Course

This short course is designed to enhance mathematical skills and problem solving ability and allow pupils to build their confidence in taking risks and trying out their own ideas. Learners will investigate a number of areas

Maths Tricks – how do card tricks really work?

Number puzzles and magic matrices

Mathematics in real life – a series of challenges set in real life context

Paper imagination – building 3D models

Air Miles - Mathematics and transportation

The aim is to provide interest, challenges and some fun!!

Links : www.mathscareers.org.uk

http://www.mathscareers.org.uk

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Curricular Area: Languages

Course Title: School Magazine Production (Code LSMS) Length of Course: Short Course

Students will work together to plan, write and gather materials for an edition of the school magazine. The course will involve the production and gathering of creative writing, non-fiction articles and art work. Students will be responsible for the production, marketing and selling of the final product. The course will develop pupils’ skills in writing for different purposes, working together in a team, communicating with other subjects across the school, designing the layout of the magazine and how to market and sell the final outcome.

Course Title: German for Beginners (Code LCGF) Length of Course: Full Year

Students who have enjoyed the experience of learning French may also enjoy learning an additional foreign language! Starting with the basics, students learn how to talk about themselves, order (and taste!) food and drink, find their way around a German speaking town and finally move on to the world of work.

Students will transfer the core skills acquired in S1/2 French to learning a new language.

Language skills are developed through the use of up to date materials, the Internet and technology such as digital listening equipment, PCs and Chromebooks.

Foreign languages are useful for career choices such as travel, tourism, hospitality, marketing, business, journalism, law, primary teaching and many more.

This options course is also a pathway to certification in S4. Many colleges and universities require an SQA language qualification for entry.

German is recognised internationally as a language for business. It is the most widely spoken language in the EU and the most productive countries in European trade are German-speaking. Germany also plays a vital role in scientific research and innovation. http://www.goethe.de/ins/gb/lon/lhr/wer/en9885204.htm


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Course Title: Conversational Spanish for Beginners (Code LCSS) Length of Course: Short Course

This short course will develop conversational Spanish through topics such as Personal Information (talking about yourself), Food and Drinks (ordering food as well as knowledge about the cultural aspect), Shopping and Travel.

The units taught in this course are designed to equip learners with enough language to cope in real life situations.

Curricular Area: Health and Wellbeing

Course Title: Cake design & ‘Fine Dine’ Cookery (Code HCDF) Length of Course: Full Year

For the first half of the year this course will see students undertake a variety of sweet and savoury baking techniques to develop core skills prior to carrying out a number of in-depth design projects; to create a finished cake for a particular chosen occasion. There will be opportunity to work in groups or individually to achieve a high standard.

During lessons students will develop a number of traditional skills to build towards a number of modern creations and use their own ideas to produce a variety of baked products. They will develop organisational skills, fine motor skills, design techniques, time keeping and extend their food preparation skills whilst learning about the science of baking and the food items involved. The course will offer breadth and depth to their practical skills. It provides awareness of how

constraints such as time, effort, skill level and available resources affect practical work.

Students will be encouraged to be creative in preparing and producing baked foods and in evaluating finished products. There is now increased interest in baking as a result of 'The Great British Bake-Off' on TV. There will be a competitive element to encourage a high standard and maximise the benefits.

The second half of the year will focus on 'fine dine' cookery which will see students involved in practical tasks to produce and present a very high standard of starter, main and dessert options. They will be encouraged to focus on the development of

skills/techniques, giving great attention to the finished detail for presentation. Again, there will be a competitive edge to ensure students are getting the maximum opportunities to demonstrate their new skills.

There is a cost associated with this course (see page 3).

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Course Title: Fashion and Textiles (Code HFTS) Length of Course: Short Course

An introduction to the skill of sewing and the use of fabric. Create a selection of garments and accessories. Through such items there will be the opportunity to develop both hand and machine sewing skills to achieve a high standard.

The aim of the course is for the learners to work to develop knowledge and skills to create a few textile items. Learners will use specialist equipment and construction

skills in a step by step sequence, using the equipment and tools correctly. They will use basic paper patterns in the initial stages to ensure accuracy and precision in item creation.

The course will run for 3 x 12 week blocks. There is a cost attached to this course (see page 3). If you choose this course twice you will make different fashionable items to develop your skills.

Title: Archery (Code HARS) Length of Course: Short Course

The course will provide opportunities to be introduced to a new skill and develop skills required to perform the discipline of archery through fun games. There will be an opportunity to practise your skills around an Archery course. There is a cost associated with this course (see page 3).

Course Title: Fitness (Code HFIS) Length of Course: Short Course

Pupils will be able to participate in a variety of different classes which include Zumba, Body Pump, Pilates, Exercise-Balls, Spin Classes. Classes on offer will depend very much on the group’s interest. They will also research fitness classes on offer in the school as well as in the local community.

Pupils will assess their current level of fitness using fitness tests. They will then work on improving their fitness level through different activities. Pupils have the opportunity to complete their induction to body

conditioning, being assessed at either Meadowmill or Mercat Gait. This provides opportunities for pupils to use community facilities out with the school day.

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Title: Wakeboarding (Code HWBS) Length of Course: Short Course

Cable wakeboarding is the world’s latest and fastest growing water sport. We will travel by minibus to the Foxlake centre near Dunbar. An overhead cable is used to pull you over the surface of the lake, with a feeling just like skateboarding or snowboarding. Specially designed obstacles allow riders to perform tricks as they wakeboard. Further information can be found on their website www.foxlake.co.uk. There is a cost associated with this course (see page 3).

Course Title: Learn to Ski (Code HSKS) Length of Course : Short Course

Skiing lessons for beginners/experts.

This course will provide students with the opportunity to either try skiing for the first time or increase their skiing performance through a block of twelve lessons provided by Hillend Ski Centre.

There is a cost associated with this course (see page 3) and hire of equipment for skiing and snowboarding is all included in the price.

Our philosophy is to continually encourage and praise, creating a safe learning environment that is also fun.

This is a perfect opportunity for all students to do something, new, different and exciting.

Students will have the opportunity to attend a foreign ski trip.

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Course Title: Trampolining (Code HTRS) Length of course: Short course

This course will provide students with an opportunity to try trampolining for the first time or build on previous experiences. Students will learn different trampoline skills and aim to link them in routines.

The course will follow the British Gymnastics Trampoline Award Scheme.

Course Title : Golf (Code HGOS) Length of Course: Short course

Students will focus on developing core skills. You will visit the local driving range as well as local golf facilities in the community. There is a cost associated with this course (see page 3).

Course Title : Central Net/Racket Sports (Code HNRS) Length of Course: Short course

You will be given the opportunity to develop a variety of different racket sports looking at skills, tactics and the rules of the game. You will learn how to organise different types of tournaments and play in competitive matches.

Course Title : School of Rugby (Code HSRF) Length of Course: Full Year

This is a nationally recognised one year course targeted at current rugby players, although it is open to all. Players will develop key skills as well as gaining UKCC qualifications. This includes strength and conditioning as well as nutritional advice.

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Course Title: Level 1 Award in Dance Leadership (Code HDAF) Length of course: Full Year

This is a nationally recognised qualification that enables successful learners to lead small groups in simple dance activities. The qualification teaches generic leadership skills. In this course students will plan, lead and review a dance activity, develop leadership skills, lead activities that promote a healthy life style and investigate the relationship of music to dance.

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Course Title: Forest School (Code HFOS) Length of Course: Short Course

Forest School is based on the Scandinavian idea of embracing the outdoors, as a dynamic and exciting learning environment. This course will take place in all weathers and in all seasons. Preston Lodge has appropriate outdoor clothing and

kit available for all learners.

Forest School is an inspirational process that offers learners opportunities to achieve, develop confidence, independence, creativity and self-esteem through hands on learning experiences in a woodland environment.

Forest School builds on the learner’s motivation and positive attitude to learning. It offers them the opportunity to take risks and use their own initiative to solve problems and work with others in the process developing skills for life. It involves a practical element to learning and helps learners to understand, appreciate and care for the natural environment.

Every session will be different but learners will be involved in the following activities: learning the principles of ‘leave no trace’, lighting and managing a fire, cooking outdoors, building dens/shelters, using tools, making items from natural materials and playing games. Each session will be led by a qualified Level 3 Forest School Leader. It will be designed around the specific needs of the group.

The award encourages individuals to connect, enjoy and care for wild places.

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Curricular Area: Science

Additional Core Science Additional Core Sciences (from Core Biology, Core Chemistry and Core Physics) can be chosen from the options columns and these will run as a medium length courses (two rotation blocks). These will include the same course material as the Focus Science, but without the Skills Module. This still leaves opportunities for you to study other interest courses across the school.

You can also choose an additional Forensic Science option course.

In summary, if you wish to pursue one Science in S3, this will be your Focus Science (which will include a Core Science and the Skills Module).

If you wish to study two of three Sciences in S3, select one Core Science as your Focus Science and choose the Additional Core Sciences from the options columns. You can additionally choose the Forensic Science short interest course.

Course Title: Regenerative Medicine and Who lives, who dies...why? (Biology Option)

(Code SBID) Length of Course: Double Short Course

Regenerative medicine?

In this subtopic students will learn about how different organisms grow and develop and the role of cell division in this process. They will also learn how cells can be cultured and how this can be applied therapeutically, leading to a debate on the pros and cons of regenerative medicine. Students will develop their research and debating skills and will have an opportunity to develop their own opinions on the therapeutic uses of tissue culture. The learning in this topic is relevant to everyone as this fast developing area of medicine is becoming more prominent every year.

Who lives, who dies...why?

In this subtopic students will produce a report on an organism of their choice and how it is adapted for survival. To support them with this they will first consider how living things depend on each other,

how different living things are adapted for survival and how population growth and natural hazards can effect biodiversity. Students will also develop their ability to select and organise relevant information in a logical order through the production of their report. Why is this relevant? According to the Natural History Museum: “biodiversity is a fundamental part of the Earth's life support system.” It matters to us all.

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Course Title: The Chemistry of metals (Chemistry Option) (Code SCHD)

Length of Course: Double Short Course

In this course students will investigate the importance of metals in everyday life. They will cover the basics of how metals are obtained in pure forms and some of the most important chemical reactions involving metals. This will involve developing an understanding of the chemical reactivity series and using this to understand how compounds are formed with metals. Students will investigate the corrosion of metals and will also use experimental work to design and construct chemical cells (batteries). Students will also have the opportunity to encounter modern uses of metals such as memory wire.

This course will be a practical course with a good mix of experimental, investigative and theoretical work. On completion of this course, students will have an understanding of the necessity to make best use of limited resources, such as metals, and they will be able to understand the importance of metals in society beyond simple construction materials.

Course Title: Electricity (Physics Option) (Code SPHD)

Length of Course: Double Short Course

In the Physics unit you will explore aspects of Electricity. You will learn about Magnets and how to make Electromagnets. The fascinating world of Static electricity will be explored and you will have an opportunity to build and investigate various electrical circuits and learn how to make various measurements.

There will be a lot of experimental work and you will use a variety of measuring instruments.

By studying electricity you will begin to understand what powers our modern world including, amongst many other things, your phone.

Course Title: Forensic Science (Code SFSS) Length of Course: Short Course

Science option (covers Biology, Chemistry and Physics)

This course will provide students with an understanding of some of the work involved as a Forensic Scientist. The course will cover various aspects of forensics such as pathology, entomology, DNA matching, fingerprinting, ballistics, crime scene analysis and various other methods of chemical and biological analysis and detection. The course will include some theory on different forensic techniques with numerous practical based activities, including a full crime scene investigation. Students will have the opportunity to work on their laboratory and problem solving skills.

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This course is ideally suited to those with an interest in science and for those who fancy themselves as a CSI expert. Can you solve a crime using Forensic Science?

Curricular Area: Expressive Arts Course Title: Expressive Art (Code EEAF) Length of Course: Full Year

Art and Design with a focus on expressive art including drawing, painting, printmaking, sculpture, modelling for puppetry and or animation, depending on availability of staff expertise.

Course Title: Design (Code EDEF) Length of Course: Full Year

Fashion and fashion accessories, product design, graphic design, jewellery, design modelling, design prototyping depending on availability of staff expertise.

All courses will come with the study of relevant artists and designers and prepare our learners for next steps into new certification as they move through the school.

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Course Title: Film Making (Code EFMF) Length of Course: Full Year

This course will give you the opportunity to learn how to make a film professionally. You will be taught how to use high tech film equipment and how to work as a film crew. Everyone will have the opportunity to take on the role of director, camera person, sound person and clapperboard person. You will use your ideas to decide on a film, plan it properly (Pre-production), film (Production) and then you will be taught how to edit what you have filmed using Final Cut Express on the Mac (Post-Production). At the end of the course you will have your own film on DVD to take home and will be skilled in the film-making process.

Course Title: Introduction to digital photography (Code EDPS) Length of Course: Short Course

“You don't take a photograph, you make it.” – Ansel Adams

If you are a budding David Bailey then this is the short course for you.

In this short course you will learn about;

Basic composition.

Use of lighting.

Image manipulation through Photoshop

Mounting and Exhibiting

This elective will be run in school with trips to the local community. A range of focusses will be used and these include landscape, fashion photos, news photography, sporting profiles, still life and head shots (portraiture).

For this elective you will require access to one of the following;;

Digital Camera, mobile phone with camera or tablet/Ipad with camera.

If you don’t have one of these but want to opt for this course please see Mr Bishop.

Course Title: Music Technology (Code EMTS) Length of Course: Short Course

Are you interested in any of the following?

Sound engineering (working with live bands and musicians)

Sound engineering (working with musicians in studios)

Computer game sound design.

Film/animation sound design.

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If so this is the short course for you. In this elective you will gain the basic skills in;

Working with MP3, MP4 and WAV files and how to manipulate them.

Using microphones to record sounds for film, animation and computer games.

Editing and adding sound to film, animation and computer games.

Using a variety of microphones to record live musicians.

At the end of this short course you will be comfortable in manipulating sound and sound effects. You will also be able to effectively record voices, guitar and keyboards.

Course Title: Radio Broadcasting (Code ERAS) Length of Course: Short Course

This short course is an exciting introduction to the activities involved in radio broadcasting. You will have the opportunity to develop skills in a range of broadcast related disciplines including radio journalism, technical operations, feature productions, planning programme content and radio presenting.

Through this short course you can learn skills and develop self-confidence through preparing, producing and presenting on real FM broadcast Radio. Some students may prefer to take on non-presenter roles which include producer, production assistant and programme administration. This course will allow students to familiarise themselves with job roles and functions within the media industries.

The collaborative and creative nature of the radio production process encourages ‘can do’ attributes;

Having persistence — that means sticking at things and not giving up easily

Being flexible — willing to do things in a different way and not being set in a routine

Being creative and innovative — able to come up with new and unusual ideas

Having drive and determination — knowing what you want and having the will to work hard and go for it

Awareness of opportunities — being able to spot opportunities and make the most of them

Enthusiasm and Commitment — the show must go on—you cannot just give up

Competitiveness — wanting to do better than and beat your rivals

Showing initiative — doing things off your own back without having to be told

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This short course is being offered in association with East Coast FM, where the Preston Lodge School Bell show is broadcast on a Thursday evening from 6.00 – 8.00. If you enjoy the experiences and skills developed through this course you may wish to become one of the Preston Lodge School Bell Crew and continue to develop these new skills—even after the course is completed.

East Coast FM 107.6

The Voice of East Lothian

Curriculum Area: Social Studies

Course Title: Digital Geography (Code XDGS) Length of Course: Short Course

Geography is much more than dusty old maps and colouring in!

In the modern world we all use technology to help us complete our daily tasks. Geography is no different, and many jobs require you to be able to use GPS, digital maps and be able to gather and process data using a range of skills and equipment. The digital geography course will provide you with hands-on opportunities to develop your digital skills. The course will involve the use of Digital Maps, GPS (Global Satellite Positioning System), GIS (Global Information System) and Digital Photography.

You will enjoy leaving the classroom and undertaking fieldwork in and around the school grounds and maybe a little further afield. There will be an element of investigative project work which you will present to the class at the end of the course. The choice of project is yours but the methods to complete it will be based on digital geography systems and skills. For more information come along to the Geography department and ask!

Many of the skills learnt are also useful in the world of work in careers such as Surveyor, Builder, Forestry, Lorry Driver, Emergency Services, Town Planning, Armed Services, Countryside Ranger, GIS Specialist, Environmental Consultant, Teaching, Mapping Software Designer, Cartography, Dispatcher, Multi drop driver, plus many more…

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Course Title: Field Study Skills (Code XFSS) Length of Course: Short Course

Field Studies Skills is a practical course that will help you to learn and develop skills in a range of fieldwork techniques. This will involve you being out of the classroom gathering data to process and present in the format of a scientific poster. Using a range of equipment and techniques you will do some of the following: Survey landscapes, Carry out land use surveys, Field Sketching, River Studies Traffic Surveys, Map comparison and Interpretation, Photographic comparison & interpretation and Interviewing.

Many of the skills learnt are also useful in the world of work in careers such as Surveyor, Builder, Forestry, Town Planning, Armed Services, Countryside Ranger, GIS Specialist, Environmental Consultant, Teaching,

Mapping Software Designer, Cartography plus many more…

For more information come along to the Geography department and ask!

Curricular Area: Technologies

Course Title: Introduction to Design and Manufacture (Code TDMS) Length of Course: Short course

The introduction to Design and Manufacture short course will further develop learners’ knowledge of the design factors and the design process. Learners will plan and make a product based around research and a brief to suit their own needs. An aspect of this course will involve Learners producing a model of their project in the workshop. Careers linked to this subject include roles in: engineering, product design and manufacturing. There is a cost associated with this course.

Course Title: Introduction to Graphic Communication (Code TGCS) Length of Course: Short Course

During the Introduction to Graphic Communication short course learners will further develop their knowledge of Graphic Communication techniques by producing a portfolio of work based around a single item. Learners will create various 2D and 3D rendered sketches before generating a 3D model using Autodesk Inventor. The learners will also plan and produce a promotional graphic, a magazine page or poster, based around the item. Careers linked to this subject include roles in: graphic designer, web design, product design, architecture and engineering.

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Course Title: Introduction to Practical Woodworking (Code TPWS) Length of Course: Short Course

Introduction to Practical Woodworking will provide learners with the opportunity to get hands on experience in a workshop only environment.

Learners will experience; working with machines and hand tools, working with a variety of materials and making a model.

Learners will develop their marking out, accuracy, measuring, construction, assembly and finishing skills. They will also acquire the basic knowledge that will assist them in their further study.

Careers linked to this subject include: Woodworking trades such as Joiner, Cabinet maker, furniture maker but also other trades and professions which include manual dexterity. One example recently being a girl required Practical Woodwork to become a vet. There is a cost associated with this course.

Course Title: Games Design (Code TGDS) Length of Course: Short Course

Students will be given the opportunity to learn how to design and make a computer game. They will be given the opportunity to use various programming environments including Scratch, Kodu, Alice and Flash to make various types of computer games. Throughout the course students will be given the opportunity to develop both their creative and problem-solving skills in an area which plays a large part in Scottish industry.

Course Title: Mobile App Development (Code TMAS) Length of Course: Short Course

Students will be given the opportunity to design and make a mobile device app which they can take away and use on their own smart mobile device. Students will use the LiveCode programming environment which will allow them to create an app for almost all mobile device operating systems. Students will be able to develop an understanding of the software development process involved in creating an app as well as their problem solving skills.

Course Title: Web Design (Code TWDS) Length of Course: Short Course

Students will be given the opportunity to design and create a web site. They will use various environments including Google Sites and Dreamweaver and will gain an insight into HTML programming. Students will learn about the importance of creating sites which are user friendly. Students will be encouraged to include different types of media including video, audio and photographs within their site. Students will develop skills in planning a site as well as problem solving skills.

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Course Title: Money in the Real World – Knowing your Rights (Code TMWS)

Length of Course: Short Course

Students will learn how to get the most out of their hard earned cash.

They will engage in various scenarios to develop their ability to decide on the best course of action. This will include personal budgeting, choosing the best mobile phone contract, the best place to invest your money, finding the best deals, and knowing your rights to buying on line.

This will allow students to develop life skills in money management. “Ensure that you get more bang for your buck” by wising up about the best deal for you from mobile phone contracts to ‘go compare’ comparison websites.

Course Title: Business & IT (Code TBUF) Length of Course: Full Year

Are you an entrepreneur of the future? Is there a bright idea inside you bursting to get out? If the answers are yes, then you could do no better than join this class. Business plays an important role in society. We all rely on businesses and entrepreneurs to create wealth, prosperity, jobs and choices. We all work in a business. Start your journey here!

Discover how businesses are organised in marketing, finance, operations and human resources. Look at promoting products, calculating the profit made, correctly storing stock and recruiting the best person for the job. In addition, you will understand the factors that affect the success of an organisation, such as lack of cash flow, poorly trained staff, bad weather, new laws, changes in fashions.

This course involves experiential learning within practical contexts. Through the use of practical activities and knowledge of business, learners will be given an insight into what businesses do to remain competitive, customer-focused and successful.

Pupils will have a grounding in how to function well within a business context.

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Two Learning Opportunities beyond Core Time and Options Courses

Students have additional opportunities. These courses are described below and overleaf:

Curricular Area: Vocational

Course Title: Tots and Teens Length of Course: Short Block

Tots and Teens is a playgroup which has dedicated space in Preston Lodge High School. It is supported by the school and students, some of whom will be involved in the day to day running of the playgroup.

There are two very experienced and qualified childcare practitioners who will be managing the playgroup on a day to day basis. The playgroup and staff within it will, work alongside school staff and mentor students to provide the highest standards of care, and a broad range of play experiences and opportunities for the children. This is an opportunity for those interested in childcare or child development in general.

There are limited spaces—18 students over the year. Each student will spend one afternoon per week in the playgroup.

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Appendix 1: What is our ‘Curriculum Rationale’?

This is a statement of the purpose of our school’s curriculum or, put simply, what we are trying to do with young people who enter our building.

The curriculum is the totality of learning experiences children encounter and our school’s rationale is printed below. You will notice that it has a date on it. That is because we intend to update it each year.

We like our Curriculum Rationale because it fully reflects the extensive discussions that have taken place across the school in the last five years. Do let us know what you think about it.

Curriculum Rationale

Our school’s curriculum

Reflects our school’s aims and values: Encourages our young people to:

Offers opportunities to our young people to improve their school and their community

Offers continuity of learning

Sources: CfE materials, PLHS aims and values, Feedback from 18.11.10 PLHS planning day

- community

- learning

- achievement

- happiness

- respect

- be curious

- make good decisions

- show initiative

- think things through

- push themselves hard

- make choices, take ownership and plan their learning

- be aware of their progress

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Appendix 2: How will S4-6 look?

Introduction Each East Lothian secondary school is adopting a different approach to the S4-6 curriculum to meet the needs of their students. At Preston Lodge High School each student studies up to six qualifications in S4-6. This model has been adopted by more than 50% of Scottish schools at the moment, with numbers growing all the time.

What are these new qualifications?

In 2014-15 schools across Scotland will offer S4-6 students between five and eight new qualifications.

National 4/5s are the new qualifications that have replaced Standard Grade and Intermediate qualifications. Each National 4 or 5 course has 120 notional study hours attached to it. These study hours encompass in-school and out-of-school learning.

In addition, 40 study hours are assigned to an Added Value unit. Most teachers are reporting that they can overtake this unit with only a small portion of the study hours in school. The majority of the work will take place at home.

New National Qualifications started in August 2013, and our certificated courses open to S4-6 students in session 2015/16 will be as follows:

National Qualification Detail

National 3 Broadly equivalent to Access 3, these courses have no end-of-year examination and student achievement is judged through ongoing in-school assessment.

National 4 Broadly equivalent to Standard Grade General level or Intermediate 1, these courses have no end-of-year examination and student achievement is judged through ongoing in-school assessment.

National 5 Broadly equivalent to Standard Grade Credit level or Intermediate 2. There is an end of course examination at this level.

Higher In session 2015-16 S4 students may embark on year one of a two year Higher in some subjects, whilst others may wait until S5 before embarking on a Higher course.

Advanced Higher These courses currently remain unchanged, although adjustments will be made in future.

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There has been much debate across Scotland about the right “curricular model” that schools should adopt. We have been charged with developing the model that we think best meets the needs of young people at Preston Lodge High School. It is our firm conviction that an S1-3 Broad General Education followed by an integrated three year Senior Phase best allows Preston Lodge High School to meet the requirements of Curriculum for Excellence and the needs of our students. You may have seen this model described as “3+3” in the national press.

We currently have a fully integrated S4-6 Senior Phase where classes comprise S4, S5 and S6 students sitting National 4s, 5s, Highers or Advanced Highers.

A key aspect of the Senior Phase is the greater possibility of two year courses of study. This might involve a student sitting a Higher course over S4 and S5, perhaps bypassing the National 5 examination, or it might equally involve an S5 student sitting a National 5 qualification over two years with an end of course examination in S6. In essence, there is much more flexibility in an S4-6 Senior Phase to ensure that students are sitting the right courses in the right way.

How will my child achieve their best in Senior Phase courses?

Our S1-3 Broad General Education will provide students with many experiences and outcomes that will prepare them well for the rigours of S4 courses. Indeed, by the end of S3 many young people will have already encountered work of an equivalent nature to National 4 or National 5. This means that students will be well prepared for the Senior Phase. We are confident that our Broad General Education better prepares students for formal SQA assessments in S4-6 than our old S1-3 curriculum.

The biggest hurdle in Scottish education previously was the move from relatively time-rich S3/4 courses to very intensive, short, content-heavy one year Higher/Intermediate qualifications in S5. Our new model for S4 students is much, much better preparation for the rigours and demands of an S5 which is often the key determinant of a young person’s next steps in life.

Why has Preston Lodge High School opted for a six subject S4-6?

Our S1-3 Broad General Education has provided breadth. Specialisation in S4-6 is now more appropriate and many students already know exactly what they hope to do and can start to focus in on that work. In any case, all students previously narrowed down to five subjects in S5.

If students undertake six qualifications they will have four hours per subject per week. This will allow for richer learning, more practical experiences and a greater consolidation of course content than if they had three hours per subject per week which eight subjects would offer.

Six subjects provides S4 students with 120 in-school study hours per subject which should support improved attainment levels within each subject for each student.

Students leaving at the end of S4 will have the opportunity to adjust their work programme so that more than six presentations at National 4 are achieved.

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How might a six subject S4 affect individual a student’s Senior Phase? A fully integrated S4-6 Senior Phase provides a much wider diversity of one and two year courses for all students. It is very challenging to visualise the wide variety of pathways that students might take but the examples described below hopefully give a flavour of some of the possibilities:

In S4 John sat four National 5 subjects and two National 4’s. In S5, John then sat three more National 5 subjects and a National 4. In addition, John started year 1 of two Highers. In S6, John completed year 2 of his two Highers and sat two further National 4 qualifications.

Total Senior Phase credit for John: Two Highers, seven National 5s and five National 4s.

Jane planned to leave school at the end of S4 and passed six National 4 qualifications which were all internally assessed. However, at the end of S4, she decided to stay on at school and went on to sit three National 5 subjects and a further three National 4 subjects, before leaving at the end of S5.

Total Senior Phase credit for Jane: Three National 5s and nine National 4s

In S4 Jack sat four National 5 subjects and started year 1 in two Higher subjects. In S5 he sat two further National 5 subjects, completed year 2 of the two Highers he had started already and started year one of two further Highers.

In S6, Jack sat two new National 5 subjects and completed the two Highers he had started in S5.

Total Senior Phase credit: Four Highers and eight National 5s

In S4 Jenny started the first year of six two year higher courses.

Jenny’s very ambitious plans in S4 changed slightly in S5. She completed year 2 of five of her six Highers, but was presented for National 5 in one of her subjects.

In S6 Jenny completed a Higher in that remaining subject and sat Advanced Higher in two other subjects.

Total Senior Phase credit: Two Advanced Highers, six Highers, and one National 5

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Appendix 3

Aims of Homework

Homework is an important feature of school life. It can make a meaningful contribution to a student’s learning experiences through reinforcement or review of classroom learning or extension of that learning experience. It can also help promote good home-school links through making parents/carers aware of the nature of the work being done by their children in the classroom.

The specific purposes of homework are:

to reinforce and consolidate work done in school

to provide a link between home and school, giving parents/carers the opportunity to be involved with their children's learning

to give class teachers additional feedback on individual student progress

to develop good study habits

to help take advantage of learning contexts outside the classroom, for example through investigations and other forms of research, thus extending the learning process

to prepare for school assessments and examinations

Forms of Homework

Homework can take various forms and the type of homework will vary from subject to subject.

Homework may be in the form of written exercises for return to the class teacher. Students may also be asked to undertake the reading or preparation of materials in preparation for future lessons or assessments. It may take the form of revision of work done in class and it may well take the form of general reading. The development of the reading habit is a benefit to all subjects and not just English.

Frequency of Homework

The amount of time spent on homework will vary from child to child and will depend upon year stage. Equally the type and amount of homework issued will vary from subject to subject. However the general policy of the school is that homework should be given out regularly. The amount of homework issued will take account of the year stage and ability level of students.

It is important for students that the homework habit is developed from the first year in school with students spending some time each school-day evening on school work. The time spent should be expected to increase through the different year stages, with the most senior students applying themselves regularly and consistently to private study at home for a considerable part of each school-day evening and over parts of the weekend.

As a general guideline students in S3 should expect to do around 5-8 hours of homework per week. These hours should be spread throughout the week.

It is difficult to rationalise approaches to the issuing of homework so that the overburdening of pupils at particular points is avoided. While departments are expected to issue reasonable amounts of homework, they will try to ensure wherever possible that at least one week's notice is given in the case of major homework assignments and also allow a reasonable amount of time for the completion of other homework.

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All departments are happy to help pupils consider how best to organise their learning. Increasing attention will be paid to such planning, organising and managing of homework, as the pupils move through school. The Social Education programme will make a contribution by looking at 'Study Skills' which helps pupils to plan, to organise and to manage their homework tasks.

Parental Support

The following may be regarded as general guidelines for parents:

Parents should be aware of the school's homework policy - more details may be had from the school in relation to specific subjects.

Parents should take an interest in homework assignments and, where appropriate, offer support.

Parents should review completed assignments, discuss mistakes and areas of improvement.

Parents should ensure quiet study time in the evenings by selecting sensible domestic time slots.

Parents should ensure a work surface in a quiet place is available where homework can be carried out.

Parents should communicate with the school if the pupil appears not to be having homework or has difficulty.

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PLHS S3 Course Choice Booklet 2016

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