S4 into S5 Options Booklet 2018-19 - Anderson High School Documents/AHS_Documents/Cour… ·...

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Anderson High School

S4 into S5

Options Booklet Session 2018-19

February 2018

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Staying on for S5

If you do decide to stay on at school and do an S5 at the AHS you must be sure you know what you are committing yourself to.

Below are some key points about Class 5:

- You study 5 subjects, one of them being English. You will also

have one period of PSE (Personal and Social Education) each week. Your Pupil Support Teacher will deliver PSE.

- You make 4 other choices of subjects to study at either Higher or

National level.

In S5 you study subjects at:

Higher level – It is possible to study a Higher level course if you have a C or above at National 5. However it is recommended that you have an A or B at National 5 before attempting the Higher. National 5 – you need a pass at National 4 although some subjects do not require you to have studied the subject before. It may be possible to study some courses at National 4 level. See the entry recommendations for each subject or ask your Pupil Support Teacher for advice

You may also apply for a school-college course in Engineering, Health & Social Care, or the Built Environment. Information leaflets about these courses are available from your Pupil Support Teacher.

You will start S5 in June after your final exams. Your S4 teachers will

recommend whether you should do their subject at National or Higher level in S5. This recommendation will be based primarily on your prelim results but will also take note of advice given by your teachers.

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Information Sheets for all Higher and National Courses

The following pages have information sheets on all the courses and

subjects that are on offer for S5 pupils. Please read carefully the information sheets for the courses that you

are considering taking.

INDEX Page Number

Art and Design ................................................................... 3 Biology ............................................................................... 8 Business Education ........................................................... 13

Chemistry ........................................................................... 22 Computing Science ............................................................ 26 Craft, Design and Technology ........................................... 32 English ............................................................................... 47 Geography ......................................................................... 50 History ................................................................................ 54 Home Economics ............................................................... 58 Mathematics ...................................................................... 62 Modern Languages ............................................................ 70 Modern Studies .................................................................. 76 Music ................................................................................. 80 Physical Education ............................................................ 84 Physics .............................................................................. 86 Religious, Moral and Philosophical Studies ....................... 90

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Art & Design National 5 - S5/S6 Subject Information Sheet

1. Aims of the Course

To improve and develop your skills in art and design To develop your drawing and painting skills To develop your design and problem solving skills To develop your analytical skills To become confident in your art skills and produce work of the highest possible

quality

2. Description of the Course

Students will explore and develop skills in Art & Design. All of this will provide a comprehensive folio needed for the National 5 Qualification.

By the end of the course work, students will have completed two wide ranging

units of work:

Expressive portfolio of work (painting, drawing, developing compositions and studying the lives and work of artists who produced similar work)

Design portfolio of work (researching a brief, developing concepts, exploring materials and studying the lives and work of designers who designed similar items)

The type of work covered in each portfolio varies from year to year and Expressive work will usually centre on Still life, Portrait or Built environment painting. Design work usually centres on Product, Jewellery or Fashion Design.

3. Entry Recommendations for the Course

Pupils would be expected to have good drawing, painting and craft skills. They also need to be motivated and willing to put in extra work out with timetabled periods in order to build skills and meet rigorous deadlines throughout the course. An intense desire to improve their drawing, painting, design and problem solving skills is required due to the practical nature of the course. Art & Design studies of Artist and Designers work will inform the practical work and in depth critical analysis and research of Artists and Designers work will create a deeper knowledge and understanding of the subject and enables pupils to demonstrate this knowledge both practically and through the written Exam paper.

Art & Design Department

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4. Learning Experiences & Outcomes

You will : develop and improve your art skills discover and explore new techniques and ways of making art work research and investigate the work of other artists and designers and their

motivation for doing so

The practical porfolios are developed in three stages: Research into the topic - Development of Ideas – Production of the Final outcome All students work individually, but the whole class works on the same folio, on

the same topic, at the same time, following strict deadlines. Weekly sketchbook / Art & Design Studies homework will continue to be an

essential part of all the levels of courses

5. How is the Course assessed?

Your assessments will be based on a series of Learning Outcomes for each unit and the Practical Activity at the end of the course: Assessment – Each of the two porfolios will be externally assessed by the

Scottish Qualifications Authority. Practical Activity – This activity requires you to use your research and

development work to create Final Outcomes for each folio.This assessment must be carried out within the school under supervised conditions.

External Exam – this is a written exam of 1hour 30 minutes, with questions based on the type of work you have done, and the life and works of artists and designers you have researched and studied taking into account social and cultural factors that have influenced their work.

6. What can pupils gain from doing the Course?

Art & design is obviously a “skills based” subject, so pupils will be developing and improving their abilities/skills in drawing, painting, design and craft work

Art & Design is a core subject for “Problem Solving”, and helps to develop your

imagination and creativity. It teaches you to think creatively, to develop your observational skills and improve your understanding and use of colour, tone, shape, form, texture, ergonomics, materials, safety, etc.

Art & Design already has a profound impact on all aspects of your life now, and

in the future. All aspects of entertainment, supply of information, advertising and the retail world is influenced by art & design. If you are interested in a creative career, this course is very useful – perhaps even essential.

If you wanted to study Art & Design, in the future you will always need a

portfolio of your art work. This course at National 5 is a great way to start this process/ build the skills required.

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Specialist courses exist in many other areas such as Textile Design or Television and Electronic Imaging. Examples of this would be the Scottish College of Textiles in Galashiels, and the Media Arts and Imaging Course at Dundee University.

7. Careers

It would be impossible to list every job which has some sort of Art & Design input but the list below is based on possible careers available with the types of course offered at most Scottish Art Colleges and Universities. Professional Artist Graphic Design Product Design Architecture Textile Design Video & Film Electronic Imaging Packaging Design Industrial Design Publishing Illustration CAD Art Therapist Theatrical Design Fashion Design Interior Design Town Planning Artist in Residence Photography T.V. & the Media Studio Ceramics Glass Design Jewellery Design 3D Design Community Art Leader Animation Design Consultant

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Art & Design Higher - S5/S6 Subject Information Sheet


This course will – - develop your visual awareness, artistic skills and aesthetic understanding - encourage you to use a range of media and technology - help you to respond to their world in creative ways This course promotes creative thinking, innovation and enterprise. It encourages self reliance, initiative, problem solving and the development of personal opinions and imagery. The SQA are currently updating the Higher course for the 2018-19 exam diet in line with changes that have been made to the National courses.


This course has 3 parts. An EXPRESSIVE unit – researching, developing and painting a Still life or Self Portrait over a 15 week period. At the same time, you will also develop critical understanding of artists’ working practices and the social and cultural influences affecting their work. A DESIGN unit - researching, developing and producing a 3D prototype in Jewellery or Product Design (chair or lamp) over a 15 week period. At the same time, you will also develop critical understanding of designers’ working practices and the social and cultural influences affecting their work. Art and Design Studies linked to the practical units provides pupils with the knowledge required for the written exam.


Students would normally be expected to have attained the skills, knowledge and understanding required by completing a National 5 Art and Design Course and getting an A or B grade. An intense desire to improve your drawing, painting, design and problem solving skills. You also need to be committed, self- motivated and organised due to the nature of the course which requires you to meet/ stick to deadlines for both internal and external units of work.

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Art and design courses at Higher, and National are basically identical, only the expected level of performance differs. All students wanting to take Art & Design start the same course, and are prepared and presented for the qualification most appropriate to the skill level they display during the course.

4. Learning Experiences

The EXPRESSIVE unit is intensely SKILLS BASED – high quality drawn and painted studies, and then developing a final A2 painting - a Still Life or Self Portrait. You will be amazed at how much your skill level and confidence improves and develops during this drawing and painting unit! The DESIGN unit is based on PROBLEM SOLVING – research and develop design ideas, experiment with materials and producing a high quality 3D prototype or model of your final Design. As part of both of these units, you will study and explore artist’s and designers’ working practices and the social and cultural influences affecting their work. This study provides you with the knowledge you need for when you sit the written exam.

5. Why Study the Course / What can pupils gain from doing the Course?

You enjoy Art & Design, you just enjoy being creative. You enjoy being creative and want to improve your drawing, painting, problem solving and design skills. You want to increase you understanding and perception of the world around you. The information about Higher assessment relates to session 2017-18. Revised assessment arrangements for all Higher courses will be issued by the SQA in due course.


Internal units are assessed pass or fail. The Practical Units – portfolios are then graded externally by the SQA. Your knowledge of artists and designers working influences and practices are externally assessed by a written examination.

7. Careers

This course would be essential if you have any kind of aspirations for a career in the Creative Arts. A huge range of Creative Careers are possible: Graphic Design, Advertising, Product Design, Architecture, Textile Design, Video & Film, Electronic Imaging, Illustration, Packaging Design, Industrial Design, Publishing, Teaching. Theatrical Design, CAD. Fashion Design, Interior Design, Gaming Designer, Photography, Town Planning, Glass Design, T.V. & the Media, Jewellery Design, 3D Design, Hairdressing, Fashion Stylist, Industrial & Studio Ceramics, Animation etc.

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Biology National 5 - S5/S6 Subject Information Sheet

1. Aims

The study of N5 Biology aims to develop learners’ interest and enthusiasm for Biology, and covers a variety of contexts relevant to Biology’s central position within our society. An experimental and investigative approach is used to develop knowledge and understanding of Biology. The skills of scientific inquiry and investigation are developed throughout the Course, by investigating the applications of Biology.

2. Description

The Course has three mandatory Units, as listed below, which are designed to provide progression to the corresponding Units at Higher. In this course, learners will develop skills of scientific inquiry, investigation and analytical thinking, along with knowledge and understanding in the context of cell biology. Learners will research issues and communicate information related to their findings, which will develop skills of scientific literacy. Cell Biology (National 5) The key areas covered are: cell structure; transport across cell membranes; producing new cells; DNA and the production of proteins; proteins and enzymes; genetic engineering; photosynthesis and respiration. Biology: Multicellular Organisms (National 5) The key areas covered are: cells, tissues and organs; stem cells and meristems; control and communication; reproduction, variation and inheritance; the need for transport and effects of life-style choices on animal transport and exchange systems. Biology: Life on Earth (National 5) The key areas covered are: biodiversity and the distribution of life; energy in ecosystems; sampling techniques and measurement of abiotic and biotic factors; adaptation, natural selection and the evolution of species and human impact on the environment.

3. Entry Recommendations

The Course is suitable for learners who have experienced learning across the Sciences Experiences and Outcomes. The Course may be suitable for those wishing to study biology for the first time or those who gained a pass in N4 Biology and may find Higher Biology difficult at this point in time.

Biology Department

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Learning and teaching occurs through a variety of experiences which include:- Investigations, Individual work, Group work, Whole Class Discussions, Debates, Presentations, Self & Peer Assessment, Reading, Writing, Carry out Practical Work and using a range of Revision Strategies and Cooperative Learning to identify personal learning styles and develop targets. Learners will be able to develop their communication, collaborative working and leadership skills, and be able to apply critical thinking in new and unfamiliar contexts to solve problems.

5. Why Study the Course?

The N5 Biology course is interesting, relates to how your own body works e.g. Cells (animal, plant, fungi & bacteria), Organs (brain, heart, lungs, intestines) and Body Systems (Circulatory, Respiratory, Digestive) and how different types of organisms behave and adapt to the environment they live in. Biology affects everyone and aims to find solutions to many of the world’s problems. Biology, the study of living organisms, plays a crucial role in our everyday existence, and is an increasingly important subject in the modern world. Advances in technologies (e.g., Stem Cells, Genetic Engineering) have made this varied subject more exciting, controversial and relevant than ever! The N5 Biology course encourages development of skills and resourcefulness, which lead to becoming a confident individual. Successful learners in Biology think creatively, analyse and solve problems. Biology aims to produce responsible citizens, through studying of relevant areas of biology, such as health, environment and sustainability.

6. How is the Course assessed? Internal SQA Assessments External SQA Assessments

Investigation Assignment (worth 20%) Unit Assessments 21/2 Hour Exam (worth 80%)

7. Careers

You can follow many career options through the study of Biology.

Health Related: Medicine, Nursing, Vet Medicine, Vet Nurse, Physiotherapy, Sports Science, Radiography, Pharmacy, Alternative Medicine, Hairdressing, Dentistry, Pharmacy, Biological Science, Biomedical Science, Environmental Health Officer, Hospital Lab technician, Dietician, Drug Discovery, Scientific Researcher Environmental: Agricultural Science, Agricultural Engineering, Environmental

Protection, Waste Management, Conservation, Health & Safety, Sports Science: Sports Physiotherapy, Personal Trainer/Coach, PE Teacher Food Science: Food & Technology Industries e.g. Brewing, Baking, Catering,

Pest Control

Many pupils choose to study Biology as they enjoy the subject. It could be that they do not specifically require Biology for their future career.

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Human Biology Higher - S5/S6 Subject Information Sheet

1. Aims

The study of CFE Higher Human Biology aims to develop learners’ interest and enthusiasm for Human Biology, and covers a variety of contexts relevant to Human Biology’s central position within our society. An experimental and investigative approach is used to develop knowledge and understanding of Human Biology. The skills of scientific inquiry and investigation are developed throughout the Course, by investigating the applications of Human Biology.

2. Description

The Course has four mandatory Units, as listed below, which are designed to provide progression to the corresponding Units at Advanced Higher Biology. Human Biology: Human Cells (Higher) In this Unit, learners will develop knowledge and understanding through studying stem cells, differentiation in somatic and germline cells, and the research and therapeutic value of stem cells in drug discovery. The Unit covers the key areas of division and differentiation in human cells, structure and function of DNA, gene expression and the genome. Analytical thinking and problem solving skills will be developed in context, through investigation of DNA, the expression of the genotype, and protein production, which allows study of mutations and genetic disorders. DNA technology is covered, including sequencing and medical and forensic applications. In addition, the Unit covers metabolic pathways and their control, through enzymes, with emphasis on cellular respiration and the role of ATP. Human Biology: Physiology and Health (Higher) In this Unit, learners will develop knowledge and understanding by focusing on the key areas of the Cardiovascular System and the Reproductive System. By studying these systems, learners will be able to develop their problem solving and analytical thinking skills. In the Cardiovascular System, pupils learn about circulation of blood, blood vessel structure, heart structure, cardiac cycle, blood pressure, cardiovascular disease, and diabetes. In the Reproductive System, pupils learn about organs, hormonal control and the biology of controlling fertility, including fertile periods, treatments for infertility, contraception, and genetic screening. Human Biology: Neurobiology and Communication (Higher) In this Unit, learners will develop knowledge and understanding through the key areas of the nervous system and communication and social behaviour. In this unit, pupils learn about the function of the Nervous System, covering; - brain structure, limbic system, neural communication and the links between neurotransmitters, memory, Alzheimer’s disease, Smart Drugs, brain injuries, recreational drugs, addiction, mood and behaviour. Human Biology: Immunology and Public Health (Higher) In this Unit, learners will develop knowledge and understanding through the key areas of the immune system and infectious diseases and immunity. In this unit, pupils learn about the immune system’s role covering; - physical and chemical defences by the skin and mucous membranes, specific and non-specific responses, allergic and defence responses, infectious diseases, pathogens, transmission, control of infectious diseases, active immunisation, vaccination, public health medicine, herd immunity, antigenic variation.

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The Course is suitable for learners who have secure knowledge of N5 Biology (recommended Grades A or B) The Course may be suitable for those who have gained N5 in Chemistry or Physics and are now wishing to study Biology for the first time.




The CfE Higher Human Biology course gives an interesting insight into how your own body works e.g. Cells, Organs (brain, heart, lungs, intestines) and Body Systems (Circulatory, Reproductive, Nervous) and how humans behave during immune responses e.g. allergic reactions Biology affects everyone and aims to find solutions to many of the world’s problems. Biology, the study of living organisms, plays a crucial role in our everyday existence, and is an increasingly important subject in the modern world. Advances in technologies (e.g., Stem Cells, Genetic Engineering) have made this varied subject more exciting, controversial and relevant than ever! The CfE Higher Human Biology course encourages development of skills and resourcefulness, which lead to becoming a confident individual. Successful learners in Human Biology think creatively, analyse and solve problems. Human Biology aims to produce responsible citizens, through studying of relevant areas of biology, such as health, environment and sustainability.


Internal SQA Assessments Investigation 4 Unit Tests External SQA Assessments Assignment (30 marks) (worth 23% of final mark) 2 ½ Hour Exam (100 marks) (worth 77% of final mark)

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7. Careers

You can follow many career options through the study of Biology. Health Related: Medicine, Nursing, Vet Medicine, Vet Nurse, Physiotherapy, Sports Science, Radiography, Pharmacy, Alternative Medicine, Hairdressing, Dentistry, Pharmacy

Biological Science, Biomedical Science, Environmental Health Officer, Hospital Lab technician, Dietician, Drug Discovery, Scientific Researcher,

Sport Science: Sports Physiotherapist, PT Teacher, Personal Trainer/Coach Environmental: Agricultural Science, Agricultural Engineering, Environmental

Protection, Waste Management, Conservation, Health & Safety, Food Science: Food & Technology Industries e.g. Brewing, Baking, Catering,

Pest Control Many pupils choose to study Biology as they enjoy the subject. It could be that they do not specifically require Biology for their future career.

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Accounting National 5 - S5/S6 Subject Information Sheet 1. Aims of the Course

Develop awareness of the important function and contribution accounting makes to industry and society.

Develop accuracy in the preparation, presentation, interpretation and analysis of accounting information, and apply a systematic approach to problem solving regarding financial issues.

Apply relevant accounting concepts and techniques when preparing financial information.

Develop an awareness of a range of sources of finance available to organisations and when to use the most appropriate ones.

Apply information technology in accounting-related tasks.


The course has been organised into 3 units: Preparing Financial Accounting Information

The preparation of final accounts for sole traders.

Preparing Management Accounting Information

The classification of costs and producing cost statements for overheads, budgets and more.

Analysing Accounting Information

This unit analysis both financial and management accounting information. Includes ratio analysis and break-even analysis.


This course is open to all S5 and S6 (beginners or with previous accounting knowledge) who have achieved one of the following: National 4 Business Course or relevant component units National 4 Mathematics Course Numeracy (National 4) Unit


The course is mainly practical questions with some theory work. Mostly whole-class teaching and individual work. IT skills will also be developed, especially spreadsheet work for analysing information.

Business Education Department

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This is an ideal course for pupils who would like some accounting experience before going on to higher education as many of the courses at University (e.g. Engineering, Catering, Leisure, Industry and of course Business Courses) include accounting. It is also a good course for those who may wish to start up their own business in the future. Elements of the course will help pupils when managing their own personal finances too.


External Assessments IT Assignment which is set and marked by SQA. This is done in class with supervision from class teacher. (30%) Question paper in the exam diet. (70%)

7. Careers

Accountant, Manager, Teacher, Bookkeeper, Financial Analyst, Stockbroker, Banker, Buyer, Financial Consultant, Civil Servant.

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Accountancy Higher - S5/S6 Subject Information Sheet 1. Aims of the Course

To enable students to develop financial life skills. The course helps develop the ability to identify, calculate, evaluate and communicate financial and accounting information and to allow informed judgements and decisions to be made.


The course has been organised into 3 units:

Preparing Financial Accounting Information

The preparation of year-end financial accounts for Partnership, PLC’s and Manufacturing businesses.

Preparing Management Accounting Information

The role and uses of Management Accounting. Principles and benefits of Budgeting and Costing including dealing with Materials, Overheads and Job Cost Statements.

Analysing Accounting Information Dealing with Business Analysis including non-financial performance indicators and ratios. Decision making, incorporating Investment Appraisal.

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Entry Recommendations for the Course

This course is open to all S5 and S6 who have achieved at least N5 Maths and N5 English.


The course is a mixture of practical questions and theory. There will be whole-class teaching and extensive individual work.


The course helps to prepare candidates to meet the present demands of the modern world, and to prepare them for the future, whether they are considering making financial investments or running their own business.


External – 2 hour exam Two sections with compulsory questions worth 130 marks. Assignment Set and marked by the SQA to be completed by a specified date. The assignment is worth 50 marks and has to incorporate ICT.

7. Careers

Operating own business, Accountant, Manager, Teacher, Bookkeeper, Financial Analyst, Civil Servant, Investment Banker, Stock Broker, Economist, Tax Administrator

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Administration National 4/5 - S5/S6 Subject Information Sheet 1. Aims of the Course

Develop an understanding of administration in the workplace and key legislation affecting both organisations and employees.

Develop an understanding of good customer care. Develop IT skills and use them to perform administrative tasks Acquire organisational skills in the context of organising and supporting events.


The course is organised into 3 units:

Administrative Practices In this Unit learners will be required to provide evidence of their: Skills in carrying out a range of

administrative tasks to organise and support events.

Knowledge and understanding of key legislation affecting both organisations and employees.

Benefits of good customer care. Skills, qualities and attributes required

of administrators.

IT Solutions for Administrators In this Unit learners will be required to provide evidence of their: Skills in using the following IT

applications: word processing, spreadsheets and databases.

Skills in problem solving and organising and managing information in largely familiar administrative contexts.

Communication in Administration In this Unit learners will be required to provide

evidence of their: Skills in using IT for gathering

information from the internet and intranet.

Skills in preparing information using multimedia and desktop publishing.

Ability to communicate using electronic methods.

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This course is open to all S5 and S6 pupils.

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This course makes an important contribution to general education through developing a range of essential skills that will stand learners in good stead regardless of future career path. The course will develop administrative and IT skills and will allow learners to contribute to the effective working of an organisation.


Admin is a growing sector which cuts across an entire economy and offers wide ranging employment opportunities. Administrative and IT skills have an extensive application in employment and in other walks of life. The course also makes an important contribution to general education through developing a range of essential skills which will stand learners in good stead regardless of the career path the ultimately choose.

6. The course is externally marked and consists of 2 assessments: Assignment completed in class over 3 hours - worth 70 marks External exam paper – worth 50 marks

7. Careers

Administration at Junior Level, Customer Services, Health Service, Travel and Tourism.

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Administration & IT Higher - S5/S6 Subject Information Sheet 1. Aims of the Course

Develop knowledge and understanding of administration in the workplace and its importance.

Develop a range of advanced IT skills for processing and managing information. Develop a range of skills to communicate complex information effectively making

appropriate use of IT. Acquire skills in managing and organising events.


The course has been organised into 3 units: Administrative Theory and Practices Learners will acquire an in-depth

knowledge and understanding of the factors contributing to the effectiveness of the administration function, such as the strategies for effective time and task management and for complying with workplace legislation, and of what makes effective teams as well as customer care.

IT Solutions for Administrators Learners will develop the ability to utilise a range of advanced functions, covering word processing, spreadsheets, databases, or emerging equivalent technologies and use them to analyse, process and manage information in order to create and edit relatively complex business documents.

Communication in Administration Learners will develop a range of IT skills, some of them advanced, for research and communicating complex information to others. They will develop an understanding of the barriers to communication and ways of overcoming them to ensure communication is understood. How to maintain the security and confidentiality of information is important in this unit.

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This course is open to all S5 and S6 pupils who have achieved: National 5 Administration and IT at level B or above National 5 English

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The course is a mixture of theory and practical questions using integrated software. It is a blend of applied, experiential learning and related theory and uses real-life contexts which makes it relevant to the world of work.


Admin is a growing sector which cuts across an 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. This course enables learners to work towards industry standards in IT in an administration-related context. The course also makes an important contribution to general education through developing a range of essential skills which will stand learners in good stead regardless of the career path they ultimately choose.


Externally marked Question paper within the exam diet - 30% of final mark Assignment done in class will be 70% of the final mark

7. Careers

Administration at Senior Level, Banking, Civil Service, Customer Services, Health Service, Human Resources, Insurance, Local Government, Travel and Tourism.

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Business Management National 4/5 - S5/S6 Subject Information Sheet 1. Aims of the Course

The course acts as an introduction to the world of business. Learners will combine practical and theoretical aspects of business leaning through real-life business contexts. The skills, knowledge and understanding gained are embedded in current business practice and theory, and reflect the integrated nature of organisations.


The course is organised into 2 main units Business Environment and Influences

Covering the role of business, different types of organisations and business sectors.

Business Decision Areas

An in depth study of the 4 main departments found in a large UK plc. Marketing, Operations, Finance and Human Resources

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There are no formal entry requirements for this course.


The course consists of whole class teaching and group work and student independent learning. There will be practical case studies and ICT tasks, which will compliment the course theory notes and discussions.


Students will become aware of how organisations adapt to current changing market conditions and will develop themselves the management qualities that are seen as essential.


Business Assignment completed internally – 30 marks External Assessment Paper – 90 marks

7. Careers

Wide choice of Financial, ICT, Commercial occupations.

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Business Management Higher - S5/S6 Subject Information Sheet


To enable students to analyse the key areas of business organisations in UK society. Students should understand how crucial decisions are made and what are the main business objectives.


The course is organised into 2 main units Business Enterprises

Covering the role of business, different types of organisations and business sectors.

Business Decision Areas

An in depth study of the 4 main departments found in a large UK plc. Marketing, Operations, Finance and Human Resources

3.


Average pass of Grade C or above in N5 Business Management, N5 English or N5 Social Subjects


The course consists of whole class teaching and group work and student independent learning. There will be practical case studies and ICT tasks, which will compliment the course theory notes and discussions.


Students will become aware of how organisations adapt to current changing market conditions and will develop themselves the management qualities that are seen as essential.


Externally marked exam worth 70 marks overall External marked business class assignment worth 30 marks overall

7. Careers

Wide choice of Financial, ICT, Commercial occupations.

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Chemistry National 5 - S5/S6 Subject Information Sheet 1. Aims

The study of N5 Chemistry aims to develop learners’ interest in and enthusiasm for chemistry and covers a variety of contexts relevant to Chemistry’s impact on society. An experimental and investigative approach is used to develop knowledge and understanding of Chemistry concepts. The key skills of scientific inquiry and investigation are integrated and developed throughout the course. The relevance of Chemistry is highlighted by the study of the applications of Chemistry in everyday contexts.

2. Description

The Course has three mandatory Units, as listed below, which are designed to provide progression to the corresponding Units at Higher. Chemical Changes and Structure (National 5) In this Unit, learners will develop scientific skills and knowledge of the chemical reactions in our world. Through practical experience, learners will investigate average rates of reaction and the chemistry of neutralisation reactions. Focusing on these reactions, learners will work towards the concept of balanced chemical equations. Learners will explore the mole concept, formulae and reaction quantities. The connection between bonding and chemical properties of materials is investigated. Nature’s Chemistry (National 5) The Earth has a rich supply of natural resources which are used by all of us. In this Unit, learners will investigate the physical and chemical properties of cycloalkanes, branched chain alkanes and alkenes, and straight chain alcohols and carboxylic acids. They will explore their chemical reactions and their uses in everyday consumer products. Learners will investigate the comparison of energy from different fuels. Chemistry in Society (National 5) In this Unit, learners will develop skills and carry out practical investigations related to the chemistry of materials. Learners will focus on the chemistry of metals and their bonding, reactions and uses. The connection between bonding in plastics, their physical properties and their uses is investigated. Learners will investigate the chemical reactions and processes used to manufacture fertilisers. They will research the use and effect of different types of nuclear of radiation. Learners will investigate chemical analysis techniques used for monitoring the environment.


The Course is suitable for learners who have experienced learning across the sciences experiences and outcomes. The Course may be suitable for those wishing to study chemistry for the first time.

Chemistry Department

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Content is learned through a variety of experiences; reading, note making, whole class and group discussion, answering exam type questions, carrying out practical work. Emphasis is put on Formative Assessment, with pupils learning to identify their own learning styles and developing personal learning plans.


Many and varied reasons to study this course, ranging from general interest, to the course being a specific requirement for entry into a wide range of further and Higher Education courses. This level of Chemistry is particularly suited to pupils in S5 who would find Higher Chemistry difficult. The course should encourage resilience, which leads to becoming a confident individual. Successful learners in chemistry think creatively, analyse and solve problems. Chemistry can produce responsible citizens through studying the impact it makes on developing sustainability, and its effect on the environment, society, and the lives of themselves and others.


Internal SQA Assessments External SQA Assessments Investigation Assignment (worth 20%) Unit Assessments 21/2 Hour Exam (worth 80%) Internal assessment associated with each component unit assessing knowledge and understanding of the key areas(NAB) A report internally assessed based on practical investigation. External exam (two hours) consisting of both fixed response and extended answer questions.( worth 80 marks). Assignment completed in class and externally marked consisting of an investigation, research and report on a key area of the course. (worth 20 marks)

7. Careers

Agricultural science, Forestry, Animal technician, Catering and food Science, Dentistry, Medicine, Pharmacy, Biological Sciences, Earth Sciences, Vet, Environmental Health Officer, Lab technician, Nursing, Physiotherapy, Radiography, Photography, Printing, Chemical Industry. More information about why study chemistry can be found on the Royal Society of Chemistry website www.rsc.org

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Chemistry Higher - S5/S6 Subject Information Sheet

1. Aims

The Higher Chemistry Course develops learners’ curiosity, interest and enthusiasm for chemistry in a range of contexts. The skills of scientific inquiry and investigation are developed throughout the Course, and the relevance of chemistry is highlighted by the study of the applications of chemistry in everyday contexts.

2. Description

The course comprises four units: Chemical Changes and Structure (Higher) This Unit covers the knowledge and understanding of controlling reaction rates and periodic trends, and strengthens the learner’s ability to make reasoned evaluations by recognising underlying patterns and principles. Learners will investigate collision theory and the use of catalysts in reactions. Learners will explore the concept of electro-negativity and intra-molecular and intermolecular forces. The connection between bonding and a material's physical properties is investigated. Researching Chemistry (Higher) This Unit covers the key skills necessary to undertake research in chemistry. Learners will research the relevance of chemical theory to everyday life by exploring the chemistry behind a topical issue. Learners will develop the key skills associated with collecting and synthesising information from a number of different sources. Equipped with the knowledge of common chemistry apparatus and techniques, they will plan and undertake a practical investigation related to a topical issue. Using their scientific literacy skills, learners will communicate their results and conclusions. Nature’s Chemistry (Higher) This Unit covers the knowledge and understanding of organic chemistry within the context of the chemistry of food and the chemistry of everyday consumer products, soaps, detergents, fragrances and skincare. The relationship between the structure of organic compounds, their physical and chemical properties and their uses are investigated. Key functional groups and types of organic reaction are covered. Chemistry in Society (Higher) This Unit covers the knowledge and understanding of the principles of physical chemistry which allow a chemical process to be taken from the researcher's bench through to industrial production. Learners will calculate quantities of reagents and products, percentage yield and the atom economy of processes. They will develop skills to manipulate dynamic equilibria and predict enthalpy changes. Learners will investigate the ability of substances to act as oxidising or reducing agents and their use in analytical chemistry through the context of volumetric titrations. Learners will use analytical chemistry to determine the purity of reagents and products. Each of the component Units is designed to provide progression to the Advanced Higher Chemistry Course.


Learners would normally be expected to have attained an A or B level award at National 5 Chemistry.

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This Course emphasises practical and experiential learning opportunities, with a strong skills-based approach to learning. It takes account of the needs of all learners, and provides sufficient flexibility to enable learners to achieve in different ways. Learning experiences include; reading, note making, whole class and group discussion, answering exam type questions, carrying out practical work. Emphasis is put on Formative Assessment, with pupils learning to identify their own learning styles and developing personal learning plans.


Many and varied reasons to study this course, ranging from general interest, to the course being a specific requirement for entry into a wide range of university courses especially those related to medicine and engineering. The Course provides opportunities for learners to recognise the impact chemistry makes on developing sustainability, and its effects on the environment, on society and on the lives of themselves and others. Chemistry Courses should encourage resilience, which leads to becoming a confident individual. Successful learners in chemistry think creatively, analyse and solve problems. Chemistry can produce responsible citizens through studying the impact it makes on developing sustainability and its effect on the environment, society, and the lives of themselves and others.


Internal assessment associated with each component unit (NAB) External exam (2 hours 30 minutes) consisting of both fixed response questions (20 marks) and extended answer questions (80marks). Combined mark of 100 is 77% of the total. Assignment, whose purpose is to allow the learner to carry out an in-depth study of a chemistry topic. The topic will be chosen by the learner, who will investigate/research the underlying chemistry and the impact on society/the environment. The assignment will assess the application of skills of scientific inquiry and related chemistry knowledge and understanding. Assignment report will be written up under controlled assessment conditions and will last 1 hour and 30 minutes. It is worth 30 marks (23% of the total) It will be externally marked.

7. Careers

Careers requiring a qualification in chemistry include; Agricultural science, Forestry, Animal technician, Catering and food Science, Dentistry, Medicine, Pharmacy, Biological Sciences, Earth Sciences, Vet, Environmental Health Officer, Lab technician, Nursing, Physiotherapy, Radiography, Photography, Printing, Chemical Industry. More information about why study chemistry can be found on the Royal Society of Chemistry website www.rsc.org

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Computing Science National 5 - S5/S6 Subject Information Sheet 1. Description

The National 5 Computing Science course builds problem solving skills from earlier

years. Attention to detail and perseverance are essential skills in creating software, whether as programs, websites or databases. The National 5 Computing Science course includes four main topics: Software Design and Development

Pupils will learn how to design, create and test computer programs, using the programming language Python.

Computer Systems

Pupils will learn how computer data is stored in binary form, and basic computer architecture. They will gain an awareness of the environmental impact of the energy use of computing systems and security precautions that can be taken to protect computer systems.

Database Design and Development

Pupils will learn how to design, create and use databases of two-linked tables. This is done using the database language SQL.

Web Design and Development

Pupils will learn how to design and create multi-page websites using HTML and CSS.


This is a very practical course, with pupils working independently on their own work. There will be opportunities for collaborative work within a secure online environment.

This type of work will also embed development of a range of literacy and numeracy skills, and consider various aspects of Health & Well-being.

Computing Department

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3. How will you be assessed? Different types of ongoing assessment will be used, including: continuous assessment and end-of-topic tests

self-assessment and group-assessment of practical work

For SQA certification pupils will complete: Practical Coursework Task issued by SQA

Pupils will apply knowledge and skills from the Software, Database and Web Design and Development topics to solve appropriately challenging computing and information science problems.

External Exam The question paper requires depth of understanding and application of knowledge from all topic.

4. Why study the course?

Computing and information science is vital to everyday life; it shapes the world in which we live and its future. Computer scientists play key roles in meeting the needs of society today and for the future, in fields which include science, communications, entertainment, education, business and industry. Our society needs more computer scientists and for all young people to have an informed view of the IT industry and its contribution to the economy.

5. What can pupils gain from doing the course?

On completing the Course, pupils will have developed skills in analysis and problem solving, design and modelling, developing and implementing solutions, and evaluating digital solutions. Course activities also provide opportunities for pupils to enhance skills in planning and organising, working independently and in teams, critical thinking and decision making, research, communication and self-and peer-evaluation, in a range of contexts.

6. Careers

The Computing Science course may provide progression to: Computing Science Higher and Advanced Higher courses

a wide range of computing-related National Progression Awards (NPAs)

National Certificate Group Awards (NCGAs) in Digital Media Computing,

employment and/or training in the IT industry

and ultimately, for some, to: a range of computing-related Higher National Certificates (HNCs) and Higher

National Diplomas (HNDs)

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degrees in Computer Science, Information Systems and related disciplines

careers in the IT industry

Careers in Computing Science

3D modelling and animation

Bioinformatics

Business Analysis

Computer Aided Design

Computer Games

Programming

Computer Games Testing

Computer Hardware

Engineering

Database Administration

Games Production

Management

IT consultant

IT help desk support

IT support services

IT project management

Multimedia Development

Network Management

Software Engineering

Software Programming

Systems Analysis and

Design

Systems Development

Teaching

Web Development

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Computing Science Higher - S5/S6 Subject Information Sheet

1. Description

The Higher Computing Science course includes four main topics: Software Design and Development

Pupils will learn how to design, create and test computer programs, using the programming language Python.

Computer Systems

Pupils will learn how computer data is stored in binary form, and basic computer architecture. They will gain an awareness of the environmental impact of the energy use of computing systems and security precautions that can be taken to protect computer systems.

Database Design and Development

Pupils will learn how to design, create and use databases of two-linked tables. This is done using the database language SQL.

Web Design and Development

Pupils will learn how to design and create multi-page websites using HTML and CSS.


This Higher course builds upon problem solving skills and information from National 5 Computing Science. It is recommended that pupils achieve a grade A or grade B in National 5 Computing Science. Pupils who have not completed National 5 Computing Science may be able to take this course if they have developed programming skills (Python/C/Java and HTML/CSS) in their own time. This should only be decided after consultation with a Computing Science teacher. Attention to detail and perseverance are essential skills in creating software, whether as programs, websites or databases.


This is a very practical course, with pupils working independently on their own work. There will be opportunities for collaborative work within a secure online environment.

This type of work will also embed development of a range of literacy and numeracy skills, and consider various aspects of Health & Well-being.

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Computing and information science is vital to everyday life; it shapes the world in which we live and its future. Computer scientists play key roles in meeting the needs of society today and for the future, in fields which include science, communications, entertainment, education, business and industry. Our society needs more computer scientists and for all young people to have an informed view of the IT industry and its contribution to the economy.


Different types of ongoing assessment will be used, including: continuous assessment and end-of-topic tests

self-assessment and group-assessment of practical work

For SQA certification pupils will complete: Practical Coursework Task issued by SQA

Pupils will apply knowledge and skills from the Software, Database and Web Design and Development topics to solve appropriately challenging computing and information science problems.

External Exam The question paper requires depth of understanding and application of knowledge from all topic.

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6. Careers

The Computing Science course may provide progression to: Computing Science Advanced Higher course

a wide range of computing-related National Progression Awards (NPAs)

National Certificate Group Awards (NCGAs) in Digital Media Computing,

employment and/or training in the IT industry

and ultimately, for some, to: a range of computing-related Higher National Certificates (HNCs) and Higher

National Diplomas (HNDs)

degrees in Computer Science, Information Systems and related disciplines

careers in the IT industry

Careers in Computing Science

3D modelling and animation

Bioinformatics Business Analysis

Computer Aided Design Computer Games

Programming Computer Games Testing

Computer Hardware Engineering

Database Administration Games Production

Management IT consultant

IT help desk support IT support services

IT project management Multimedia Development

Network Management Software Engineering

Software Programming Systems Analysis and

Design Systems Development

Teaching Web Development

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Engineering Science National 5 - S5/S6 Subject Information Sheet


The Course allows learners to engage with technologies. The aims of the Course are to enable learners to:

(a) apply knowledge and understanding of key engineering facts and ideas (b) understand the relationships between engineering, mathematics and science (c) apply skills in analysis, design, construction and evaluation to a range of

engineering problems (d) communicate engineering concepts clearly and concisely, using appropriate

terminology (e) develop an understanding of the role and impact of engineering in changing

and influencing our environment and society


In this Course, and its component Units, there will be an emphasis on skills development and the application of those skills. Assessment approaches will be proportionate, fit for purpose and will promote best practice, enabling learners to achieve the highest standards they can. This Course provides learners with opportunities to continue to acquire and develop the attributes and capabilities of the four capacities, as well as skills for learning, skills for life and skills for work. All Courses provide opportunities for learners to develop breadth, challenge and application, but the focus and balance of the assessment will be appropriate for the subject area.


Learners would normally be expected to have attained the skills, knowledge and understanding required by the following or by equivalent qualifications and/or experience :- Engineering Science (National 4).


The Course is designed for all learners who can respond to a level of challenge including, but not limited to, those considering further study or a career in engineering and related disciplines. It provides sufficient breadth, flexibility and choice to meet the needs of all learners. Learners will develop an understanding of the far-reaching impact of engineering on our society and of the central role of engineers as designers and problem solvers, able to conceive, design, implement and operate complex systems. They will also develop a range of transferable skills for learning, life and work, opening up a wide range of career and study opportunities and enabling learners to develop as global citizens who can contribute effectively to their communities, society and the world. On completing the Course, learners will have developed skills in analysis and problem solving, engineering design, the use of equipment and materials, and evaluation.

Craft, Design & Technology

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


Unit assessment All Units are internally assessed against the requirements shown in the Unit Specification. They can be assessed on a Unit-by-Unit basis or by combined assessment. They will be assessed on a pass/fail basis within centres. SQA will provide rigorous external quality assurance, including external verification, to ensure assessment judgments are consistent and meet national standards. The assessment of the Units in this Course will be as follows. Engineering Contexts and Challenges (National 5) For this Unit, learners will be required to provide evidence of: technological skills in a range of contexts and challenges understanding of engineering contexts and challenges knowledge of the impact of engineering on society and the environment Electronics and Control (National 5) For this Unit, learners will be required to provide evidence of: skills in developing analogue electronic control systems skills in developing digital electronic control systems Mechanisms and Structures (National 5) For this Unit, learners will be required to provide evidence of: understanding of mechanisms and structures skills in developing mechanical and structural solutions. Course assessment Courses from National 4 to Advanced Higher include assessment of added value. At National 5, Higher and Advanced Higher, the added value will be assessed in the Course assessment. The added value for the Course must address the key purposes and aims of the Course as defined in the Course Rationale. It will do this by addressing one or more of breadth, challenge or application. In this Course, added value will focus on breadth, challenge and application. The learner will draw on and apply the skills and knowledge they have developed during the Course. These will be assessed through a combination of an assignment question papers.

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The Engineering Science assignment adds value by requiring challenge and application. Learners will apply knowledge and skills from the Units to solve an appropriately challenging engineering problem. The question paper introduces breadth to the assessment. It requires depth of understanding and application of knowledge from the Units.

7. Careers

Because of its focus on developing transferable skills, it will be of value to many learners, and particularly beneficial to learners considering a career in engineering, or one of its many branches. This Course or its Units may provide progression to:

other SQA qualifications in Engineering Science or related areas, further study, employment and/or training Engineering is vital to everyday life; it shapes the world in which we live and its future. Engineers play key roles in meeting the needs of society in fields which include climate change, medicine, IT and transport.

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Engineering Science Higher - S5/S6 Subject Information Sheet 1. Aims of the Course

In this Course, and its component Units, there will be an emphasis on skills development and the application of those skills. The aims of the Course are to enable learners to:

(a) extend and apply knowledge and understanding of key engineering concepts, principles and practice

(b) understand the relationships between engineering, mathematics and science (c) apply analysis, design, construction and evaluation to a range of engineering

problems with some complex features (d) communicate engineering concepts clearly and concisely, using appropriate

terminology (e) develop a greater understanding of the role and impact of engineering in

changing and influencing our environment and society


The Course develops a number of pervasive and integrative themes, including the systems approach, energy and sustainability. These are used to explore varied engineering systems through simulation, practical projects and investigative tasks in a range of contexts. Courses in Engineering Science and in Physics (and other pure sciences) are designed to be complementary; a combination of this Course and a pure science Course will provide a very strong foundation for further study in engineering or the sciences.


Learners would normally be expected to have attained the skills, knowledge and understanding required by the following or equivalent qualifications and/or experience: Engineering Science (National 5) Course


The Course is designed for all learners who can respond to a level of challenge including, but not limited to, those considering further study or a career in engineering and related disciplines. It provides sufficient breadth, flexibility and choice to meet the needs of all learners. Learners will develop a deeper understanding of the central role of engineers as designers and problem solvers, able to conceive, design, implement and control complex systems, and the far-reaching impact of engineering on our society and the environment. They will also continue to develop a range of transferable skills for learning, skills for life and skills for work, opening up a wide range of career and study opportunities, and enabling them to develop as global citizens who can contribute effectively to their communities, society and the world.

On completing the Course, learners will have developed greater skills in: analysis and problem solving, engineering design, the use of equipment and materials, and evaluation.


On completing the Course, learners will have developed greater skills in: analysis and problem solving, engineering design, the use of equipment and materials, and evaluation. Course activities provide opportunities to enhance generic and transferable skills in planning and organising, working independently and in teams, critical thinking and decision making, research, communication and self- and peer-evaluation, in a technological context.

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Unit assessment All Units are internally assessed against the requirements shown in the Unit Specification. They can be assessed on a Unit-by-Unit basis or by combined assessment. They will be assessed on a pass/fail basis within centres. SQA will provide rigorous external quality assurance, including external verification, to ensure assessment judgments are consistent and meet national standards. The assessment of the Units in this Course will be as follows: Engineering Contexts and Challenges (Higher) For this Unit, learners will be required to provide evidence of:

technological skills in a range of contexts and challenges understanding of the impact of engineering on society and the environment

Electronics and Control (Higher) For this Unit, learners will be required to provide evidence of:

skills in developing analogue electronic control systems skills in developing digital electronic control systems

Mechanisms and Structures (Higher) For this Unit, learners will be required to provide evidence of:

understanding of mechanisms and structures skills in developing mechanical and structural solutions

Course assessment

Courses from National 4 to Advanced Higher include assessment of added value1. At National 5, Higher and Advanced Higher, the added value will be assessed in the Course assessment. The added value for the Course must address the key purposes and aims of the Course as defined in the Course Rationale. It will do this by addressing one or more of breadth, challenge or application.

In this Course, added value will focus on breadth, challenge and application. The learner will draw on and apply the skills, knowledge and understanding they have developed during the Course. These will be assessed through a combination of an assignment and a question paper. The Engineering Science assignment adds value by requiring challenge and application. Learners will apply knowledge and skills from the Units to solve an appropriately challenging engineering problem. The question paper introduces breadth to the assessment. It requires depth of understanding and application of knowledge from the Units. Question paper: 110 marks (69%) Assignment: 50 marks (31%) Assignment:

Worth 50 marks 8 hour time limit Annually issued task Externally assessed by SQA

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7. Careers

This Course or its Units may provide progression to any level of engineering employment or study.

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Graphical Communication National 5 - S5/S6 Subject Information Sheet


The Course allows learners to engage with technologies. It allows learners to consider the impact that graphic communication technologies have on our environment and society. The aims of the Course are to enable learners to:

(a) develop skills in graphic communication techniques, including the use of equipment, graphics materials and software

(b) extend and apply knowledge and understanding of graphic communication standards, protocols, and conventions where these apply

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


This Course is a broad-based qualification, suitable for learners with an interest in graphic communication - both digital and paper-based. It is suitable for those wanting to progress onto higher levels of study in the subject. The qualification is largely learner-centred and includes practical and experiential learning opportunities. Because the world of graphic communication covers such a wide variety of styles and modes of communication, there is a broad scope for personalisation and choice within the Course for each learner.


Learners would normally be expected to have attained the skills, knowledge and understanding required by one or more of the following or by equivalent qualifications and/or experience: National 4 Graphic Communication Course or relevant component Units


Course activities also provide opportunities to build self-confidence and enhance generic and transferable skills in numeracy, researching, ICT, planning and organising work tasks, working independently and in collaboration with others, critical thinking and decision making, communication, as well as self- and peer-evaluation. On completing the Course, learners will have developed skills in 2D and 3D graphics, as well as pictorial graphics. They will be able to apply these skills in order to produce graphics that require relevant visual impact and graphics that transmit information.


On completing the Course, learners will be able to: initiate, develop and communicate ideas graphically; interpret graphic communications initiated by others; use graphic communication equipment, software and materials effectively; and apply knowledge and understanding of graphic communication standards, protocols, and conventions where these apply.

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In addition, learners will have developed: design skills, including creativity; an understanding of the impact of graphic communication technologies on our environment and society; and spatial awareness and visual literacy.


Unit assessment All Units are internally assessed against the requirements shown in the Unit Specification. They can be assessed on a Unit-by-Unit basis or by combined assessment. They will be assessed on a pass/fail basis within centres. SQA will provide rigorous external quality assurance, including external verification, to ensure assessment judgments are consistent and meet national standards. The assessment of the Units in this Course will be as follows. 2D Graphic Communication (National 5) In this Unit, evidence will be required that the learner can produce a series of straightforward 2D graphics, to a given standard, in familiar and some new contexts. Knowledge and understanding will also be assessed. 3D and Pictorial Graphic Communication (National 5) In this Unit, evidence will be required that the learner can produce a series of straightforward 3D and pictorial graphics, to a given standard, in familiar and some new contexts. Knowledge and understanding will also be assessed. Course assessment Courses from National 4 to Advanced Higher include assessment of added value. At National 5, Higher and Advanced Higher, the added value will be assessed in the Course assessment. The added value for the Course must address the key purposes and aims of the Course as defined in the Course Rationale. It will do this by addressing one or more of breadth, challenge and application. In the National 5 Graphic Communication Course, added value will focus on breadth, challenge and application. The learner will draw on, extend and apply the skills and knowledge they have developed during the Course. These will be assessed through a combination of an assignment question paper.

7. Careers

The Course provides skills that are complementary to other curricular areas, such as expressive arts, sciences and mathematics. It provides skills that are valuable for learners in the other areas of study in the technologies. The Course provides progression from experiences and outcomes in expressive arts and ICT, as well as in craft, design, engineering and graphics.

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Graphical Communication Higher - S5/S6 Subject Information Sheet 1. Aims of the Course

The aims of the Course are to enable learners to develop: (a) skills in graphic communication techniques, including the use of equipment,

graphics materials and software (b) creativity in the production of graphic communications to produce visual

impact in meeting a specified purpose (c) skills in evaluating the effectiveness of graphics in communicating and

meeting their purpose (d) an understanding of graphic communication standards protocols and

conventions, where these apply (e) an understanding of the impact of graphic communication technologies on

our environment and society.


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


Learners would normally be expected to have attained the skills, knowledge and understanding required by one or more of the following or by equivalent qualifications and/or experience: National 5 Graphic Communication Course


On completing the Course, learners will be able to: initiate, develop and communicate often complex ideas graphically and with clarity; interpret often complex graphic communications initiated by others; select and use appropriate graphic communication equipment with skill and confidence, employ software and materials effectively in tasks; and apply knowledge and understanding of graphic communication standards and protocols, where these apply. In addition, learners will have developed: graphic design skills, including creativity; an understanding of the impact of graphic communication technologies on our environment and society; graphic spatial awareness and visual literacy; and skills in constructively evaluating the effectiveness of graphic communications.

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This Course is a broad-based qualification, suitable for learners with an interest in graphic communication - both digital and paper-based. It is suitable for those wanting to progress on to higher levels of study in the subject. The qualification is largely learner-centred and includes practical and experiential learning opportunities. Because the world of graphic communication covers such a wide variety of styles and modes of communication, there is a broad scope for personalisation and choice within the Course for each learner.


Unit assessment All Units are internally assessed against the requirements shown in the Unit Specification. They can be assessed on a Unit-by-Unit basis or by combined assessment. They will be assessed on a pass/fail basis within centres. SQA will provide rigorous external quality assurance, including external verification, to ensure assessment judgments are consistent and meet national standards. The assessment of the Units in this Course will be as follows. 2D Graphic Communication (Higher) In this Unit, evidence will be required that the learner can plan and produce a series of 2D graphics, to a given standard, in familiar and some new contexts with some complex features. The learner will take initiative in evaluating their work in progress and on completion, and apply suggestions for improvement. Knowledge and understanding will also be assessed. 3D and Pictorial Graphic Communication (Higher) In this Unit, evidence will be required that the learner can plan and produce a series of 3D and pictorial graphics, to a given standard, in familiar and some new contexts with some complex features. The learner will take initiative in evaluating their work in progress and on completion, and apply suggestions for improvement. Knowledge and understanding will also be assessed. Exemplification of possible assessment approaches for these Units is provided in the National Assessment Resource. Course assessment Courses from National 4 to Advanced Higher include assessment of added value1. At National 5, Higher and Advanced Higher, the added value will be assessed in the Course assessment. The added value for the Course must address the key purposes and aims of the Course as defined in the Course Rationale. It will do this by addressing one or more of breadth, challenge or application. In the Higher Graphic Communication Course, added value will focus on:

(a) breadth (b) challenge (c) application

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The learner will draw on, extend and apply the skills, knowledge and understanding they have developed during the Course. These will be assessed through a combination of an assignment and a question paper. The Graphic Communication assignment adds value by introducing challenge and application. Learners will draw on their range of skills, knowledge and understanding from the Units in order to produce an effective overall response to the assignment brief. The brief for the project will be sufficiently open and flexible to allow for personalisation and choice. The question paper introduces breadth to the assessment. It requires depth of understanding and application of knowledge from the Units.

7. Careers

Draughtsperson, Architecture, Construction, Planning, Civil Service, Engineering, Product Design, Interior Design, Graphic Design, CAD Technician etc.

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Practical Metalwork National 5 - S5/S6 Subject Information Sheet


The aims of the Course are to enable learners to develop: (a) skills in metalworking techniques (b) skills in measuring out and marking metal sections and sheet materials (c) safe working practices in workshop environments (d) practical creativity and problem-solving skills (e) an understanding of sustainability issues in a practical metalworking context


This Course is a broad-based qualification for all learners with an interest in crafts. It is suitable for learners with an interest in practical metalworking and those wanting to progress to higher levels of study or a related career. The Course is largely workshop-based, providing a broad introduction to practical metalworking. The Course is distinct in value in that it allows learners to develop practical psychomotor skills (manual dexterity and control) in a specialist practical craft. It helps learners to develop safe working practices and to become proactive in matters of health and safety. It allows them to learn how to use a range of tools, equipment and materials correctly and provides skills that are complementary to other curriculum areas, particularly metalworking. In this Course, and its component Units, there will be an emphasis on skills development and the application of those skills. Assessment approaches will be proportionate and fit for purpose and they will promote best practice, enabling learners to achieve the highest standards they can.


None.


This Course provides learners with opportunities to continue to acquire and develop the attributes and capabilities of the four capacities, as well as skills for learning, skills for life and skills for work. The course provides opportunity for learners to develop breadth, challenge and application, but the focus and balance of the assessment will be appropriate for the subject area.


On completing the Course, the learners will have developed skills in practical metalworking. This will include correct use of tools and equipment and a range of metalworking materials, processes and techniques. In addition, learners will gain an appreciation of safe working practices in a workshop environment.

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This Course or its Units may provide progression to: (a) other qualifications in practical technologies or related areas (b) further study, employment and/or training


Unit assessment All Units are internally assessed against the requirements shown in the Unit Specification. They can be assessed on a Unit-by-Unit basis or by combined assessment. They will be assessed on a pass/fail basis within centres. The assessment of the Units in this Course will be as follows. Practical Metalworking: Bench Skills (National 5) For this Unit, evidence will be required that the learner can produce practical metalworking bench-fitting work to a given standard.. Practical Metalworking: Machine Processes (National 5) For this Unit, evidence will be required that the learner can follow practical metalworking machine processes to a given standard.. Practical Metalworking: Fabrication and Thermal Joining (National 5) For this Unit, evidence will be required that the learner can complete a range of metalwork fabrication and joining tasks to a given standard. Course assessment In the National 5 Practical Metalworking Course, added value will focus on:

(a) challenge (b) application

The learner will draw on, extend and apply the skills and knowledge they have developed during the Course. This will be assessed through a practical activity which involves producing a finished product in metal to a given standard. The task will be sufficiently open and flexible to allow for personalisation and choice and for the learners to demonstrate practical creativity.

7. Careers

This course is of broad general benefit to all learners. It also provides a foundation for those considering further study, or a career in manufacturing, engineering.

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Practical Woodwork National 5 - S5/S6 Subject Information Sheet


The aims of the Course are to enable learners to develop: (a) skills in woodworking techniques (b) skills in measuring out and marking wood sections and sheet materials (c) safe working practices in workshop environments (d) practical creativity and problem-solving skills (e) an understanding of sustainability issues in a practical woodworking context


This Course is a broad-based qualification for all learners with an interest in crafts. It is suitable for learners with an interest in practical woodworking and those wanting to progress to higher levels of study or a related career. The Course is largely workshop-based, providing a broad introduction to practical woodworking. The Course is distinct in value in that it allows learners to develop practical psychomotor skills (manual dexterity and control) in a specialist practical craft. It helps learners to develop safe working practices and to become proactive in matters of health and safety. It allows them to learn how to use a range of tools, equipment and materials correctly and provides skills that are complementary to other curriculum areas, particularly woodworking. In this Course, and its component Units, there will be an emphasis on skills development and the application of those skills. Assessment approaches will be proportionate and fit for purpose and they will promote best practice, enabling learners to achieve the highest standards they can.


Entry to this Course is at the discretion of the centre. However, learners would normally be expected to have attained the skills, knowledge and understanding required by the following or equivalent qualifications and/or experience: National 4 Practical Woodworking Course or relevant component Units


This Course provides learners with opportunities to continue to acquire and develop the attributes and capabilities of the four capacities, as well as skills for learning, skills for life and skills for work. The course provides opportunity for learners to develop breadth, challenge and application, but the focus and balance of the assessment will be appropriate for the subject area.

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On completing the Course, the learners will have developed skills in practical woodworking. This will include correct use of tools and equipment and a range of woodworking materials, processes and techniques. In addition, learners will gain an appreciation of safe working practices in a workshop environment. This Course or its Units may provide progression to: (a) other qualifications in practical technologies or related areas (b) further study, employment and/or training


Unit assessment All Units are internally assessed against the requirements shown in the Unit Specification. They can be assessed on a Unit-by-Unit basis or by combined assessment. They will be assessed on a pass/fail basis within centres. The assessment of the Units in this Course will be as follows: Practical Woodworking: Flat Frame Construction (National 5) For this Unit, evidence will be required that the learner can produce practical woodworking flat frame work to a given standard. Practical Woodworking: Carcase Construction (National 5) For this Unit, evidence will be required that the learner can produce practical woodworking carcase construction work to a given standard. Practical Woodworking: Machining and Finishing (National 5) For this Unit, evidence will be required that the learner can complete a range of woodwork finishing and machining tasks to a given standard. Course assessment In the National 5 Practical Woodworking Course, added value will focus on:

(a) challenge (b) application

The learner will draw on, extend and apply the skills and knowledge they have developed during the Course. This will be assessed through a practical activity which involves producing a finished product in wood to a given standard. The task will be sufficiently open and flexible to allow for personalisation and choice and for the learners to demonstrate practical creativity.

7. Careers

This course is of broad general benefit to all learners. It also provides a foundation for those considering further study, or a career in manufacturing, building trades.

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English National 5 - S5/S6 Subject Information Sheet


For students who do not achieve a pass in the National 5 examination and therefore do not have the required entrance qualification for Higher English there will be an opportunity to try to achieve a pass in National 5 in S5. While the structure of the course and the internal and external assessments remain the same the course content is different. This means that students have the opportunity to study different texts from those studied in S4.

2. Course Structure

SQA is currently revising the way in which the course is assessed, however at present you can be aware that there are: External assessments This currently has two components:

i. A folio of writing, one creative and the other discursive. This work is compiled internally but sent to the SQA for marking.

ii. An Examination which consists of two papers. Paper 1: Reading for Understanding, Analysis and Evaluation. Two non-fiction texts will be presented. Questions on the texts will demonstrate the skills of understanding, analysis and evaluation. Paper 2: Critical Reading This paper has two sections: Section A – Scottish Texts

Students must answer one question on an extract from a previously studied text.

Section B – Critical Essay

Students must answer one question from a range of questions which cover the genres of drama, poetry, film and drama.

English Department

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A pass at National 4


Language and literacy are of personal, social and economic importance. Learners’ ability to use language lies at the centre of the development and expression of their emotions, thinking, learning and sense of personal development.

5. Careers

Careers for which English is essential include: Law, Politics, Acting, Editing, Teaching, Journalism, Marketing, Advertising, Publishing, Web Editing, Local Government, Human Resources, Management, and Speech Therapy.

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English Higher – S5/6 Subject Information Sheet 1. Aims of the Course

The main purpose of the course is to provide students with the opportunity to develop the skills of listening, talking, reading and writing in order to understand and use language in a variety of contexts.

2. Course Structure

Internal assessments SQA is currently revising the way in which the course is assessed, however at present you can be aware that there are: External assessments This currently has two components:

i. A folio of writing, one creative and the other discursive. This work is compiled internally but sent to the SQA for marking.

ii. An Examination which consists of two papers. Paper 1: Reading for Understanding, Analysis and Evaluation. Two non-fiction texts will be presented. Questions on the texts will demonstrate the skills of understanding, analysis and evaluation. Paper 2: Critical Reading This paper has two sections: Section A – Scottish Texts

Students must answer one question on an extract from a previously studied text.

Section B – Critical Essay Students must answer one question from a range of questions which cover

the genres of drama, poetry, film and drama.


A pass at National 5 (A-C)


Language and literacy are of personal, social and economic importance. Learners’ ability to use language lies at the centre of the development and expression of their emotions, thinking, learning and sense of personal development.

5. Careers

Careers for which English is essential include: Law, Politics, Acting, Editing, Teaching, Journalism, Marketing, Advertising, Publishing, Web Editing, Local Government, Human Resources, Management, and Speech Therapy.

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Geography National 5 - S5/S6 Subject Information Sheet 1. Aims of the Course

Geography is the study of the world around us and how it is changing. By studying Geography, you will learn about the world and develop the knowledge and skills to understand local, national and global events. As a subject, Geography covers elements of both social science and natural sciences.

2. Description of the Course The National 5 Geography course is divided into three units. Each is then sub-divided into different topics:

1. Human Environments Students will study, compare and contrast the countries of our planet. Key themes include inequality between developed and developing countries, world population distribution, reasons for changes in world population growth, global health and disease as well as looking at changes in urban and rural landscapes.

2. Physical Environments Students will explore the natural processes which have shaped the formation of the physical landscape in the United Kingdom. The areas studied include rivers, limestone, coasts and glaciated landscapes. In addition they will look at land use management in these areas. Students will also study UK weather systems and learn how to interpret synoptic charts.

3. Global Issues: Students will have the opportunity to study two significant global geographical issues, choosing from the following options: Climate Change, Impact of Human Activity on the Natural Environment, Environmental Hazards, Trade and Globalisation, Tourism and Health.

Geographical Assignment: Students will conduct a research task on a topic of their choice, gathering relevant data which they will analyse and present. This will account for 20% of the marks for National 5 Geography.


National 5 Geography is a suitable course for anyone who has an interest in the subject.


A variety of active learning and teaching strategies will be involved, from teacher led explanation and discussion to individual work; paired work; group work; fieldwork; researching and presenting information; interpretation and analysis of various geographical sources of information; self and peer evaluation of work produced.

Geography Department

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5. Why Study the Course/What can Pupils gain from doing the Course?

Studying National 5 Geography allows you to explore key issues and processes that are important to communities and nations worldwide. Not only does Geography allow us to study key issues that are relevant to our lives but the investigative approach to geographical issues develops skills such as working independently, collaborating with others, processing sources of information as well as presenting and analysing findings. These skills are highly valued by employers and universities.

6. How is the Course Assessed?

Assignment – 20 marks Exam Question Paper – 80 marks Both are marked by the SQA

7. Careers The close link between the subject and the world around us makes for a long and

varied list of related careers including: working with development or aid agencies, landscape architecture, cartography, environmental work, geology, geophysics, mining, surveying, town and country planning, ecology, meteorology, nature conservation, teaching, hydrology and in tourism and recreation. The list is almost endless. For further information about the N5 Geography course please speak to Mr McLeman or Miss Watt.

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Geography Higher - S5/S6 Subject Information Sheet


Geography explores the physical and human environments of our planet and how they interact. The purpose of the course is to develop your understanding of the processes that shape our changing world. Students will develop their skills of enquiry both in the classroom and in the field. It will also develop their skills of both collaborative and independent working.


The Higher Geography course is divided into three main Units. Each is then sub-divided into different topics:

Physical Environments

Students will study Hydrosphere, Lithosphere, Biosphere and Atmosphere and how these physical environments interact with each other and influence human activity.

Human Environments

Students will study global Population issues and solutions. They will also study units which examine Rural and Urban land use and change.

Global Issues

Students will have the opportunity to study two significant global geographical issues, choosing from the following options: Development and Health, Energy, Trade, Aid and Geopolitics, River Basin Management and Global Climate Change.


The course is open to all S5 and S6 students who have achieved a Grade C or above in National 5 level in Geography or in any other Social Subject.


A variety of active learning and teaching strategies will be involved, from teacher led explanation and discussion to individual work; paired work; group work; fieldwork; researching and presenting information; interpretation and analysis of various geographical sources of information; self and peer evaluation of work produced.


Studying Higher Geography allows you to explore key issues and processes that are important to communities and nations worldwide. Not only does Geography allow us to study key issues that are relevant to our lives but the investigative approach to geographical issues develops skills such as working independently, collaborating with others, processing sources of information as well as presenting and analysing findings. These skills are highly valued by employers and universities.

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6. How is the Course Assessed?

External Assessment Assignment: 30 marks This is a piece of independent coursework, which is worth 30 marks and accounts for 27% of the overall grade for Higher Geography. Exam: 2 x question papers Question paper 1: 1 hour 50 minutes (100 marks). There will be a section on Physical Environments and a section on Human Environments. Question paper 2: 1 hour 10 minutes (60 marks). There will be a section on Global Issues and a section on Application of Geographical Skills. The exam accounts for 73% of the overall grade for Higher Geography.

7. Careers

The close link between the subject and the world around us makes for a long and varied list of related careers including: working with development or aid agencies, landscape architecture, cartography, environmental work, geology, geophysics, mining, surveying, town and country planning, ecology, meteorology, nature conservation, teaching, hydrology and in tourism and recreation. The list is almost endless. For further information about the Higher Geography course please speak to Mr McLeman or Miss Watt.

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History National 5 - S5/S6 Subject Information Sheet 1. Aims of the Course

There are three key aims of the course. The first is to expand your knowledge of the issues that have helped to shape the world which we live in today. The second is to further develop skills, such as investigating, analysing and evaluating historical evidence, to help you understand and explain historical events. The third is to encourage you to discuss the issues you study, to form your own views and respect those of others.


The course covers elements of political, social, cultural and economic history during the 18th century, 19th century and early 20th century. The course is divided into three Units: Scottish Unit – The Era of the Great War 1900 – 1928 A study of the experiences of Scots in the Great War and its impact on life in Scotland. This topic considers the impact of technology on the soldiers on the Western Front. It also considers the way in which the war changed life for people at home as the war began to impact on every aspect of life both during and after the war. British History Unit – The Atlantic Slave Trade A study of the nature of the British Atlantic slave trade in the late eighteenth century, changing attitudes towards it in Britain and the pressures that led to its abolition. European and World History Unit - Hitler and Nazi Germany, 1919 – 1939 A study of attempts to establish democracy in Weimar Germany, the reasons for its collapse and the nature of the Nazi State. This unit will focus on the problems facing the Weimar Republic, the Nazi Rise to Power and Hitler’s control of Germany.


National 5 History is a suitable course for anyone who has an interest in the subject.


The course will be taught using a variety of learning experiences, including individual written tasks, group and class discussions, analysing and evaluating historical sources, internet research, investigations and group presentations.

History Department

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5. Why Study the Course/What can students gain from doing the Course?

‘If we would learn from history, what lessons it might teach us!’ (Samuel Taylor Coleridge).

Studying history helps us to understand human experience. Learning about people and values in different times, places and circumstances will help you to understand the historical forces that shape our world. You will develop important skills such as research, problem solving, communication and critical thinking.


Assignment – 20 marks Exam Question Paper – 60 marks Both are marked by the SQA

7. Careers

Careers directly related to the study of history include those in archaeology, archives, cultural heritage, genealogy, museums, restoration work and teaching. However, the skills developed through studying history are relevant to a broad range of other careers including the diplomatic service, journalism, law, media, police, politics, publishing and tourism. For further information about the N5 History course please speak to Mr Sandison or Mrs Thomason.

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History Higher - S5/S6 Subject Information Sheet 1. Aims of the Course

The aim of the course is to provide breadth and depth in your knowledge and understanding of historical themes through a study of chosen period contexts to expand your knowledge of the issues that have helped to shape the world which we live in today. It is also intended to enable you to develop skills in explaining historical developments and events, evaluating sources and drawing conclusions.


The course covers elements of political, social, cultural and economic history during the 19th century and early 20th century. The course is divided into three Units: - Scottish History Unit - Migration and Empire, 1830 – 1939 A study of population movement and social and economic change in Scotland and abroad between 1830 and 1939. The main issues to be studied are the: migration of Scots; experiences of immigrants in Scotland; impact of Scots emigrants on the Empire; effects of Migration and Empire on Scotland. British History Unit - Britain 1851 – 1951 A study of the development of the United Kingdom into a modern democracy and the development of the role of the state in the welfare of its citizens. Topics studied include the Women’s Suffrage Movement, the Liberal Government 1906 – 1914 and the creation of the Welfare State. European and World History Unit - Germany 1815 – 1939. A study of the growth of nationalism in 19th century Germany leading to the overcoming of obstacles to unification of the nation by 1871, and the development of extreme nationalism after 1918. Topics studied include the growth of German nationalism, the Nazi rise to power and Nazi control of Germany.


The course is open to all S5 and S6 students who have achieved a Grade C or above at National 5 level in History or in any other Social Subject.


The course is taught through a variety of experiences including: reading, discussion, note making, extended writing, source analysis, group research and presentations.

5. Why Study the Course/What can students gain from doing the Course?

“The function of the historian is neither to love the past nor to emancipate himself from the past, but to master and understand it as the key to the understanding of the present.” E. H. Carr (Historian).

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The course will help you to develop important skills for learning, life and work. These include communication skills and the ability to think creatively and critically.


External Assessment Assignment This is a piece of independent coursework, which is worth 30 marks and accounts for 27% of the overall grade for Higher History. Exam: 2 x question papers Question paper 1: 1 hour 30 minutes (40 marks). Extended response questions – you will answer one question on Britain 1851 – 1951 and one question on Germany 1815 - 1939. Question paper 2: 1 hour 30 minutes (36 marks). Source and knowledge questions on Migration and Empire, 1830 - 1939. The exam accounts for 73% of the overall grade for Higher History.

7. Careers

Careers directly related to the study of history include those in archaeology, archives, cultural heritage, genealogy, museums, restoration work and teaching. However, the skills developed through studying history are relevant to a broad range of other careers including the diplomatic service, journalism, law, media, police, politics, publishing and tourism. For further information about the Higher History course please speak to Mrs Thomason or Mr Sandison.

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Hospitality National 5 - S5/S6 Subject Information Sheet 1. Aims of the Course

The main aim is for pupils to develop their interest in food, its preparation and presentation in a challenging practical environment. Pupils are encouraged to work independently, and to display flair and creativity with food.


The course is made up of 3 units of work and is assessed with a written paper and an externally assessed practical assignment

Organisational Skills for Cooking- to extend an understanding of planning, organisation and time management skills and to develop the ability to follow recipe – plan, produce and cost recipes and meals

Understanding and Using Ingredients – looks at sustainability, the responsible sourcing of ingredients and of current dietary advice

Cookery Skills, Techniques and Processes - .to enhance pupils’ cookery skills, food preparation techniques and their ability to follow cookery processes in the context of producing dishes. Practical assignment – this is worth 100 marks and has 2 stages. Stage 1 is a planning exercise and stage 2 is carrying out the practical component of the course. Pupils are required to prepare and cook a 3 course meal within the allocated time of 2½ hours Written paper – this is part of the SQA diet in May. It covers all information form the course and is worth 30 marks and completed in 1 hour.

3. Entry Requirements for the Course

Although no previous experience is necessary it is essential that you are interested in cooking and willing to practice your skills at home as well as in the classroom. This course is not about baking - it is the opportunity to learn the skills to prepare dishes, with flair, suitable for serving as part of a meal. There is also written work to complete for this course – this work supports the understanding of food, its origin and use in cooking.


Teaching and learning occurs through a range of activities - group work, investigation, discussion, individual work, ‘hands on’ experience in preparing food for staff lunch event in school, report writing. Remember - this course is intensely skills based – you will have the opportunity to develop food skills to a high level.

Home Economics Department

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This is an interesting course for pupils of all abilities and relates to everyday life – we all need to eat and prepare food. So, this will be useful for pupils going to college/ university, for those with a keen interest in considering Hospitality as their employment and for those simply wishing to improve their food preparation skills. It is essential however that you are committed to cooking and willing to practice skills outside the classroom.


Final exam – time planning element, 1 hour 45 mins – practical exam, 2½ hour duration – 1 hour written paper

7. Careers

This course would be beneficial for those with a wish to work as part of a team or as an individual, setting up their own business and include

the catering industry, the caring profession, food development, food and drink retailing, food quality assurance work, food safety, health promotion, bakery and confectionery industry to name but a few!

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Health & Food Technology Higher – S4/S5 Subject Information Sheet


The aim of the course is to allow the opportunity to study current issues in relation to food, diet, health and lifestyle from a perspective of both the consumer and the manufacturer in a relaxed and challenging way.


The course is made up of 3 units and a written assignment

Food for Health – nutrition and its relationship between diet, lifestyle and health.

Food product Development - functional properties of food, adapting and appraising existing products, product development strategy.

Contemporary Food Issues - food safety, technological developments in

food and how this affects our choice, food labelling, legislation, development and trends in the food industry.

Written Assignment – the development and production of a new food

product.

3. Entry Requirements for the Course

National 5 Home Economics Or a Science and English at National 5 level – this is dependent on discussions with pupil and Pupil Support staff regarding the needs and abilities of the pupil.


Teaching and learning through a variety of strategies which include: Investigations, individual work, group work, analysis, reading, problem solving. Independent learning and management of time are essential elements of the course.


This is an interesting course which relates very much to everyday life and is topical – the food industry is continually changing and being challenged.


Technological assignment to develop new food product External written exam.

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7. Careers

Dietetics Food product development Nutrition studies Sports science Food safety and Environmental Health

Food production management Hospitality management Retail management Health service Teaching and many more …

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Mathematics National 4 - S5/S6 Subject Information Sheet


This course aims to build upon and extend the mathematical knowledge and skills acquired at National 3 level.


Course content The course is split into three units, each unit designed to take about 40 hours. Expressions and Formulae (National 4) The general aim of this Unit is to develop skills linked to straightforward mathematical expressions and formulae. These include the manipulation of abstract terms, (factorise, formula for number patterns,), the simplification of expressions (expand brackets, collect like terms,), and the evaluation of formulae (substitute into formulae, circumference and area of circles and composite shapes and surface areas, volume of prisms) . The Outcomes cover aspects of algebra, geometry (gradient), statistics (comparison of statistical results, group frequency table, construct pie charts, probability) and reasoning. Mathematics: Relationships (National 4) The general aim of this Unit is to develop skills linked to straightforward mathematical relationships. These include solving equations (linear equations, change the subject of formulae), understanding graphs (straight lines, best fitting straight line), and working with trigonometric ratios (finding a side and an angle in right angled triangles). The Outcomes cover aspects of algebra, geometry (Pythagoras’ Theorem, drawing enlargements, angles in parallels and in a semi circle), trigonometry, statistics and reasoning. Numeracy (National 4) The general aim of this Unit is to develop learners’ numerical skills (basic operations, percentages, ratio, negative numbers) and information handling skills to solve straightforward, real-life problems involving number, money (hire purchase, foreign exchange, best price), time (timetables and speed calculations) and measurement. As learners tackle real-life problems, they will decide what numeracy skills to use and how to apply these skills to an appropriate level of accuracy (measuring lengths, angles and scales). Learners will also interpret graphical data and use their knowledge and understanding of probability to identify solutions to straightforward real-life problems involving money, time and measurement. Learners will use their solutions to make and explain decisions.


This Course is suitable for learners who are secure in their attainment of the National 3 Mathematics Course or who have already been studying the National 4 course or an equivalent qualification. Pupils choosing this option should have completed the National 3 course in class 4 and have secured a pass in all three units.

Mathematics Department

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Pupils will be involved in discussion as part of the teaching of content and will do examples to learn and practice the methods involved. There will be opportunities for extended thinking and problem solving in every topic.


A pass at National 4 Maths will enable pupils to study the National 5 Maths course in class 6. Anyone just passing the National 4 maths Added Value unit will find the National 5 course very difficult. The N4 course is relevant to those whose interests lie in the fields of retail, administration, practical engineering and science or who simply want to gain a National 4 qualification.


There are two types of internal unit assessment: Unit Assessments Each of the three units has a test at the end of it which is marked by the teacher and moderated by Scottish Qualifications Authority. The tests are at a basic level, but in order to pass a candidate must show a high degree of competence in all skills being assessed and must pass two of the four reasoning questions. Added Value Unit Assessment This unit test assesses content across the whole course and consists of two parts: Part 1 15 marks No calculators allowed Part 2 27 marks Calculators allowed NB A pass in maths is conditional upon the candidate having passed all three unit tests and the added value unit test.

7. Careers

A very wide range of careers and courses require maths at N4 level: banking, administration, scientific, practical engineering, surveying, statistics & retail.

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Mathematics National 5 - S5/S6 Subject Information Sheet 1. Aims of the Course



Course content The course is split into three units, each unit designed to take about 40 hours. Expressions and Formulae (National 5) The general aim of this Unit is to develop skills linked to mathematical expressions and formulae. These include the manipulation of abstract terms (indices, factorising, completing the square, algebraic fractions), the simplification of expressions (scientific notation, surds & brackets & gradient) and the evaluation of formulae (volume of spheres, cones & cylinders, circle arcs). The Outcomes cover aspects of number, algebra, geometry and reasoning. Relationships (National 5) The general aim of this Unit is to develop skills linked to mathematical relationships. These include solving and manipulating equations (simultaneous equations, change the subject of formulae, quadratic equations & their roots, trigonometric equations), working with graphs (equations of straight lines, equations of and sketching of parabolas, trig graphs), and carrying out calculations on the lengths and angles of shapes (converse of Pythagoras, similar shapes, angles in polygons, tangent kites). The Outcomes cover aspects of algebra, geometry, trigonometry and reasoning. Mathematics: Applications (National 5) The general aim of this Unit is to develop skills linked to applications of mathematics. These include using trigonometry (sine & cosine rules and area of triangle), geometry (3-D co-ordinates & vectors), number processes (depreciation & reverse percentages) and statistics within real-life contexts (standard deviation & line of best fit). The Outcomes cover aspects of these skills and also skills in reasoning.


This Course is suitable for learners who are secure in their attainment of the National 4 Mathematics Course or who have already been studying the National 5 course or an equivalent qualification. Pupils choosing this option should have completed the National 4 course in class 4 and have secured a pass.



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A pass at grade B of National 5 Maths will enable pupils to study the Higher Maths course in class 6. Anyone getting a grade C in National 5 maths will find the Higher course very difficult. The N5 course is relevant to those whose interests lie in the fields of commerce, engineering and science or who simply want to gain a National 5 qualification.


External Assessment The external exam consists of two papers: Paper 1 Time = 1 hour 15 minutes 50 marks No calculators allowed Paper 2 Time = 1 hour 50 minutes 60 marks Calculators allowed A candidate’s grade in mathematics depends on his/her performance in the external exam only. Internal assessment There are also three units which cover the content of the course. Pupils will sit these unit assessments throughout the course, as a pass in these can show some progression for anyone who cannot manage to pass the external exam.

7. Careers

A very wide range of careers and courses require maths at N5 level: finance & banking, scientific, engineering, architecture & surveying, statistics, retail management, teaching.

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Mathematics National 5 Lifeskills - S5/S6 Subject Information Sheet 1. Aims of the Course

This course aims to build upon and extend the mathematical knowledge and skills acquired at National 4 Lifeskills level.


Course content The course is split into three units, each unit designed to take about 40 hours. Managing Finance and Statistics (National 5) The general aim of this Unit is to develop skills that focus on the use of mathematical ideas and valid strategies that can be applied to managing finance and statistics in real-life contexts which may be new to the learner. This includes skills in analysing financial positions, budgeting as well as organising and presenting data to justify solutions and/or draw conclusions. The Outcomes cover aspects of finance and statistics in real-life situations requiring mathematical reasoning. Geometry and Measures (National 5) The general aim of this Unit is to develop skills that focus on the use of mathematical ideas and valid strategies that can be applied to geometry and measurement in real-life contexts which may be new to the learner. This includes skills in analysing and using geometry and measures to determine and justify solutions to real-life problems. The Outcomes cover aspects of geometry and measurement in real-life situations requiring reasoning. Numeracy (National 5) The general aim of this Unit is to develop learners’ numerical and information handling skills to solve real-life problems involving number, money, time and measurement. At this level, real-life problems will have some complex features and be set in contexts which are likely to be unfamiliar to the learner. As learners tackle real-life problems, they will decide what numeracy and information handling skills to use, and how to apply those skills to an appropriate level of accuracy. Learners will also interpret graphical data and use their knowledge and understanding of probability to identify solutions to solve real-life problems involving money, time and measurement. Learners will use their solutions to make and justify decisions.


This Course is suitable for learners who are secure in their attainment of the National 4 Lifeskills Mathematics Course or National 4 Mathematics course and have secured a pass. It is also suitable for those who have already been studying the National 5 Lifeskills course.



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A pass in this course is a way of achieving a maths qualification at National 5 level for those whose abilities lie in the areas of finance and data manipulation rather than in algebra or trigonometry. It should be noted that a pass at N5 Lifeskills Maths is NOT a suitable entrance to the Higher Maths course in class 6. The N5 course is relevant to those whose interests lie in the field of commerce, or who simply want to gain a National 5 qualification.


External Assessment The external exam consists of two papers: Paper 1 Time = 1 hour 5 minutes 45 marks No calculators allowed Paper 2 Time = 2 hours 65 marks Calculators allowed A candidate’s grade in mathematics depends on his/her performance in the external exam only. Internal assessment There are also three units which cover the content of the course. Pupils will sit these unit assessments throughout the course, as a pass in these can show some progression for anyone who cannot manage to pass the external exam.

7. Careers

A very wide range of careers and courses require maths at N5 level: finance & banking, statistics, and retail management.

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Mathematics CfE Higher - S5/S6 Subject Information Sheet




Course content The course is split into three units, each unit designed to take about 40 hours. Unit A The general aims of this Unit are to develop knowledge and skills that involve geometric applications (Straight line coordinate geometry) and the study of mathematical functions (composite functions and inverse functions; radian measure graphs of related functions; graphs of logarithmic and exponential functions); to introduce differential calculus (basic differentiation; rate of change; equation of tangent; derivative of sin & cos); and the applications of sequences. The Outcomes cover aspects of algebra, trigonometry, calculus, and also skills in mathematical reasoning and modelling. Unit B The general aim of this Unit is to develop knowledge and skills that involve solving equations (polynomials; the discriminant and its use in quadratic equations; intersections between lines and curves; condition for tangency; approximate roots); and manipulation of expressions, (polynomial functions); integral calculus (basic integration; definite integrals; integration of sin & cos & simple differential equations the chain rule for differentiation and integration) & trigonometry- (the addition formulae and double angle formulae; applications of trig to solve geometric problems; trig equations involving the addition formulae and the double angle formulae); to develop knowledge and skills that involve (the equation of a circle; tangent to a circle), and applications of (calculus; further integration; using integration to find areas). The Outcomes cover aspects of algebra, geometry, calculus, and also skills in mathematical reasoning and modelling. Unit C The general aim of this Unit is to develop knowledge and skills in the use of vectors (collinear points; dividing a line in a given ratio; the scalar product) log rules & the wave function. The Outcomes cover aspects of algebra, geometry and trigonometry, and also skills in mathematical reasoning and modelling; log equations


This Course is suitable for learners who are secure in their attainment of the National 5 Mathematics Course or an equivalent qualification. Pupils choosing this option should have completed the National 5 course in class 4 and expect to achieve at least grade B overall in the National 5 exam. Those achieving grade C will find Higher Maths very demanding.

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Successful completion of Higher will enable pupils to study any of the Advanced Higher Maths courses in class 6. The course is relevant to those whose interests lie in the fields of commerce, engineering and science or who simply want to gain entry to a Higher Education institution.


External Assessment The external exam consists of two papers: Paper 1 Time = 1 hour 30 minutes 70 marks No calculators allowed Paper 2 Time = 1 hour 45 minutes 80 marks Calculators allowed A candidate’s grade in mathematics depends on his/her performance in the external exam only.

7. Careers

A very wide range of careers and courses require maths at higher level: finance & banking, scientific, engineering, architecture & surveying, statistics, retail management.

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Modern Languages National 4 - S5/S6 Subject Information Sheet French or German 1. Aims of the Course

a) To learn to communicate in straightforward language in various situations. b) To learn more about the countries where the language is spoken. c) To learn more about how language works in general.


Unit 1, Understanding Language, develops the skills of listening and reading. Unit 2, Using Language, develops the skills of talking and writing. These two units are not taken separately. They are completely integrated, so that learners will usually practise all four skills in the same lesson. The language skills will be developed in a wide range of situations, within the four contexts: Society – e.g. people, relationships, health, the environment Learning – e.g. school, studying, plans for the future Employability – e.g. comparing jobs, developing employability skills, money Culture – e.g. TV, films, books, music, visiting people and places Finally, there is a third unit, an Assignment. For this the learners will read in the foreign language about a topic of their choice, and then present their findings in a talk followed by a short discussion.


There are no entry requirements.


a) Work with text books, CDs and DVDs. b) Work in pairs, in groups, and with computers. c) Wherever possible, contact with native speakers, including by letter or email. d) Possibly the chance to travel abroad on a school study visit.


This is the best course for most people who want to start a new language. (Some pupils manage to move straight to National 5 in their first year of learning.) National 4 is also suitable if you have passed National 3 in a language and would like to continue with the same language.

Modern Languages Department

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There is no external exam for National 4. The following internal assessments will be taken in class, when your teacher judges that you are ready for them. They will be assessed just as ‘pass’ or ‘fail’. a) For Understanding Language, two assessments each of listening and reading. b) For Using Language, two assessments each of talking and writing. c) For the assignment, assessments of reading and talking/listening, as described above. These assessments can be combined in various ways. For example, listening and talking may be assessed at the same time through a single activity.

7. Careers

A basic competence in a foreign language is more and more useful, especially in work involving:

a) face-to-face contact with clients, sales and marketing b) computing and IT c) accountancy and finance

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Modern Languages National 5 - S5/S6 Subject Information Sheet French or German


a) To learn to communicate in detailed language in a range of contexts. b) To learn more about the countries where the language is spoken. c) To learn more about how language works in general and increasingly make connections between the foreign language and English.


Unit 1, Understanding Language, develops the skills of listening and reading. Unit 2, Using Language, develops the skills of talking and writing. These two units are not taken separately. They are completely integrated, so that learners will usually practise all four skills in the same lesson. The language skills will be developed in a wide range of situations, within the four contexts: Society – e.g. people, relationships, health, the environment Learning – e.g. school, studying, plans for the future Employability – e.g. comparing jobs, developing employability skills, money Culture – e.g. TV, films, books, music, visiting people and places The exact themes will depend on the learners’ choices and interests, and the focus will be on life in the other country.


Normally, National 4 in the language concerned. Note: National 5 is normally taught parallel to the Higher class, which covers the same themes at a more advanced level. So if you start National 5 and do very well, you may be able to change to Higher in consultation with your teacher.


a) Work with text books, CDs and DVDs. b) Work in pairs, in groups, and with computers. c) Wherever possible, contact with native speakers, including by letter or email. d) Possibly the chance to travel abroad on a school study visit.


It could be a way to upgrade your qualifications if you did not get grade A or B in National 5. The topics will be different to the ones you covered in S4 and will be suited to people aged 16 or over. Some beginners also manage to do National 5 in one year.

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6. How is the Course assessed? Assignment Writing This is done in class time with your teacher. You will be given a topic to write about and will have the opportunity to redraft it after your teacher as annotated it. It will be sent away to the exam board for marking. This, along with the piece of writing you do during the end of course exam is worth (25%)

End-of-course exam

a) One question paper in reading (25% of the course mark) and writing. b) One question paper in listening (25%). c) One final test of talking (25%) done with your own teacher.

7. Careers

Competence in a foreign language is increasingly valued by employers, especially in work involving: (a) face-to-face contact with clients, sales and marketing (b) computing and IT (c) accountancy and finance For more information see www.languageswork.org.uk

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Modern Languages Higher - S5/S6 Subject Information Sheet French or German


a) To begin to communicate independently and flexibly, using detailed and complex language.

b) To learn a lot about the countries where the language is spoken. c) To learn more about how language works in general, and reflect on connections

between the foreign language and English.


Unit 1, Understanding Language, develops the skills of listening and reading. Unit 2, Using Language, develops the skills of talking and writing. These two units are not taken separately. They are completely integrated, so that learners will usually practise all four skills in the same lesson. The language skills will be developed in a wide range of situations, within the four contexts: Society – e.g. people, relationships, health, the environment Learning – e.g. school, studying, plans for the future Employability – e.g. comparing jobs, developing employability skills, money Culture – e.g. TV, films, books, music, visiting people and places In the context of culture, learners can expect read some extended stories written in the foreign language, and to study a film in some depth. The exact themes will depend on the learners’ choices and interests, and the focus will be on life in the other country.


Normally, a pass at National 5 at Grade A or B in the language concerned. Note: Higher is normally taught parallel to the National 5 class, which covers the same themes at an easier level. So if you start Higher and find it too difficult, you could change to National 5, or do Higher over two years, in consultation with your teacher.


a) Work with text books, CDs and DVDs. b) Work in pairs, in groups, and with computers. c) Work with native speakers, including where possible by email or video

conference. d) Possibly the chance to travel abroad on a school study visit.

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The Higher course should enable you to start to feel independent in using the language. It may enable you to go on to study languages at Advanced Higher level or university, or to take a modern languages option alongside other studies (often including time studying abroad). Highers in two languages are an essential part of the Scottish Languages Baccalaureate.


Unit assessments The following internal assessments will be taken in class, when your teacher judges that you are ready for them. They will be assessed just as ‘pass’ or ‘fail’. a) For Understanding Language, one assessment each of listening and reading. b) For Using Language, one assessment each of talking and writing. These assessments can be combined in various ways. For example, listening and talking may be assessed at the same time through a single activity. End-of-course exam

a) Question papers testing the skills of

Reading and translation (30% of the course mark) Listening (20%) Writing (20%).

b) One final test of talking (30%) done with your own teacher.

7. Careers

There are more and more careers where language skills are important, including tourism, banking, commerce, ICT, the armed forces, the civil service, and primary teaching. You would be able to take a job in another EU country. You would also be able to compete against people from other countries for jobs in Britain needing foreign language skills. For more information see www.languageswork.org.uk

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Modern Studies National 5 - S5/S6 Subject Information Sheet 1. Aims of the Course

To develop a knowledge and understanding of contemporary political, social and international issues.

To develop skills in research, analysis and evaluation.


The course is divided into three units: 1 Democracy in Scotland and the UK In this unit you will study the following areas:

the ways in which MPs represent constituents in local area and the UK Parliament

the role of the House of Lords in the UK political system UK voting systems how to vote general election campaigns in the UK the rights and responsibly of the voter ongoing debates about the nature of the political system in the United

Kingdom 2 Social Issues In this unit you will examine why some groups within society experience inequality. You will explore the following areas:

evidence of social inequalities such as official reports and academic research causes of social inequalities, such as unemployment, low income,

educational attainment, discrimination consequences of social inequalities on individuals/families, communities and

the wider society responses to social inequalities from government, individuals, the voluntary

sector and the private sector 3 International Issues This unit will focus on South Africa as a major world power. You will examine the following areas:

the South African political system socio-economic issues such as employment, income, migration, housing,

health, education, crime and the law South Africa’s success in tackling socio-economic issues South Africa’s impact on other countries.

There is also an opportunity for you to personalise your learning by carrying out a piece of independent research into a contemporary issue of your own choice. This independent research will form the basis of the National 5 Assignment (see below).

Modern Studies Department

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National 5 Modern Studies is a suitable course for anyone who has an interest in the subject.


These will include: class discussions debates individual investigations/research group work


Are you someone who is interested in the world around you? Do you have an interest in politics, current affairs or contemporary society? Are you interested in some of the political, social and international issues in the description above? If so, then this is most likely the course for you. By studying Modern Studies you will gain an opportunity to fully engage with a range of challenging contemporary issues, while at the same time equipping yourself with valuable skills in research, analysis and evaluation.


Assignment – This is a piece of independent coursework (an extended report). Your assignment is externally assessed and counts towards your overall grade.

Question paper – This is the final exam at the end of the course. You will be assessed on each of the three course units (see above).

7. Careers

National 5 Modern Studies can be an extremely useful qualification to have if you are interested in a career in politics, the civil service, social work, community work, teaching, health care, social care, journalism, broadcasting, law, charity work or just about anything else.

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Modern Studies Higher - S5/S6 Subject Information Sheet 1. Aims of the Course

To develop a knowledge and understanding of contemporary political, social and international issues.

To develop skills in research, analysis and evaluation.


The course is divided into three units: 1 Democracy in Scotland and the UK In this unit you will study the following areas:

constitutional arrangements ongoing debates about the nature of the political system in the United

Kingdom representative democracy the the United Kingdom the impact of voting systems and a range of factors which affect voting

behaviour the ways in which citizens are informed about, participate in, and influence

the political process the impact of membership of the European Union

2 Social Issues In this unit you will explore the following issues:

the nature of social inequality in the United Kingdom theories and causes of inequality the impact of inequality on specific groups in society attempts to tackle inequalities and their effectiveness

3 International Issues This unit will focus on South Africa as a major world power. You will examine the following areas:

the South African political system recent socio-economic issues the effectiveness of the government in tackling socio-economic issues the role played by South Africa in international relations

There is also an opportunity for you to personalise your learning by carrying out a piece of independent research into a contemporary issue of your own choice. This independent research will form the basis of the Higher Assignment (see below).


Higher Modern Studies is a suitable course for you if you have already achieved a Grade C pass at National 5.

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These will include: class discussions debates individual investigations/research group work essay writing


Are you someone who is interested in the world around you? Do you have an interest in politics, current affairs or contemporary society? Are you interested in some of the political, social and international issues in the description above? If so, then this is most likely the course for you. By studying Modern Studies you will gain an opportunity to fully engage with a range of challenging contemporary issues, while at the same time equipping yourself with valuable skills in research, analysis and evaluation.


Assignment – This is a piece of independent coursework (an extended report). Your assignment is externally assessed and counts towards your overall grade. It is worth 30 marks.

Question paper – This is the final exam at the end of the course. It consists of two papers. Paper 1 requires candidates to answer a series of extended responses on each of the three units (see above). It is 1 hour 45 minutes and is worth 52 marks. Paper 2 assesses a candidate’s skills in handling sources. It is 1 hour 15 minutes and is worth 28 marks.

7. Careers

Higher Modern Studies can be an extremely useful qualification to have if you are interested in a career in politics, the civil service, social work, community work, teaching, health care, social care, journalism, broadcasting, law, charity work or just about anything else.

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Music National 5 - S5/S6 Subject Information Sheet


To develop the pupil’s ability to play and perform music on 2 different instruments of their choice from those available in the department. (This includes instruments that pupils may be receiving instrumental instruction on).

To develop the pupil’s ability to understand compositional techniques and use these to compose.

To develop the pupil’s understanding of musical terminology and theory and their ability to use this knowledge to comment on a range of styles and types of music.


Students will work towards a National Qualification at National 5.

The course has 3 elements: Performance – You will learn and perform music in a variety of styles and

genres and developing skills on the 2 chosen instruments. By the end of the course you must reach Grade 3 standard or above.

Composition - You will study composer’s work and learn how to use

compositional techniques to compose music to the required standard for the qualification.

Understanding Music: You will develop a knowledge and understanding of

musical concepts, musical theory and a range of musical styles and periods.


1) A pass at National 4 or a keen interest in developing your musical skills. 2) You need to be able to play 2 instruments 3) An interest in learning about all styles of music. 4) An interest in developing your composition skills

4. Why study Music? Studying Music will help you:

develop and express your creativity develop an appreciation of aesthetic and cultural values, identities and ideas develop transferable skills think innovatively meet challenges positively find imaginative solutions develop self-awareness, self-discipline and determination develop skills of communication, evaluation and leadership

Music Department

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Careers for which a qualification in Music would be useful include, amongst others: App Development/Arranging/Arts Administrator/Audio Engineer/Broadcast Engineer/Commercial Jingle Composer/Community Arts worker/Cruise Ship Performer/Events Organiser/Film composer/Foley Artist/Musician/Music Journalist/Musicologist/Music Teacher/Piano tuner/Radio Producer/Record Producer/Songwriter/Sound Engineer.


1) Performing is assessed by a visiting examiner and is worth 50% of the course award/final grade.

2) Listening skills are assessed with a 45-minute written listening exam and is

worth 35% of the course award/final grade.

3) Composing is assessed by SQA and will be worth 15% of the overall course award/final grade.

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Music Higher - S5/S6 Subject Information Sheet


The Higher Music Course is designed to help learners develop their knowledge of music concepts and music literacy and to integrate and apply this understanding in practical learning activities.

Develop performing skills in solo and/or group settings on their selected instruments or on one instrument and voice.

Perform challenging music with sufficient accuracy while maintaining the

musical flow.

Create original music using compositional methods and music concepts creatively when composing, arranging or improvising.

Broaden their knowledge and understanding of music and musical literacy

and identifying a range of music signs, symbols and music concepts.

Critically reflect on and evaluate their own work and that of others.


The course has 3 elements: Performance – You will learn and perform music in a variety of styles and genres

and developing skills on the 2 chosen instruments. By the end of the course you must reach Grade 4 standard or above.

Composition - You will study composer’s work and learn how to use

compositional techniques to compose to the required standard for the qualification.

Understanding Music: You will develop a knowledge and understanding of

musical concepts, musical theory and a range of musical styles and periods.


The best preparation for Higher music is an A/B at National 5. 1) You need to be able to play 2 instruments at grade 3/4 standard. 2) An interest in learning about all styles of music. 3) An interest in developing your composition skills


This course will help you to develop your performing skills, individually and in small groups. It will also help to broaden your understanding of all types of music. It can be used as an entry requirement to most University and College courses. It is also a requirement for most further education courses in music.

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6. How is the Course assessed? Revised assessment arrangements for all Higher courses will be issued by the SQA in April 2018. We anticipate that the Higher Music course will follow on from current National 5 course structure which could possibly be as follows:

1) Performing is assessed by a visiting examiner and is worth 50% of the course

award/final grade.

2) Listening skills are assessed in a 1 hour written listening exam and is worth 35% of the course award/final grade.

3) Composing is assessed by SQA and will be worth 15% of the overall course

award/final grade.

7. Careers

Higher music is the requirement for the Advanced Higher Music Course. It will allow entry onto higher education courses in music and traditional music. It can also help for pupils who wish to move into performing / sound engineering / and performing arts.

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PE Higher/National 5 - S5/S6 Subject Information Sheet


The main aims of the Course are to enable the learner to:

develop a broad and comprehensive range of complex movement and performance skills, and demonstrate them safely and effectively across a range of challenging contexts

select and apply skills and make informed decisions to effectively perform in physical activities

analyse mental, emotional, social and physical factors that impact on performance

understand how skills, techniques and strategies combine to produce an effective performance

analyse and evaluate performance to enhance personal effectiveness The Course is suitable for learners who have an interest in and enthusiasm for developing movement and performance skills. It will broaden their learning experience and contribute to their own health and wellbeing. The Course is also suitable for learners progressing from the National 5 Physical Education Course, because it will give them the opportunity to develop the knowledge, understanding and skills they need to pursue further study or a career in Physical Education.


The Course has two mandatory Units: Performance Skills In this Unit, learners will develop a broad and comprehensive range of complex movement and performance skills through physical activities. They will select, demonstrate, apply and adapt these skills, and will use them to make informed decisions. They will also develop their knowledge and understanding of how these skills combine to produce effective outcomes. Learners will develop consistency, precision, control and fluency of movement. They will also learn how to respond to and meet the demands of performance in a safe and effective way. Physical Education: Factors Impacting on Performance In this Unit, learners will develop their knowledge and understanding of mental, emotional, social and physical factors that impact on personal performance in physical activities. Learners will consider how these factors can influence effectiveness in performance. They will develop knowledge and understanding of a range of approaches for enhancing performance and will select and apply these to factors that impact on their personal performance. They will create personal development plans, modify these and justify decisions relating to future personal development needs.

Physical Education Department

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None.


planning, developing, implementing and evaluating performance selecting, demonstrating and safely applying a broad and comprehensive

range of complex movement and performance skills in challenging contexts decision-making and problem-solving in challenging contexts analysing factors that impact on performance explaining a range of approaches for developing performance analysing the recording, monitoring and evaluation of performance

development


Pupils will gain experience in different activities with a greater understanding of how they can improve their performance. A more detailed knowledge will be acquired of the factors that impact on performance. There will be plenty of opportunity to participate.


In this Course, added value will focus on:

♦ challenge ♦ application The learner will be assessed by a performance (60 % of overall mark) and a question paper

(40% of overall mark). Together, they will add challenge and

application to the Course as the learner will integrate, extend and apply the skills, knowledge and understanding they have learned during the Course. The purpose of the performance is to assess the learner’s ability to plan, prepare for, perform and evaluate their own personal performance in one physical activity. The performance consists of three stages: Planning and preparation, Single performance and Evaluation. The context of the single performance must be challenging, competitive and/or demanding. The purpose of the question paper is to assess the learner’s ability to integrate and apply knowledge and understanding from across the Units.

7. Careers

Teaching, coaching, leisure industry

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Physics National 5 – S5/S6 Subject Information Sheet


The purpose of the N5 Physics Course is to develop learners’ interest and enthusiasm for physics in a range of contexts. Physics gives learners an insight into the underlying nature of our world and its place in the universe. From the sources of the power we use, to the exploration of space, it covers a range of applications of the relationships that have been discovered through experiment and calculation, including those used in modern technology. An experimental and investigative approach is used to develop knowledge and understanding of physics concepts. This Course will enable learners to develop a deeper understanding of physics concepts and the ability to describe and interpret physical phenomena using mathematical skills. They will develop scientific methods of research in which issues in physics are explored and conclusions drawn.

2. Course Descriptions:

The Course has three mandatory Units, as listed below, which are designed to provide progression to the corresponding Units at Higher. The general aim of this course is to develop skills of scientific inquiry, investigation and analytical thinking, along with knowledge and understanding of electricity and energy. Learners will apply these skills when considering the applications of electricity and energy on our lives, as well as the implications on society/the environment. This can be done by using a variety of approaches, including investigation and problem solving. Physics: Electricity and Energy (National 5) The Unit covers the key areas of energy transfer, heat and the gas laws. Learners will research issues, apply scientific skills and communicate information related to their findings, which will develop skills of scientific literacy. Physics: Waves and Radiation (National 5) The Unit covers the key areas of waves and nuclear radiation. Learners will research issues, apply scientific skills and communicate information related to their findings, which will develop skills of scientific literacy. Physics: Dynamics and Space (National 5) The Unit covers the key areas of kinematics, forces and space. Learners will research issues, apply scientific skills and communicate information related to their findings, which will develop skills of scientific literacy.

3. Recommended Entry

N4 Pass Physics and Maths

Physics Department

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Advances in physics mean that our view of what is possible is continually being updated. This Course allows learners to deepen their understanding of the processes behind scientific advances, and thus promotes awareness that physics involves interaction between theory and practice. The Course will therefore enable learners to become scientifically literate citizens who will recognise the impact physics makes on their lives, the environment and society, and be able to appreciate topical scientific debate. Learners will develop skills for learning beyond Higher and for employment.

6. Assessment

Internal SQA Assessments External SQA Assessments Investigation Assignment (worth 20%) Unit Assessments 21/2 Hour Exam (worth 80%)

7. Careers

You can follow many career options through the study of Physics. Health Related: Medicine, Vet Medicine, Physiotherapy, Radiography, Dentistry, Nursing Engineering: Electrical, Chemical, Biomedical, Biomechanical, Aeronautical,

Civil, Mechanical, Photonics, Nuclear, Agricultural, Marine, Building Trade: Electrician, Plumber, Joiner Electronics: Electrician, Mechanic, Installation, Electrotechnical,

Instrumentation Many pupils choose to study Physics as they enjoy the subject. It could be that they do not specifically require Physics for their future career.

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Physics Higher – S5/S6 Subject Information Sheet 1. Aims of the Course

The purpose of the Higher Physics Course is to progress on knowledge gained from N5 Physics and develop learners’ interest and enthusiasm for physics in a range of contexts. Physics gives learners an insight into the underlying nature of our world and its place in the universe. From the sources of the power we use, to the exploration of space, it covers a range of applications of the relationships that have been discovered through experiment and calculation, including those used in modern technology. An experimental and investigative approach is used to develop knowledge and understanding of physics concepts. This Course will enable learners to develop a deeper understanding of physics concepts and the ability to describe and interpret physical phenomena using mathematical skills. They will develop scientific methods of research in which issues in physics are explored and conclusions drawn.


The Course has four mandatory Units, as listed below, which are designed to provide progression to the corresponding Units at Higher. The general aim of this course is to develop skills of scientific inquiry, investigation and analytical thinking, along with knowledge and understanding of our dynamic universe. Learners will apply these skills when considering the applications of our dynamic universe, particles and waves and electricity on our lives, as well as the implications on society/the environment. This can be done by using a variety of approaches, including investigation and problem solving. Physics: Our Dynamic Universe (Higher) The Unit covers the key areas of kinematics, dynamics and space-time. Learners will research issues, apply scientific skills and communicate information related to their findings, which will develop skills of scientific literacy. Physics: Particles and Waves (Higher) The Unit covers the key areas of particles and waves. Learners will research issues, apply scientific skills and communicate information related to their findings, which will develop skills of scientific literacy. Physics: Electricity (Higher) The Unit covers the key areas of electricity, and electrical storage and transfer. Learners will research issues, apply scientific skills and communicate information related to their findings, which will develop skills of scientific literacy. Researching Physics (Higher) The general aim of this Unit is to develop skills relevant to undertaking research in Physics. Learners will collect and synthesize information from different sources, plan and undertake a practical investigation, analyse results and communicate information related to their findings. They will also consider any applications of the physics involved and implications for society/ the environment

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N5 Physics Grade A or B AND N5 Maths Grade A or B




Advances in physics mean that our view of what is possible is continually being updated. This Course allows learners to deepen their understanding of the processes behind scientific advances, and thus promotes awareness that physics involves interaction between theory and practice. The Course will therefore enable learners to become scientifically literate citizens who will recognise the impact physics makes on their lives, the environment and society, and be able to appreciate topical scientific debate. Learners will develop skills for learning beyond Higher and for employment.


Internal SQA Assessments Investigation 4 Unit Tests External SQA Assessments Assignment (30 marks) (worth 23% final grade) 2 ½ Hour Exam (100 marks) (worth 77% final grade)

7. Careers

You can follow many career options through the study of Physics. Health Related: Medicine, Vet Medicine, Physiotherapy, Radiography, Dentistry, Nursing, Engineering: Electrical, Chemical, Biomedical, Biomechanical, Aeronautical,

Civil, Mechanical, Photonics, Nuclear, Agricultural, Marine, Building Trade: Electrician, Plumber, Joiner Electronics: Electrician, Mechanic, Installation, Electrotechnical,

Instrumentation Many pupils choose to study Physics as they enjoy the subject. It could be that they do not specifically require Physics for their future career.

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RMPS Higher- S5/S6 Subject Information Sheet 1. Aims of the Course

To develop a knowledge and understanding of a range of religious, moral and

philosophical issues. To develop skills in critical thinking, analysis and evaluation.


The course is divided into three units: 1 World Religion In this unit you will study some of the key beliefs and practices of either Buddhism or Islam. 2 Morality and Belief In this unit you will explore how we go about making moral decisions, by focusing on a number of religious and secular perspectives. You will then go on to study one of the following moral issues in depth:

crime and punishment medical ethics war and peace

3 Religious and Philosophical Questions In this unit you will examine one of the following religious and philosophical questions in depth:

How can we explain the origins of the universe? How can we explain the existence of evil and suffering?

There is also an opportunity for you to personalise your learning by carrying out a piece of independent research into a religious, moral or philosophical issue of your own choice. This independent research will form the basis of the Higher Assignment (see below).


Higher RMPS is a suitable course for you if you have already achieved a Grade C pass at N5 RMPS, N5 in English and/or any of the social subjects.


These will include: class discussions debates individual investigations/research group work role play essay writing

RMPS Department

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Are you someone who is interested in questions about life, its meaning (if indeed it has any) and what others believe? Are you interested in some of the religious, moral and philosophical issues in the description above? If so, then this is most likely the course for you. By studying RMPS you will gain an opportunity to fully engage with some of life’s most challenging questions, while at the same time equipping yourself with valuable skills in critical thinking, analysis and evaluation.


Assignment – This is a piece of independent coursework (an extended essay). Your assignment is externally assessed and counts towards your overall grade. It is worth 30 marks.

Question paper – This is the final exam at the end of the course. It consists of two papers. Paper 1 is on the World Religion and Morality and Belief units. It is 2 hours 15 minutes and worth 60 marks. Paper 2 is on the Religious and Philosophical Questions unit. It is 45 minutes and worth 20 marks.

7. Careers

Higher RMPS can be an extremely useful qualification to have if you are interested in a career in social work, psychology, community work, teaching, health care, journalism, broadcasting, law, politics, charity work or just about anything else.

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Philosophy Higher- S5/S6 Subject Information Sheet 1. Aims of the Course

To develop a knowledge and understanding of various philosophical issues.

To develop skills in critical thinking, analysis and evaluation.


The course is divided into three units: 1 Arguments in Action In this unit you will develop your ability to analyse and evaluate arguments. You will develop a knowledge and understanding of argument structure, philosophical technique and how to identify errors in reasoning. 2 Knowledge and Doubt In this unit you will analyse and evaluate different theories of knowledge. You will develop a knowledge and understanding of rationalism and empiricism, by focusing on the work of philosophers Descartes and Hume. 3 Moral Philosophy In this unit you will develop skills in analysing and evaluating several moral theories. You will develop a knowledge and understanding of Utilitarianism and Kantian ethics, by focusing on the work of philosophers Bentham, Mill and Kant. There is also an opportunity for you to personalise your learning by carrying out a piece of independent research into a philosophical question/issue. This independent research will form the basis of the Higher Assignment (see below).


Ideally you will have achieved at least a Grade B pass at National 5 in English, and an equivalent grade in one of the social subjects (including RMPS). Higher Philosophy is a demanding course which requires an ability to read complicated texts and good writing skills. It is a particularly useful course for anyone considering the option of further study at university.


These will include: class discussions debates individual investigations/research group work essay writing

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Are you someone who is interested in argument and debate? Are you interested in some of the philosophical issues in the description above? If so, then this is most likely the course for you. By studying philosophy you will gain an opportunity to fully engage with some extremely challenging questions, while at the same time equipping yourself with valuable skills in critical thinking, analysis and evaluation.


Question Paper - Paper 1 requires candidates to answer a series of questions on each of the three units with short responses. It is 1 hour 45 minutes and is worth 50 marks.

Question Paper – Paper 2 consists of extended essay questions on Knowledge and Doubt and Moral Philosophy. It is 2 hours 15 minutes and is worth 60 marks.

7. Careers

Higher Philosophy can be an extremely useful qualification to have if you are interested in a career in teaching, journalism, broadcasting, law, politics or just about anything else.

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Checkpoint Your Pupil Support teacher will help you plan a course of study for S5 by

giving you information about courses, reviewing your abilities, interests and qualities and discussing options available to you when you leave school.

You should spend time in PSE and at home researching the qualifications

and skills that you are likely to need for any career you have in mind or for college or university. This will have a direct bearing on the subjects that you choose.

Be realistic in your choice of courses for S5. Higher courses are

considerably more demanding than National courses and you may be well advised to follow a mixture of Higher and National courses.

However, pupils who are intending to go to university may have to take a

number of Highers to meet entrance requirements. Try and ensure there is a good balance in your chosen subjects. As far as

possible you should choose a reasonable spread of subjects, although you must ensure that you have included subjects that are essential for a particular job or career you are interested in pursuing.

Overall: Research carefully what is likely to be the best course choices for you.

Be realistic in the choice and level of courses you make. Make your courses as balanced and varied as possible. You need to be ready to work really hard in S5 in school and at home to give yourself the best chance of succeeding.

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S4 into S5 Checklist

Have a go at the checklist below and then write down your subject choices on the draft options form.

Why are you keen to return for S5 – Give four reasons?

To succeed in S5 I am going to have to ensure that I:

1. _____________________________________ 2. _____________________________________ 3. ____________________________________

The Subjects that I am considering are – you must do 5 – one of them being Higher or National 5 English Name of Subject Why are you considering it?

1. ____________________________ ___________________________ 2. ____________________________ ___________________________

3. ____________________________ ___________________________

4. ____________________________ ___________________________

5. ____________________________ ___________________________

6. ____________________________ ___________________________

7. ____________________________ ___________________________

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ANDERSON HIGH SCHOOL CLASS 5 ‐ SUBJECT CHOICE 2018/19

PUPIL NAME _____________________________________________________________________ DATE OF BIRTH ______________________________________ GENDER __________________ CURRENT SCHOOL/CLASS___________________________________________________________ 1. Pupils study 5 subjects in S5. You are expected to study English at either Higher or National

level and 4 other subjects. Information on all subjects is contained in the Options Booklet. 2. Every effort will be made to give you all your choices, but this cannot be guaranteed. It may be

impossible to timetable your preferred combination of subjects, or there may be no class if the number of pupils requesting a subject is too small.

3. If you cannot be given all your choices, you will be informed as soon as possible. 4. There may be some alteration to your courses in August, when SQA results are known, but

there is an expectation that you will complete the courses you have chosen. Your Pupil Support Teacher will be able to help you with this process. ENTER YOUR SUBJECT OPTIONS BELOW:

Subject

Level For official use

1.

English

2.

3.

4.

5.

Your signature at this stage confirms your intention of entering S5 at the Anderson High School, and that you accept the conditions set out above. Completed forms should be with AHS Pupil Support Teachers by Monday 05 March 2018. Pupil signature ________________________________________________ Date _____________ Parent/Carer signature __________________________________________ Date _____________

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