Where now 2017-18 SQA courses booklet

SQA Choices Senior Phase 2017 – 2018

Preston Lodge High School

SQA Choices

What is this Booklet for?

This booklet is aimed at all S3, S4, and S5 students who intend to return to school for S4, S5 or S6 and describes the SQA courses available in 2017 – 2018.

What SQA Levels do we offer?

National Qualification National 3

Detail

National 4

Broadly equivalent to the old Standard Grade General level or Intermediate 1, these courses have no end-of-year examination and student achievement is judged through ongoing in-school assessment. These courses have four hours of in-class study per week.

National 5

Broadly equivalent to the old Standard Grade Credit level or Intermediate 2.

There is an end-of course examination at this level. These courses usually have four hours of in-class study per week for two year courses and one year courses.

These courses are suitable for students who have achieved an A or B at National 5 or who have been recommended for Higher level at the end of S3.

Some Higher courses are also appropriate as new subjects taken over one year for students with a proven record of attainment. Certain subjects may request a higher level of qualification than these baseline qualifications. Such higher expectations will be based on SQA advice regarding pass rates. One year Higher courses will usually have five hours of in-class study per week. Two year Higher courses have four hours of in-class study.

Higher

Post-Higher Provision: Advanced Higher

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

Again, these courses currently remain the same, although adjustments will be made in future. These courses are suitable for students who have obtained good Higher grade passes and who intend progressing to Higher education courses. Many Advanced Higher courses run for only 2 or 3 periods per week and time allocations are based on staffing and student uptake.

SQA Choices

Post-Higher Provision Throughout this booklet you will find reference to Advanced Highers in various subjects. Each descriptor of an Advanced Higher provides an idea of the kind of experience that a student can expect in a particular subject. However, a much greater variety of post-Higher study options now exist for our students, most noticeably Open University courses, which are fully described in our Choices for the Senior Phase booklet.

As usual, Advanced Higher courses will only run where good student numbers exist. Where good numbers do not exist, or where a student has a more specific interest in a particular area, the Open University courses, or various other post-Higher opportunities may provide the most positive way forward.

Our commitment is to ensure that students can progress their learning in particular subjects to best prepare them for next steps.

Availability of courses All courses and options described in this booklet are subject to staffing capacity and student uptake.

Changes to Courses Following the 2016 decision by the Scottish Government to remove unit assessments from National Qualifications, all course descriptions in this booklet are subject to change between now and summer 2017. These changes are currently out for consultation.

The descriptions in this booklet are based on course structures in existence prior to these changes.

Although alterations are very likely, the essential content of courses described in this booklet will remain similar in structure.

However, one change which is already known is that the value added units described in National 5 courses, which lead to compensatory National 4 in the event of a student failing the National 5 exam, will not be in place in session 2017-18.

SQA Choices

Contents Curricular Area – Expressive Arts Subjects

Art and Design National 4 Art and Design National 5 Art and Design Higher Art and Design Post-Higher Provision: Advanced Higher Portfolio Art Studies

1 2 4 6 7

Drama National 4 Drama National 5 Drama Higher

8 9 10

Music National 4 Music National 5 Music Higher Music Post-Higher Provision: Advanced Higher

11 12 13 14

Curricular Area – Health and Wellbeing Subjects

Hospitality National 3, 4 and 5 Fashion & Textiles Technology National 5/Higher Health & Food Technology National 5/Higher Practical Cake Craft National 5

15 16 17 18

Physical Education National 4 Physical Education National 5 Physical Education Higher Physical Education Post-Higher Provision: Advanced Higher

19 20 21 22

Curricular Area – Humanities Subjects

Geography National 5 Geography Higher Geography Post-Higher Provision: Advanced Higher

23 25 26

History National 4 or National 5 History Higher History Post-Higher Provision: Advanced Higher

27 28 29

SQA Choices

Modern Studies National 4 or 5 Modern Studies Higher Modern Studies Post-Higher Provision: Advanced Higher

30 32 33

People & Society National 3/4

34

Religious Moral and Philosophy Studies National 4 Religious Moral and Philosophy Studies National 5 Religious Moral and Philosophy Studies Higher Religious Moral and Philosophy Studies Post-Higher Provision: Advanced Higher Philosophy Higher

36 38 40 41 42

Curricular Area – Languages Subjects

English National 3 English National 4 English National 5 English Higher English Post-Higher Provision: Advanced Higher

43 44 45 46 47

Subjects

French National 4/5 French Higher French Post-Higher Provision: Advanced Higher

48 49 50

German National 4/5 German Higher

51 52

Curricular Area – Numeracy Subjects

Life Skills Mathematics National 3 Life Skills Mathematics National 4 Life Skills Mathematics National 5 Mathematics National 4 Mathematics National 5 Mathematics Higher Mathematics Post-Higher Provision: Advanced Higher

53 54 55 56 57 58 60

Curricular Area – Science Subjects

Biology National 4 Biology National 5 Biology Higher/Human Biology Higher Biology Post-Higher Provision: Advanced Higher

61 62 63 64

SQA Choices

Chemistry National 4 Chemistry National 5 Chemistry Higher Chemistry Post-Higher Provision: Advanced Higher

65 66 67 68

Physics National 4 Physics National 5 Physics Higher Physics Post-Higher Provision: Advanced Higher

69 70 71 72

Curricular Area – Technologies Subjects

Administration and IT National 4 Administration and IT National 5 Administration Higher

73 74 75

Business National 4 Business National 5 Business Management Higher Business Management Post-Higher Provision: Advanced Higher

76 77 78 80

Computing Science National 4 Computing Science National 5 Computing Studies Higher Computing Studies Post-Higher Provision: Advanced Higher

82 83 85 86

Design and Manufacture National 3

88

Design and Manufacture National 4 and 5 Design and Manufacture Higher Design and Manufacture Higher

89 90 91

Graphic Communication National 4 Graphic Communication National 5 Graphic Communication Higher Graphic Communication Post-Higher Provision: Advanced Higher

92 93 95 98

Practical Craft Skills National 3, 4 and 5

100

ALL COURSES AND LEVELS ARE OFFERED SUBJECT TO THE AVAILABLITY OF SUITABLE STAFFING, ACCOMMODATION AND BUDGET.

SQA Choices

Curricular Area:

Expressive Arts

Subject:

Art and Design National 4

Aims of the Course: The aim of the Course is to provide a broad practical experience of art and design.

Learners will have the opportunity to use a variety of art materials, techniques and processes to express their thoughts, observations and feelings and to solve problems through design.

The course work will add to and improve to their range of skills and a broad range of choices should provide something for every individual learner to become involved in and progress.

The Course Contains two activities Expressive activity The general aim is to express a point of view or feeling by using art materials to make pictures, and objects which reflect the learners own ideas on any given subject.

The course will improve and develop a range of skills and an awareness of processes and working methods through demonstration by staff and the study of professional artists work.

Design activity Working from given or chosen brief, learners will learn to use the methods of professional designers to analyse the needs of the end user and to provide appropriate and practical solutions to the given problem.

The course will also include the Practical added value unit. This unit encourages the learner to use the skills processes and techniques learned in either the expressive or design activities to undertake a more challenging piece of work. This more ambitious work should display the learner‘s ability to apply the knowledge gained. This is a natural progression for the learner and a welcome opportunity to put the learning into context. Reflect and evaluation of their own work as an intefral part of the course and assessment Course assessment At the end of the course the learners present a sequenced folio of work which is checked against evidence requirements set by SQA. The learner is deemed to have completed or failed to complete the course at this point.

The completed course is the checked against national published SQA standards by Preston Lodge HS art staff. The SQA then visit the centre to check that the learners work is is in line with national standards.

This is known as moderation.

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SQA Choices

Curricular Area:

Expressive Arts

Subject:

Art and Design National 5

Aims of the Course The aim of the Course is to provide opportunities for learners to develop their thoughts and ideas before exploring how they can use art design media equipment and materials creatively and expressively. They will develop their problem solving skills and will be encouraged to explore the creative use technology when developing and producing art and design work.

Learners will have the opportunity to use a variety of 2D and 3D art materials, techniques and processes. The course allows learners to develop their practical skills and to investigate how artists and designers create and develop their ideas.

Critical thinking skills and reflective skills are also developed in support of learners own work.

Course Content Expressive activity

folio 1

The general aim is to express a point of view or feeling by using art materials to make pictures, and objects which reflect the learners own ideas or views on any given subject. The learner will select and use art materials techniques and or technology to produce a range of plans and sketches for artwork. The learner will reflect and select pieces to be more fully explored leading to a finished artwork .

The course will improve and develop a range of skills and an awareness of processes and working methods through demonstration by staff and through the critical study of professional artists‘ work.

The learner will be required within the expressive activity to undertake written critical evaluation and appreciation of the work of artists and to review edit and present their own work for assessment. An evaluation including the things which inspired and influenced their creative choices and decisions will be part of the presentation folio.

Design activity

folio 2

Working from a given or chosen brief, students will learn to use the methods of professional designers to analyse the needs of the end user and to provide appropriate and practical solutions to the given problem. The learner will engage with design issues; testing and developing their solutions; with a view to providing a designed solution which solves the problem. The learner will undertake to critically analyse and evaluate the work of designers.

Again the learner will be required to review edit and present their work for assessment. The learner should include an evaluation; describing the things that inspired their own work and influenced their creative choices and decisions; in the design folio.

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SQA Choices

Course Assessment Implicit in both these activities is the practical Added Value unit present in National 4 courses This area of activity allows the learner to be awarded a national 4 level in the event of a narrow failure to achieve at national 5.

At the end of the course the learners present a sequenced portfolio of work including one piece of finished Expressive work and one finished Design solution this portfolio will be sent to the SQA for marking.

There will also be a question paper set as an external exam which allows the learner to demonstrate their knowledge and understanding in written form of art and design practise. Marks (200) expressive activity 80 design activity 80 and written exam 40

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SQA Choices

Curricular Area:

Expressive Arts

Subject:

Art and Design Higher

Recommended previous Experience:

National 5 Art and Design or S3 recommendation for two year Higher

Aims of the Course Art and Design promotes aesthetic understanding, visual awareness, knowledge and appreciation. It encourages students to use a range of media and technology to understand, appreciate and respond to their world in creative visual and non-visual way. It promotes creative thinking, innovation and enterprise, and encourages self-reliance, initiative, problem solving and the development of personal opinions and imagery.

Course Content Continuous assessment will ensure pupils are advised of appropriate presentation level throughout the course.

Design Activity using the design method to identify a design brief investigate and gather knowledge and appropriate skills consider possibilities, ideas and problems produce solutions, present an outcome evaluate the process and outcome Expressive Activity identify a theme or area of interest investigate skills, resources, materials develop, visualise and compose ideas produce finished work as outcome Art & Design Studies identify area of study investigate artists and designers 1750 - present express knowledge and opinion analyse, compare, contrast ideas images and objects compose findings in essay format

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SQA Choices

Course Assessment Evidence Presented to SQA – Design Activity (Practical) From a Portfolio of coursework - present. 3 x A2 sheets of work Expressive Activity (Practical) From a Portfolio of coursework – present. 3 x A2 sheets of work Art & Design Studies An expressive folio of written investigation and analysis of art work.

A Design Folio of written investigation and analysis of art work as preparation for a 2 hour written exam displaying knowledge of visual arts and design.

General Comments We are always pleased to speak to pupils who have not studied Art and Design to give them advice on 1 or 2-year Higher courses in S5/6. Critical activity, the close study of the history of Art and Design means that a considerable amount of home based work is required. Ability in English is a strength. Drawing ability is also an advantage at this level. The course offers an opportunity for students to express themselves, solve visual and functional problems and to work directly with materials and equipment in a satisfying and enjoyable way.

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SQA Choices

Curricular Area:

Expressive Arts

Subject:

Post-Higher Provision: Art and Design Advanced Higher

Recommended previous Experience:

Higher Art and Design A or B or by consultation with Art staff

Aims of the Course    

To promote aesthetic understanding, visual awareness, knowledge and appreciation using a range of media and technology.

To understand, appreciate and respond to the world in creative visual and non visual ways.

To promote creative thinking, innovation and enterprise.

To encourage self-reliance, initiative, problem solving and the development and personal opinions and imagery

Course Content The course comprises of Expressive Activity - 80 hours and either Design Activity - 40 hours or Art & Design Studies - 40 hours Course Assessment Expressive Activity - 70% of course assessment Design Activity or Art & Design Studies - 30% of course assessment.

General Comments Students who wish to apply for colleges of Art & Design, Architecture etc should expect to devote extra time for college portfolio presentation. Tuition time is available by arrangement during self-study time. A good portfolio is the essential part of a college application.

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SQA Choices

Curricular Area:

Expressive Arts

Subject:

Post-Higher Provision: Portfolio Art Studies

Recommended previous Experience:

By negotiation with the Art & Design Curricular Area. Usually Higher Art and Design Grade A, B or C.

Aims of the Course To build a portfolio of work for entrance to colleges of Art, and Art based careers in general which require practical evidence of students ability.

Course Content A holistic approach to the student, building on strength and our knowledge of the further education requirements in the subject. Students often naturally evolve towards Advanced Higher.

Course Assessment Continuous and internal.

General Comments This is an exam free course designed to extend the range of skills and subject matter offering the student a range of art activities under the guidance of the art staff. This is a course for students building a portfolio for entrance to colleges of art, further education and art based careers in general.

Students should expect to devote as much available time as possible to the portfolio as college entry is uniquely based on the quality of work and evidence of development shown. Good Higher certificates will get the application accepted by a college. A good portfolio is essential for entry; the practical work is the real evidence of ability.

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SQA Choices

Curricular Area:

Expressive Arts

Subject:

Drama National 4

Aims of the Course National 4 Drama provides opportunities for learners to develop skills creating and presenting drama. This Course focuses on the development and use of a range of drama skills and production skills to present drama.

Course Content Drama Skills: The aim of this Unit is to provide learners with the skills and knowledge to create and present drama through the exploration and use of drama skills. Learners will respond to stimuli, generate ideas and use drama skills to portray character. Learners will explore the social and cultural influences on drama. They will learn how to reflect on their use of drama skills and the drama skills of others.

Production Skills: The general aim of this Unit is to provide learners with knowledge of production skills. They will use these skills to enhance drama when presenting. Learners will work with others in the following production areas: acting, lighting, sound, costume, props and make- up. They will learn how to reflect on their progress and that of other learners.

Performance Added Value Unit: The aim of this Unit is to enable the learner to provide evidence of added value for the National 4 Drama Course through the successful completion of a performance which will allow the learner to demonstrate application and challenge.

Course Assessment Prepare for, participate in and reflect on a drama performance in a selected role. A formal evaluation will be carried out by the pupils which shows their ability to identify strengths and areas of improvement. Internally assessed and moderated by the SQA. Prepare a portfolio and work through associated assignments. Internally assessed and moderated by the SQA.

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SQA Choices

Curricular Area:

Expressive Arts

Subject:

Drama National 5

Aims of the Course National 5 Drama provides opportunities for learners to develop skills creating and presenting drama. This Course focuses on the development and use of a range of drama skills and production skills to present drama.

Course Content Drama Skills: The aim of this Unit is to provide learners with the skills and knowledge to create and present drama through the exploration and use of drama skills. Learners will respond to stimuli, generate ideas and use drama skills to portray character. Learners will explore the social and cultural influences on drama. They will learn how to reflect on their use of drama skills and the drama skills of others.

Production Skills: The general aim of this Unit is to provide learners with knowledge of production skills. They will use these skills to enhance drama when presenting. Learners will work with others in the following production areas: acting, lighting, sound, costume, props and make- up. They will learn how to reflect on their progress and that of other learners.

Course Assessment Prepare for, participate in and reflect on a drama performance in a selected role. A formal evaluation will be carried out by the pupils which shows their ability to identify strengths and areas of improvement.

Question paper externally assessed by the SQA. Prepare a portfolio and work through associated assignments. Internally assessed and moderated by the SQA.

General Comments Students will also be required to complete the Music Performance Added Value Unit (National 4). Should a candidate fail to pass the external examinations at National 5 then on completion of the added value unit a National 4 course award will be awarded.

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SQA Choices

Curricular Area:

Expressive Arts

Subject:

Drama Higher

Recommended previous Experience:

Int 2 / National 5 course award in Drama (Grade A or B)

Aims of the Course Higher drama provides opportunities for learners to develop skills creating and presenting drama. The course focuses on the development and use of complex skills and production skills to present drama.

The course is practical and experiential.

The aims of the course are to enable learners to:     

Generate and communicate thoughts and ideas when creating drama Develop a knowledge and understanding of the complex social and cultural influences on drama Develop complex skills in presenting drama Develop knowledge and understanding of complex production skills when presenting drama Explore form, structure, genre and style.

Course Content Drama skills - Learners will respond to text, including stimuli, generate ideas and use complex drama skills to portray character. Learners will explore the social and cultural influences on drama. They will learn how to analyse and evaluate their use of drama skills and the drama skills of others. 9 SCQF credit points.

Production Skills -Learners will work with others in the following production areas: acting and/or design and/or directing. They will learn how to evaluate their progress and that of other learners.

9 SCQF credit points.

Course Assessment - The course also allows learners additional time for preparation for course assessment. The course assessment covers the added value of the course. 6 SCQF credit points.

Component 1 – question paper Component 2 – performance

40 marks 60 marks

Total Marks

100 marks

General Comments Elements of the Higher course will be supported by relevant theatre visits, some of which will be in the evening. A day’s acting/production workshop is also scheduled into the course. These parts of the course are optional but strongly recommended. Learners will also be expected to carry out rehearsals on their own time on occasions. Written homework is also an integral part of the course.

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SQA Choices

Curricular Area:

Expressive Arts

Subject:

Music National 4

Aims of the Course The aim of this course is to provide a broad practical experience of performing and creating music whilst developing the related knowledge and understanding of music. Course activities allow learners to work independently or in collaboration with others, and can help learners to plan and organise, to make decisions and to take responsibility for own learning.

Course Content Performing skills The aim of this Unit is to develop and refine performing skills on two selected instruments, or on one instrument and voice.

Understanding Music The aim of this Unit is to develop learners‘ knowledge and understanding of music, music concepts and musical literacy.

Composing Skills The aim of this Unit is to allow learners to experiment with using a range of compositional methods and music concepts in creative ways.

Music Performance Added Value Unit The aim of this Unit is to enable the learner to provide evidence of added value for the National 4 Music Course.

Course Assessment Performing skills Various performances to an audience over the school year. Internally assessed and moderated by the SQA. Understanding Music Internal assessment of concept and literacy knowledge in May and moderated by the SQA. Composing Skills Internally assessed and moderated by the SQA. General Comments The minimum standard required in performing skills is equivalent to Associated Board grade 2.

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SQA Choices

Curricular Area:

Expressive Arts

Subject:

Music National 5

Aims of the Course The aim of this course is to provide a broad practical experience of performing and creating music whilst developing the related knowledge and understanding of music. Course activities allow learners to work independently or in collaboration with others, and can help learners to plan and organise, to make decisions and to take responsibility for own learning.

Course Content Performing skills The aim of this Unit is to develop and refine performing skills on two selected instruments, or on one instrument and voice.

Understanding Music The aim of this Unit is to develop learners‘ knowledge and understanding of music, music concepts and musical literacy.

Composing Skills The aim of this Unit is to allow learners to experiment with using a range of compositional methods and music concepts in creative ways Course Assessment Performing skills: 8 minute performance to an external examiner in February/March.

Understanding Music: External assessment of concept and literacy knowledge in May. Composing Skills Internally assessed and moderated by the SQA. General Comments Students will also be required to complete the Music Performance Added Value Unit (National 4). Should a candidate fail to pass the external examinations at National 5 then on completion of the added value unit a National 4 course award will be awarded.

The minimum standard required in performing skills is equivalent to Associated Board grade 3.

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SQA Choices

Curricular Area

Expressive Arts

Subject:

Music Higher

Recommended previous Experience: National 5 Music or S3 recommendation for two year Higher. Pupils who have not sat National 5 will be individually considered.

Aims of the Course To encourage students with a range of musical interests to realise their musical potential. To develop skills in performing, inventing and listening.

Course Content Music: Performing 

Performance on two instruments or one instrument and voice or on one instrument and accompanying

Music: Performing with Technology  

Performance on one instrument/voice and MIDI Sequencing folio or sound engineering and production folio

Music: Composing Music: Listening All course units are available individually for students wishing to take less than the full course award.

Course Assessment Performing -

Live recital of solo/group performances in February/March of year of exam.

Technology –

An audio recording or MIDI file externally assessed by SQA. Written paper award 1 hour.

Composing -

Audio folio of inventions with score or performance plan assessed by class teacher and moderated by SQA.

Listening -

Written paper award 1 hour. Internal unit assessments must also be passed.

General Comments Performing Level - Standard equivalent to Grade IV Associated Board.

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SQA Choices

Curricular Area:

Expressive Arts

Subject:

Music Post-Higher Provision: Advanced Higher

Recommended previous Experience:

Higher Grade Music at A or B.

Aims of the Course To encourage students with a range of musical interests to realise their musical potential.

To develop skills in performing, inventing and listening.

Course Content Music: Performing o

Performance on two instruments or one instrument and voice or on one instrument and accompanying.

Music: Performing with Technology o Performance on one instrument/voice and MIDI Sequencing folio or sound engineering and production folio.

Music: Composing Music: Listening and Commentary All course units are available individually for students wishing to take less than the full course award.

Course Assessment Performing -

Live recital of solo/group performances in February/March of year of exam.

Technology –

An audio recording or MIDI file externally assessed by SQA. Written paper award 1 hour.

Composing -

Audio folio of inventions with score or performance plan assessed by class teacher and moderated by SQA.

Listening -

Written paper award 1 hour. Internal unit assessments must also be passed. A 1500 word commentary internally assessed.

General Comments Performing Level - Standard equivalent to Grade V Associated Board.

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SQA Choices

Curricular Area:

Health and Wellbeing

Subject:

Hospitality National 3, 4 & 5

Recommended previous Experience:

Individual student recommended level of entry from S3, Genuine interest in practical cooking

Aims of the Course This course aims to develop an understanding of the use and choice of equipment, materials, and procedures used in food and the link between food and health; develop good organisational skills, and provide a wide experience in all aspects of food to help develop creative and aesthetic skills.

Course Content The students will study three mandatory units: Cookery skills, Techniques and Processes This introduces students to all the practical skills and techniques required in the hospitality industry e.g. cuts of vegetables, cookery terms, piping and garnishes. The students will cook set dishes to develop their understanding and skill level to achieve an exceptionally high standard of presentation.

Understanding and using ingredients This introduces students to current food issues around sourcing sustainable foods, recognising local & seasonal produce and using it in creating their dishes.

Organisational Skills for cooking Students will be challenged while undertaking practical activities to develop their time management, literacy & numeracy, organisational, evaluation and reflective skills.

Course Assessment National 3 – All units will be internally assessed and verified at local level National 4 - All units will be internally assessed and verified at local level National 5 - Final assessment consists of each student cooking a set three course meal for 4 people in 2½ hours. This may be externally verified by SQA. General Comments By undertaking this course students will be able to work at the appropriate pace and level to meet their individual needs.

Students will undertake practical activities for a maximum of two periods per week, supported by related theory in the remaining time.

This course offers a variety of teaching approaches including links to the Hospitality Industry; work with local chefs, competition work, plus planning and running a number of catered school events.

Students must be prepared to pay towards the cost per dish cooked; to help cover the cost of food.

They may cook two dishes per week. (approx. ÂŁ55 for the year)

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SQA Choices

Curricular Area:

Health & Wellbeing

Subject:

Fashion & Textiles Technology National 5/Higher

Recommended previous Experience:

Genuine interest in garment/fashion construction, some prior sewing experience Higher – requires National 5/Higher English

Aims of the Course: Fashion and Textile technology is an exciting course at Preston Lodge suitable for students with an interest in creating their own unique designs from initial concept through to finished product. Students will learn through practical tasks and follow the creative process of textile and fashion product development. They will have the opportunity to explore textile technology, garment assembly, methods of decoration and find out more about the every changing world of fashion and textile design.

Course Content The course consists of 3 mandatory units of study: Textile Technologies This Unit provides students with the opportunity to develop basic knowledge of textile technologies. This will include the characteristics and properties of fibres, yarns and fabrics.

Item Development This Unit provides students with the opportunity to develop fashion/textile items. They will work to a given brief to plan, manufacture and evaluate fashion/textile items.

Fashion Choices Students will work to a given brief to plan, manufacture and evaluate fashion/textile items with a particular focus on issues that affect fashion choice for individuals and society.

Course Assessment The course will be assessed through a practical project where pupils will plan, design, manufacture and evaluate a textile item from a given brief that will draw together the skills and knowledge gained from studying the 3 units above. Items made could be either home furnishings or a clothing garment, this will be dictated by the brief.

General Comments ―Do you have an idea in mind when you go shopping but you can never quite find exactly what you are looking for? This course will provide you with the knowledge, practical skills and confidence to go ahead and make it yourself!

This course offers progression to Higher Fashion and Textile technology.

Students must be aware of cost – choice of items being made will determine how much. There will be a minimal payment for additional accessories.

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SQA Choices

Curricular Area:

Health and Wellbeing

Subject:

Health & Food Technology National 5 /Higher (2 yr)

Recommended previous Experience: Recommendation from S3 Core Home Economics (2yr course). Good standard of English.

Aims of the Course The course will give the students the opportunity to develop and make informed food & consumer choices throughout their future regarding their Health & Wellbeing. This will be delivered in an engaging and enjoyable manner through practical and experiential learning. By undertaking this course students will be able to work at the appropriate pace and level to meet their individual needs.

Course Content The students will study three mandatory units: (Note – often through practical activity) 1. Food Product development Explain how their food products are developed Develop food products to meet specific needs 2. Food for Health Explain the relationship between food, health and nutrition Make food products to meet dietary needs 3. Contemporary Food Issues Explain consumer food choices Make food products which take into consideration food choices Course Assessment End of unit tests - short answer questions and one design activity.

Assignment - externally assessed.

External written exam - 1 1/2 hour General Comments This course involves a variety of teaching approaches both within and outwith school, including work/visits with industry partners & visiting speakers Higher Health and Food Technology/Science is acceptable as entry qualification for most university and college courses. The experience of Higher would be useful for many professions such as nutrition, dietetics, hospitality industry, food technology, child care, nursing, teaching, retail, local government and social and environmental health services.

The Scottish Food and Drink industry will be the largest employer within the next 5 years. Many opportunities exist and will exist in this sector.

Students must be prepared to pay towards the cost per dish cooked; to help cover the cost of food.

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SQA Choices

Curricular Area:

Health and Wellbeing

Subject:

Practical Cake Craft National 5

Recommended previous Experience:

National 4 or 5 Hospitality Practical Cookery or personal portfolio evidence.

Aims of the Course Practical Cake craft delivers the technical and creative skills and knowledge required to allow students to competently bake, cover and decorate a range of cakes to a professional standard.

Students will be introduced to a range of techniques and encouraged to consider shape, texture and colour in order to create unique cake designs.

Course Content The course has 2 mandatory units of study: Cake Baking This unit allow students to practise a broad range of techniques and processes to bake a range of commercially available cakes and other bake goods.

Cake finishing The aim of this Unit is to equip students with the ability to creatively finish cakes and other baked items. This will involve the use of a range of cake coverings and decorative finishes. The diversity in tools and equipment will allow students to be creative and experimental in their approach to practical tasks.

Course Assessment Course assessment will take the form of a practical activity drawing on the knowledge, understanding and skills developed across the Course. The activity will require students to extend their knowledge, understanding and skills in the context of baking and finishing a cake from a design brief.

General Comments Students will be involved in a variety of practical tasks, many developing techniques to use in their final creations. Over the course of the year they will be making a range of cakes. In addition they will be developing skills through smaller baked items.

It offers candidates the opportunities for an integrated, hands-on skill development, with exit paths to employment or progression into further and/or Higher education.

Students must be prepared to pay towards the cost of making the cakes & baked items. Approximately ÂŁ55 for the year.

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SQA Choices

Curricular Area:

Health and Wellbeing

Subject:

Physical Education National 4 - 1yr In considering this choice, students MUST bring appropriate kit.

Aims of the Course To develop and demonstrate movement and performance skills in physical activities. By engaging in physical activities learners can demonstrate initiative in decision making and problem solving. This course also encourages learners to develop a positive attitude towards a healthy lifestyle and the contribution physical activity makes to this.

Course Content Performance Skills Unit: Pupils will demonstrate a range of movement and performance skills in Physical activities.

Factors Impacting on Performance Unit: Pupils will demonstrate: Knowledge of factors that impact on personal performance in physical activities Develop personal performance in physical activity.

Review the performance development process.

Added Value Unit: Pupils will prepare for and carry out a performance in a physical activity.

Course Assessment Performance The learner will be required to demonstrate movement and performance skills in straightforward contexts.

Factors Impacting on Performance The learner will demonstrate knowledge of factors that impact on performance, in physical activities, demonstrating that they can monitor, record and reflect on the development of personal performance.

Added Value Learners will integrate, extend and apply skills and knowledge that they have learned through a performance to show their ability to prepare for, carry out and reflect on performance in physical activity.

General Comments All assessments are pass or fail.

Pupils will be required to do some home study

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SQA Choices

Curricular Area

Health and Wellbeing

Subject

Physical Education National 5 – 1 yr, 2yr In considering this choice, students MUST bring appropriate kit.

Aims of the Course To develop and demonstrate movement and performance skills in physical activities. By engaging in practical activities learners can demonstrate initiative, decision making and problem solving. The course encourages learners to develop positive attitudes towards a healthy lifestyle and provides opportunities to support the way that individual attitudes, values and behaviours are formed.

Course Content Physical Education Performance Unit Learners will demonstrate A comprehensive range of movements and performance skills in physical activities.

Factors impacting on Performance Unit - learners will be able to: demonstrate knowledge and understanding of factors that impact on performance in physical activities. develop personal performance in physical activities evaluate the performance development process.

Course Assessment (All units are internally assessed and will be graded A-D) Performance- 60% This will provide evidence of the learner‘s ability to plan, prepare for and effectively perform and evaluate personal performance.

Portfolio 40% This will provide evidence of the process involved in performance development. It will assess the learner‘s ability to integrate and apply knowledge and understanding across the units.

General Comments Pupils will be expected to do home study

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SQA Choices

Curricular Area:

Health & Wellbeing

Subject:

Physical Education Higher In considering this choice, students MUST bring appropriate kit.

Recommended previous Experience: National 5 Grade A or S3 recommendation for two year Higher 1 Year Higher National 5/Higher English 2 Year Higher National 5/Higher English

Aims of the Course To develop and enhance movement and performance skills and apply Knowledge and Understanding to the analysis and evaluation of performance in physical activities. This course provides an ideal platform to develop confidence, resilience, responsibility and working cooperatively with others.

Course Content Performance Skills Unit: Learners will develop a broad and comprehensive range of complex movement and performance skills through a range of physical activities.

Factors Impacting in Performance Unit: Learners will develop their knowledge and understanding of mental social, emotional and physical factors that impact on personal performance and how these factors can influence effectiveness in performance.

Course Assessment: Assessment will be internal and external.

All units will be internally assessed.

Performance – 60% of Course Award.

1 Hour 30 minute Exam marked by SQA – 40% of course Award

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SQA Choices

Curricular Area:

Health & Wellbeing

Subject:

Physical Education Post-Higher Provision: Advanced Higher

Recommended previous Experience:

Higher Physical Education pass

Aims of the Course This course provides students with the opportunity to explore key aspects of performance. The course aims to develop student‘s knowledge and understanding of the nature and demands of quality performance. Although the main focus is on personal performance the course provides opportunities to develop an awareness of current issues associated with performance.

Course Content Three mandatory components are taught in an integrated way: Performance: One activity is studied and focuses upon the development and refinement of technique.

Perspectives of Performance: This unit extends pupils knowledge, understanding and appreciation of the overall nature and demands of quality performance.

Analysis & Development Unit: Students engage in an in depth study of the factors which may affect personal performance.

Course Assessment No final exam Internal: The student must achieve all the component units of the course External: Dissertation and practical performance Students need to be self-motivated independently

and able to work

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SQA Choices

Curricular Area:

Humanities

Subject:

Geography National 4 & 5

Aims of the Course In the 21st century, with growing awareness of the impact of human activity upon the environment and scarce resources, the study of Geography develops positive life-long attitudes of environmental stewardship, sustainability and global citizenship. Learners will develop: o o

o o o

a range of geographical skills and techniques detailed understanding of the ways in which people and the environment interact in response to physical and human processes at local, national and international level. detailed understanding of the changing world in a balanced, critical and sympathetic way a geographical perspective on environmental and social issues an interest in, and concern for, the environment leading to sustainable development

Course Content Geography: Physical Environments Key topics include: location of landscape type (Upland Glaciated & Coastal or Upland Limestone & Rivers); formation of key landscape features; land use management and sustainability; and weather.

Geography: Human Environments Learners will study and compare developed and developing countries drawn from a global context.

Key topics include: contrasts in development; world population distribution and change; and issues in changing urban and rural landscapes.

Geography: Global Issues Key topics include climate change and sustainability; the impact of world climates; environmental hazards; trade and globalisation; and development and health. Learners will study major global issues and the strategies adopted to manage these.

Field Work There is a practical field work element to this course where learners will develop an understanding of practical techniques and the gathering of primary and secondary data.

Course Assessment For Nat 4 pupils will research and present their findings on a geographic topic of their choice for the Added-Value unit. This can be presented in whichever format best suits the individual pupil‘s learning style. For Nat 5, pupils can again choose any geographic topic to research. This will be assessed by a piece of extended analytical writing, produced under exam conditions.

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SQA Choices

General Comments

This course or its units may provide progression to: The Higher Geography course or its units The Higher Environmental Science course or its units Further study, employment and/or training

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SQA Choices

Curricular Area: Subject:

Humanities Geography Higher

Recommended previous Experience: Grade A or B in National 5 Geography, History, Modern Studies or RMPS or S3 recommendation for the two year Higher Aims of the Course The Higher Geography course is designed to be relevant to everyday life with an emphasis on developing skills. It is also a logical progression from National 5 Geography and is considered for entry to both Science (BSc) and Arts (MA) courses at university. Geography is highly relevant to a wide range of careers. The course is designed to:   

contribute to students' general education in an i nteresting and challenging way promote an increasing awareness of multi-cultural societies and environmental issues develop thinking skills, promote debate and discussion

You will also learn how to apply a range of methods and techniques for presenting, analysing and interpreting information about these topics. Opportunities for fieldwork will also be included in the course.

Course Content Core Topics Physical Environments Atmosphere Hydrosphere Lithosphere Biosphere

Human Environments Population Geography Rural Geography Urban Geography

Environmental Interactions Climate Change Development and Health

Course Assessment Assessment is based on an external examination which comprises of an exam worth 66% of the overall grade, as well as a course work project based on field work and research worth 33%. The exam is worth 60 marks and lasts for 2hr 15min.

General Comments It is possible for S6 pupils to return to the Curricular Area if they have achieved other Higher qualifications in S5.

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SQA Choices

Curricular Area:

Humanities

Subject:

Geography Advanced Higher

Recommended previous Experience: Grade A or B at Higher Geography Aims of the Course This course is excellent preparation for university study and will prepare you well for your first year for whichever course you study. Geography can be studied as an Arts (MA) or a Science (BSc) degree at university and is highly relevant to associated subjects such as Environmental Science, Geology and Land Management. This Course or its Units may provide progression to:   

degree courses in social subjects and science or related areas HNCs in social subjects and science or related areas a diverse range of careers

Course Content Unit 1: Geographical Skills In this Unit, you will develop a wide range of geographical methods and techniques including:  mapping skills  graphical techniques  a range of statistical techniques for analysing and interpreting geographical data.

You will also develop a wide range of investigating skills while undertaking independent research such as:  scoping or identifying appropriate research topics;  how to plan and manage a complex programme of research;  techniques to source, collect and record appropriate and reliable primary and secondary information;  methods of independent fieldwork;  techniques to present findings using appropriate conventions;  and how to evaluate research methodology Unit 2: Geographical Issues In this Unit, you will develop critical thinking and the ability to evaluate sources and viewpoints on current complex geographical issues.

Course Assessment Component 1 — question paper 50 marks (2 hours and 30 minutes)  Map Interpretation (20 marks)  Gathering and Processing Techniques (10 marks)  Geographical Data Handling (20 marks) Component 2 — project-folio 100 marks  Project-folio Section A: Geographical Study — a detailed study based on geographical research  Project-folio Section B: Geographical Issue — a critical evaluation of an issue from a geographical perspective General Comments Homework Requirements: The majority of your fieldwork and research will need to be collected in your own time. Smaller fieldwork exercises or practice exam questions will also be given.

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SQA Choices

Curricular Area:

Humanities

Subject:

History National 4 & /5

Aims of the Course Through the successful completion of this course, important skills for learning, life and work are developed. These skills include: researching, understanding and using a range of straightforward information/evidence on historical issues; communicating, by a variety of means, conclusions based on evidence; evaluating a limited range of straightforward sources of information; and presenting straightforward information about important historical themes and events.

Course Content

Section 1: Historical Study: Scottish The Era of the Great War, 1910–1928 Scots on the Western Front Domestic impact of war: society and culture Domestic impact of war: industry and economy Domestic impact of war: politics Section 2: Historical Study: British The Atlantic Slave Trade, 1770–1807 The Triangular Trade Britain and the Caribbean The captive‘s experience and slave resistance The abolitionist campaigns Section 3: Historical Study: European and World Hitler and Nazi Germany, 1919–1939 Weimar Germany, 1919-29 Nazi rise to power, 1929–1933 Nazi control of Germany Nazi social and economic policies

Course Assessment For Nat 4 pupils will research and present their findings on a history topic of their choice for the Added-Value unit. This can be presented in whichever format best suits the individual pupil‘s learning style. For Nat 5 pupils can again choose any history topic to research. This will be assessed by a piece of extended writing, produced under exam conditions.

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SQA Choices

Curricular Area:

Humanities

Subject:

History Higher

Recommended previous Experience: 1 Year Higher – Humanities subjects: Nat 5, or Higher pass in another subject English: National 5, Standard Grade Credit or Higher pass 2 Year Higher – by negotiation with teacher or S3 recommendation for year Higher

two

Aims of the Course To promote understanding of continuity and change, and the nature of causation and consequences.

To promote awareness of major historical issues and related areas of debate.

To develop the ability to think independently and make informed judgments based on historical evidence.

To promote active participation in the learning process, involving independent study and participation with others.

Course Content British unit: Britain 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, illustrating the themes of authority, ideology and rights.

European & World unit: USA 1918 – 1968 A study of the growing tensions in American society, focusing on racial divisions, economic difficulties, the growth of federal powers and the struggle for civil rights, illustrating the themes of ideology, identity and rights.

Scottish unit: Scotland and the Impact of the Great War 1914 - 1928 Scots on the Western Front Impact of the Great War on:  people at home in Scotland  the Scottish economy and industry  political developments in Scotland Course Assessment Internal – ongoing throughout the course.

External - 2 sections which are externally marked: Assignment – independently-researched report. Written in class under exam conditions - 1 hour 30 minutes. Accounts for 33% of overall grade.

Question paper - 2 essays and 3 source questions - 2 Hours 20 minutes.

General Comments The course requires commitment from the student, namely regular reading and willingness to complete written assignments. A high standard of literacy is a prerequisite. A pass at Higher is a well-recognised qualification for entry into university and is welcomed by employers.

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SQA Choices

Curricular Area:

Humanities

Subject:

History Post-Higher Provision: Advanced Higher

Recommended previous Experience:

A pass in Higher History, preferably an A or B

Aims of the Course      

Critical analysis of historical research, including evaluating primary and other evidence Participating in debate and discussion, through which attitudes of open-mindedness and tolerance are fostered.

Organising and analysing lines of argument.

Adopting a structured approach to the research of a historical issue.

Constructing and sustaining lines of argument which reflect the complexity of the issues they address.

Presenting conclusions in a clear way, while reflecting the complexity of the issue under consideration.

Course Content Historical Study: Georgians & Jacobites, 1715 – 1800 A study of political integration and economic growth in Scotland in the eighteenth century, of tensions in Scottish society and of the diverse cultural achievements of the period, illustrating the themes of conflict, culture and improvement.    

The assimilation of the Highlands; the origins of Jacobitism and the 1715 rebellion; the distinctive features of the Gaeltacht; the course of the 1745-46 Jacobite rising; changes in Highland society after the ’45.

Growing wealth: trade after the Union; the tobacco lords; agricultural improvement; urban development; changing standards of living.

Political stability: the government of Scotland after the Union; the nature and importance of the Kirk and other Churches; the Dundas despotism; unrest during the period of the French Revolution.

Cultural achievements of the Englightment: education and attitudes towards improvement; history, philosophy, social commentary; contacts with England and Europe; architecture, painting, literature; poetry and the languages of Scotland.

Historical Research: Dissertation This unit will allow the candidate to carry out independent research on the content of a Field of Study studied in the Historical Study Unit. The candidate will develop the investigative skills of planning, reading, analysing and presenting. Dissertations should be a maximum of 4,000 words in length, excluding referential footnotes and bibliography.

Course Assessment Internal External

Unit assessment of Historical Study unit 2 essays (50 marks) 3 Source-based questions (40 marks) Dissertation (50 marks) 29

SQA Choices

Curricular Area:

Humanities

Subject:

Modern Studies National 4 or 5

Aims of the Course The purpose of Modern Studies is to develop the learner‘s knowledge and understanding of contemporary political and social issues in local, Scottish, United Kingdom and international contexts.

Course Content Democracy in Scotland and the UK: Learners will develop a knowledge and understanding of the UK political structure including the place of Scotland within this and the debates around this arrangement.

Social Issues in the UK: Learners will study social issues in Scotland and the UK. The context for this study will be crime and the law.

International Issues & World Powers: Learners will develop a detailed knowledge and understanding of international issues. The context for this study will be a study of a significant world power. In this case the USA.

Course Assessment All Units will be assessed internally on a unit-by-unit basis.

Component 1 — question paper 60 marks Component 2 — assignment 20 marks Question Paper: ♦ detecting and explaining exaggeration or selectivity in the use of facts using a limited range of sources of information ♦ making and justifying a decision using a limited range of sources of information ♦ drawing and supporting conclusions using a limited range of sources of information ♦ giving detailed descriptions and explanations with some analysis Component 2 —assignment choosing, with minimum support, an appropriate Modern Studies topic or issue ♦ collecting relevant evidence from at least two sources of different types ♦ evaluating the effectiveness of two research methods used, commenting on their strengths and weaknesses where appropriate ♦ applying Modern Studies skills to the evidence collected ♦ drawing on knowledge and understanding to explain and analyse key features of the topic or issue

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SQA Choices

♦ reaching a well-supported conclusion, supported by evidence, about the topic or issue The assignment will have 20 marks (25% of the total mark).

General Comments To support your work you should be prepared to:    

contribute your views to the teacher and other students participate in group and individual tasks read newspapers to raise awareness of current social issues watch news/current affairs programmes on TV

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SQA Choices

Curricular Area:

Humanities

Subject:

Modern Studies Higher

Recommended previous Experience:

Grade A or B in National 5 Geography, History, Modern Studies or RMPS

Aims of the Course To develop knowledge and understanding of social, political and economic issues in the UK and other countries.

To develop enquiry skills and reporting techniques.

Course Content Democracy in Scotland and the United Kingdom Social Issues in the United Kingdom – Crime and the Law in the United Kingdom International Issues – A political and economic study of a major world power (China) Course Assessment Internal

Unit by unit assessment

External Exams Component 1 — question paper 60 marks Component 2 — assignment 30 marks Total marks 90 marks General Comments To support your work in Higher Modern Studies you should be prepared to: 

contribute your views to the teacher and other students



read newspapers and periodicals to raise awareness of current affairs/issues



make use of Modern Studies related websites



watch news/current affairs programmes on TV

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SQA Choices

Curricular Area:

Humanities

Subject:

Modern Studies Post Higher Provision: Advanced Higher

Recommended previous Experience:

Grade A or B at Higher Modern Studies

Aims of the Course The purpose of this Course is to develop learners’ knowledge and understanding of contemporary political and social issues in local, Scottish/United Kingdom and international contexts. Students will develop an awareness of the political and social issues they will encounter in their lives. This purpose will be achieved through successful study of the Course Units which focus on in-depth study of either political issues or social issues and which adopt an international comparative approach and develop a wide range of skills.

Course Content Unit 1 Contemporary Issues In this Unit, learners will develop an in depth knowledge and understanding of contemporary political/social issues in the United Kingdom and adopt an international comparative approach to their study. Learners will develop skills to critically evaluate a range of sources of information and social science research methods.

Unit 2 Researching Contemporary Issues In this Unit, learners will develop skills of: justifying appropriate research issues; planning a programme of research; researching, collecting and recording information; explaining approaches to organising, presenting and referencing findings; and using an appropriate referencing system.

Course assessment structure Component 1 — question paper 90 marks Component 2 — project-dissertation 50 marks Total marks 140 marks General Comments To support your work in Higher Modern Studies you should be prepared to:     

contribute your views to the teacher and other students read newspapers and periodicals to raise awareness of current affairs/issues make use of Modern Studies related websites watch news/current affairs programmes on TV strong independent work ethic to aid with the completion of the dissertation

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SQA Choices

Curricular Area:

Humanities

Subject:

People & Society National 3 or National 4

Aims of the Course People and Society is a flexible and inter-disciplinary course offering learners the opportunity to study themes, issues and topics of interest and relevance to them. It develops a range of skills as well as knowledge and understanding of people and society from across subject disciplines, drawing on the social studies, health and wellbeing, and religious and moral education curriculum areas.

This course enables learners to engage in cross-curricular study of topics and issues, using methods and resources from Geography, History, Modern Studies and RME. Course Content Learners will develop skills through choosing, with guidance, key ideas for study which will allow them to acquire a straightforward knowledge and understanding of people and society.

The course allows learners to develop a broad understanding of people and society by completing the following units: Investigating Skills In this Unit, learners will develop a range of straight forward investigating skills, including choosing suitable sources of information for investigation, collecting information from sources, using a range of methods of enquiry, and organising information.

Comparing and Contrasting In this Unit, learners will develop straightforward skills of using information to compare and contrast, and to find similarities and differences in and between societies Making Decisions In this Unit, learners will develop straightforward skills of using information to make decisions.

Learners will weigh up information to help them make informed decisions Added Value Unit: People and Society: Assignment In this Unit, learners will choose an issue for personal study drawn from the key ideas studied in the course. They will research their chosen issue and present their findings. Learners choose an issue of their choice. They research the issue and present it in the media of their choosing.

Course Assessment To achieve the National 4 People and Society Course, learners must pass all of the Units (assessed internally through Unit Assessments), and the Added Value Unit.

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SQA Choices

General Comments This course or its units may provide progression to: National 4/5 Geography, History, Modern Studies & RME, further study, employment and/or training

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SQA Choices

Curricular Area:

Humanities

Subject:

Religious Moral and Philosophical Studies National 4

Recommended previous Experience:

Prior learning and experience, relevant experiences and outcomes will provide an appropriate basis for doing this course.

Aims of the Course The main aims of the Course are to enable learners to develop: Knowledge and understanding of the main beliefs and values of one world religion Basic factual knowledge and understanding of religious and philosophical responses to moral questions Basic factual knowledge and understanding of religious and philosophical responses to contemporary religious debates The ability to reflect on, and investigate, religious, moral and philosophical questions A range of skills including investigation, analysis, straightforward evaluation, and the ability to express beliefs and views in a reasoned manner .

Course Content Unit: Morality and Belief Looking at and understanding moral questions: Is abortion right in society?

Should doctors have a view on abortion?

Is the decision for abortion the same for everyone?

What are the religious and non-religious views?

Discussion and debate will be used to form our own views and discuss the rights and wrongs of religious and nonreligious views.

Unit: Religious and Philosophical Questions How did the world begin?

Does life have any meaning?

Can religion have a place in society? What are the view of Richard Dawkins? Understand the views and impact of science.

We will look at both the religious and non-religious views of the world. In this unit we will look at how the world began and if science or religion has the correct ideas. Discussions and debates will be held on whether or not people have any purpose or meaning in their own lives.

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Unit: World Religion What is the importance to the world of religion?

What are the major world religions?

Why is Christianity so important to so many people?

What impact does this have on those who do not follow a religion?

What informs religious worship in modern society?

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SQA Choices

Curricular Area:

Humanities

Subject:

Religious Moral and Philosophical Studies National 5

Recommended previous Experience:

Prior learning and experience, relevant experiences and outcomes will provide an appropriate basis for doing this Course.

Aims of the Course The Course aims to allow candidates to: The main aims of the Course are to enable learners to develop:  Knowledge and understanding of the main beliefs and values of one world religion  Basic factual knowledge and understanding of religious and philosophical responses to moral questions  Basic factual knowledge and understanding of religious and philosophical responses to contemporary religious debates  The ability to reflect on, and investigate, religious, moral and philosophical questions  A range of skills including investigation, analysis, straightforward evaluation, and the ability to express beliefs and views in a reasoned manner .

Course Content Morality and Belief Unit: Looking at and understanding moral questions: Is abortion right in society?

Should doctors have a view on abortion?

Is the decision for abortion the same for everyone?

What are the religious and non-religious views?

Discussion and debate will be used to form our own views and discuss the rights and wrongs of religious and non-religious views.

Unit: Religious and Philosophical Questions How did the world begin?

Does life have any meaning?

Can religion have a place in society?

What are the views of Richard Dawkins? Understand the views and impact of science.

We will look at both the religious and non-religious views of the world. In this unit we will look at how the world began and if science or religion has the correct ideas. Discussions and debates will be held on whether or not people have any purpose or meaning in their own lives.

Unit: World Religion - What is the importance to the world of religion?

What are the major world religions?

Why is Christianity so important to so many people?

What impact does this have on those who do not follow a religion?

What informs religious worship in modern society?

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SQA Choices

Mandatory Unit Coverage: Judaism Beliefs: Nature of God Nature of human beings A Chosen People — the Covenant The Messiah Judgement Practices: Living according to the Torah Shabbat Yom Kippur Worship

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SQA Choices

Curricular Area:

Humanities

Subject:

Religious, Moral and Philosophical Studies Higher (either this course or Higher Philosophy will run, based on student interest)

Recommended previous experience: Grade A or B in National 5 RMPS, History, Modern Studies or Geography or S3 recommendation for the two year Higher Studying Higher English would be of benefit.

Aims of the Course To allow candidates to:   

develop a philosophical approach to the study of beliefs, values and issues which are important in the world today develop analytical skills in relation to sacred writings, beliefs and values of world religions formulate reasoned and structured responses to religious, moral and philosophical issues

Course Content    

Christianity : Belief and Science World Religion : Buddhism Morality in the Modern World : Gender Issues/War and Peace/Medical Ethics/Crime and Punishment.

Course Assessment Internal Unit assessment on Philosophy of Religion and Religious Experience.

External Exam paper – questions based on the Philosophy of Religion and the optional unit (60 marks) Dissertation based on the Personal Research Unit (40 marks) General Comments Candidates who gain the Course award will develop the skills of analysis and evaluation which are of relevance in a wide variety of subject areas. Candidates will also be in an ideal position to develop as mature members of society who can contribute from a position of understanding, tolerance and respect for others.

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SQA Choices

Curricular Area:

Humanities

Subject:

RMPS Post-Higher Provision: Advanced Higher

Recommended previous Experience:

Grade A or B at Higher RMPS

Aims of the Course This Course provides students with an opportunity to apply skills, knowledge and understanding in their appraisal of the role of religion, morality and philosophy in the modern world. This Course will enable students to develop an understanding of how religion, morality and philosophy are at the core of human history and culture and continue to have a significant impact on the world today. Students need to critically evaluate complex religious, moral and philosophical issues, develop and apply insights into a variety of viewpoints and challenges to these, and explore enduring questions and responses affecting the lives and values of people in the world today. This Course provides students with an opportunity to enhance their understanding of, and respect for, different faiths and beliefs.

Course Content The Course has two mandatory Units and two optional Units.

Philosophy of Religion— mandatory Unit In this Unit, learners will develop skills to critically evaluate a range of complex issues arising from the philosophy of religion. Learners will develop in-depth knowledge and understanding of key arguments and responses to them.

Researching Religious, Moral and Philosophical Studies Issues — mandatory Unit In this Unit, learners will develop skills of justifying appropriate research issues; planning a programme of research; researching, collecting and recording information; explaining approaches to organising, presenting and referencing findings; and using an appropriate referencing system.

Medical Ethics — optional Unit In this Unit, learners will develop skills to critically evaluate a range of complex issues involving medical ethics. Learners will develop in-depth knowledge and understanding of the issues and religious and other responses, including the philosophical reasoning behind these responses.

Religious Experience — optional Unit In this Unit, learners will develop skills to critically evaluate a range of complex issues concerning religious experience and religious and other responses. Learners will develop indepth knowledge and understanding of different perspectives on religious experience.

Course assessment structure Component 1 — question paper 60 marks Component 2 — project: dissertation 40 marks Total marks 100 marks

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SQA Choices

Curricular Area:

Humanities

Subject:

Higher Philosophy (either this course or Higher RMPS will run, based on student interest)

Recommended previous Experience: Grade A or B at National 5 RMPS Grade A or B in National 5 Geography, History, Modern Studies Or by discussion with teacher based on grades/presentation level in other subjects Aims of the Course The purpose of this Course is to challenge students to think clearly about problems by asking them questions about the world we live in. Students will explore philosophical ideas and arguments relating to general and fundamental philosophical issues of relevance in the world today. Students will develop the ability to analyse and evaluate philosophical positions and arguments and to develop their own reasoning skills.

Students will be encouraged to challenge assumptions and to apply their knowledge and understanding of different positions and theories in philosophy. Thinking, analytical and evaluative skills, which are important in education and employment, are developed throughout the Course.

Course Content Unit 1: Philosophy: Arguments in Action This Unit develops learners’ ability to analyse and evaluate arguments. Learners will develop knowledge and understanding of argument structure, philosophical techniques and errors in reasoning.

Unit 2: Philosophy: Knowledge and Doubt This Unit develops learners’ ability to analyse and evaluate theories of knowledge. Learners will develop knowledge and understanding of rationalism and empiricism.

Unit 3: Philosophy: Moral Philosophy This Unit develops learners’ ability to analyse and evaluate moral theories. Learners will develop knowledge and understanding of a key moral philosophical theory.

Course assessment structure Component 1 — question paper 60 marks Component 2 — assignment 30 marks Total marks 90 marks

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SQA Choices

Curricular Area:

Languages

Subject:

English National 3

Aims of the Course

To provide learners with the opportunity to develop Listening, Talking, Reading and Writing skills in familiar contexts.

Course Content 2 Units: Unit 1: Producing Language Learners who complete this Unit will be able to: 1 Produce simple written texts 2 Take part in simple spoken interactions Unit 2: Understanding Language Learners who complete this Unit will be able to: 1 Understand, analyse and evaluate simple written texts 2 Understand, analyse and evaluate simple spoken language

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SQA Choices

Curricular Area:

Languages

Subject:

English National 4

Aims of the Course

To develop learners‘ confidence and skills in Reading, Writing, Talking and Listening.

Course Content 4 Units: Analysis and Evaluation Learners will study literature, language and the mass media, and complete a personal reading programme. Two outcomes: 1. Analyse a piece of written text 2. Analyse a piece of spoken text In addition, learners will be taught how to plan and write literature essays but not formally assessed in this skill.

Creation and Production Learners will produce Writing pieces in various genres and perform a talk. Two outcomes: 1. One piece of writing, any genre 2. One extended talk, with questions from the audience.

Literacy No specific outcomes, but learners must meet the standards of Literacy required to pass Units 1, 2 and 4.

Added Value A research project, where learners have to demonstrate the application of skills taught in the other Units. Learners have to choose a task, carry out research and present their findings either in writing (700-800 words) or by doing a presentation (at least 5 minutes, not including questions).

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SQA Choices

Curricular Area:

Languages

Subject:

English National 5

Aims of the Course

To develop learners’ confidence and skills in Reading, Writing, Talking and Listening and to be able to apply these skills in unfamiliar contexts.

Recommended Previous Experience: Level 3 in Reading and Writing in S3. A pass at National 4.

Course Content 2 Units: Analysis and Evaluation Learners will study literature, language and the mass media, and will complete a personal reading programme. Two outcomes: 1. Analyse a piece of written text 2. Analyse a piece of spoken text In addition, learners will be taught how to plan and write literature essays in preparation for the final exam.

Creation and Production Learners will produce Writing pieces in various genres and perform a talk. Two outcomes: 1. One piece of writing, any genre 2. One spoken interaction.

Course Assessment Candidates have to pass the Outcomes in each Unit before progressing to the external exam.

Exam Paper 1: Reading for Understanding, Analysis and Evaluation (1 hour).

Paper 2: Critical Reading (90 minutes)

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SQA Choices

Curricular Area:

Languages

Subject:

English Higher

Recommended Previous Experience: Level 4 attainment in S3 in Reading and Writing. An A or B pass in National 5.

Aims of the Course To challenge and increase learners’ skills in Reading, Writing, Talking and Listening and to be able to apply these skills in unfamiliar contexts.

Course Content 2 Units Analysis and Evaluation Learners will study literature, language and the mass media, and will complete a personal reading programme. Two outcomes: 1. Analyse a piece of written text 2. Analyse a piece of spoken text In addition, learners will be taught how to plan and write literature essays in preparation for the final exam.

Creation and Production Learners will produce Writing pieces in various genres and take part in a spoken interaction. Two outcomes: 1. One piece of writing, any genre 2. One spoken interaction Course Assessment Candidate have to pass the Outcomes in each Unit detailed above before progressing to the external exam.

Exam Paper 1: Reading for Understanding, Analysis and Evaluation – 1 hour 30 minutes.

Paper 2: Critical Reading – 1 hour 30 minutes.

One literature essay and one Scottish set text extract with questions.

Folio (submitted to the SQA before the final examination): Two pieces of extended Writing from different genres.

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SQA Choices

Curricular Area:

Languages

Subject:

English Post-Higher Provision: Advanced Higher

Aims of the Course To explore a wide range of literature and develop independent critical skills. To write creatively in a variety of genres.

Course Content 2 Units: 1

Analysis and Evaluation

To provide learners with opportunities to extend and refine their analysis and evaluation skills through the study of a range of complex and sophisticated texts in different literary genres and through research into an aspect of literature.

2

Creation and Production

To provide learners with the opportunity to extend and refine their writing skills though the production of a wide range of writing in different genres.

In addition, candidates will produce a Portfolio to be submitted to the SQA for external assessment.

Portfolio Candidates will produce a portfolio comprising three pieces: one dissertation and two pieces of writing from a choice of genres.

The portfolio will have 60 marks (60% of the total mark): 30 marks for the dissertation and 15 marks for each piece of writing.

Exam There is one question paper for the Advanced Higher English Course, with two sections.

Section 1: Literary study. There will be a choice of Critical Essay questions from the genres of Drama, Prose non-fiction and Poetry. This section will have 20 marks (20% of the total mark). Candidates will select one question.

Section 2: Textual analysis. There will be a choice of question for the genres of Drama, Prose fiction, Prose non-fiction and Poetry. This section will have 20 marks (20% of the total mark). Candidates will select one question.

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SQA Choices

Curricular Area:

Modern Languages

Subject:

French National 4/5

Aims of the Course The main purpose of the course is to develop the necessary skills in order to understand and use French in everyday situations. The ability to speak a foreign language can increase employment opportunities across Europe and beyond.

A foreign language is often an entrance requirement for university courses.

Course Content Language is learned through the themes of Society, Learning, Employability and Culture.

Students will learn their language through a wide range of media (text, songs, film clips, MP3 files and other contemporary materials). The course enables learners to enhance their enjoyment of other cultures, improves communication skills and encourages creativity.

Course Assessment Assessments are balanced across the four skills (Listening/Reading/Writing/Talking), allowing students to maximise their strengths and building on the knowledge gained in previous years.

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SQA Choices

Curricular Area:

Modern Languages

Subject:

French Higher

Recommended previous Experience: National 5 pass at A or B or Intermediate 2 pass at A or B or S3 recommendation for two year Higher.

Aims of the Course Higher French aims to develop and deepen the skills already acquired in S1-S4. A sound knowledge of grammar is established and translation skills are developed. Students work towards fluency in spoken French and learn how to manipulate the language for a variety of purposes. Students are also introduced to the language of the work place.

Students interested in working or teaching abroad (e.g. TEFL) would benefit from studying a foreign language at Higher level.

A foreign language is an asset in many lines of work such as travel, tourism, business, education, engineering, industry and journalism. Colleges and universities often combine the study of a foreign language with another subject and incorporate a year abroad as part of the course to broaden student experience.

Course Content The Higher French course comprises of two units: Language – covering a variety of themes such as Lifestyles, Education and Work and the Wider World.

Language in Work – developing their knowledge of the language of the world of work.

Course Assessment NABs as an integral part of the course Speaking assessment in March SQA external course assessments in May.

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SQA Choices

Curricular Area:

Modern Languages

Subject:

French Post-Higher Provision: Advanced Higher

Recommended previous Experience: Pass at Higher French

Aims of the Course The aim of the Advanced High French course is to enable students to use the language independently in increasingly competent, flexible and confident ways.

Advanced High French will allow students with a flair and enthusiasm for language to explore further their interest. This course is also an excellent stepping stone for those wishing to study at university.

From Advanced Higher, students will be in a position to pursue further foreign language study or to use the foreign language in a variety of ways, which might include: Study abroad in a range of subjects as part of a British degree Use of the skills acquired to learn additional foreign languages Interaction with speakers of the language in a work context or foreign travel Access to literature and media in the foreign language for personal enjoyment Teaching their mother tongue at home or abroad (e.g. TEFL) Course Content The Advanced Higher French course comprises of two units: Language – topics include: The Environment; Immigration; Media; European Issues; Education.

Extended Reading/Viewing – (i) students have the opportunity to study a French novel and watch the story unfold on film (ii) students choose a Background Topic to research independently Course Assessment Internal Assessments NABs as an integral part of the language unit One essay in French on the novel

External Assessments Speaking assessment February/March

in

Folio in English (one essay based on the novel and one essay on a Background topic of student‘s choice) SQA external course assessments in May

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SQA Choices

Curricular Area:

Modern Languages

Subject:

German National 4/5

Aims of the Course The main purpose of the course is to develop the necessary skills in order to understand and use German in everyday situations. The ability to speak a foreign language can increase employment opportunities across Europe and beyond.

A foreign language is often an entrance requirement for university courses.

Course Content Language is learned through the themes of Society, Learning, Employability and Culture.

Students will learn their language through a wide range of media (text, songs, film clips, MP3 files and other contemporary materials). The course enables learners to enhance their enjoyment of other cultures, improves communication skills and encourages creativity.

Course Assessment Assessments are balanced across the four skills (Listening/Reading/Writing/Talking), allowing students to maximise their strengths and building on the knowledge gained in previous years.

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SQA Choices

Curricular Area:

Modern Languages

Subject:

German Higher

Recommended previous Experience:

National 5 pass at A or B or Intermediate 2 pass at A or B or S3 recommendation for two year Higher

Aims of the Course Higher German aims to develop and deepen the skills already acquired in S3-S4. A sound knowledge of grammar is established and translation skills are developed. Students work towards fluency in spoken German and learn how to manipulate the language for a variety of purposes. Students are also introduced to the language of the work place. Students interested in working or teaching abroad (e.g.

TEFL) would benefit from studying a foreign language at Higher level.

A foreign language is an asset in many lines of work such as travel, tourism, business, education, engineering, industry and journalism. Colleges and universities often combine the study of a foreign language with another subject and incorporate a year abroad as part of the course to broaden student experience.

Course Content The Higher German course comprises of two units: Language – covering a variety of themes such as Lifestyles, Education and Work and the Wider World.

Language in Work – developing their knowledge of the language of the world of work.

Course Assessment NABS as an integral part of the curse.

Speaking assessment in March.

SQA external course assessments in May

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SQA Choices

Curricular Area:

Numeracy

Subject:

Lifeskills Mathematics National 3

Aims of the Course The purpose of the Lifeskills Mathematics National 3 Course is to motivate and challenge learners by enabling them to think through real-life situations involving mathematics and to form a plan of action based on logic.

The Course develops confidence in being able to handle mathematical processes and information in a range of real-life contexts. The Course also enables learners to make informed decisions based on data presented in a variety of forms.

The mathematical skills within this Course are underpinned by numeracy and are designed to develop learners‘ skills in mathematical reasoning relevant to learning, life and work.

The difference between the Lifeskills 3 and the Lifeskills 4 course is in the level of complexity of the tasks given.

Course Content The course consists of three units:  money and data  shape, space and measure  numeracy Course Assessment Each unit above will be assessed at the end of the unit with a unit assessment (NAB). To gain the National 3 award, leaners will require to successfully complete all three unit assessment.

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SQA Choices

Curricular Area:

Numeracy

Subject:

Lifeskills Mathematics National 4

Aims of the Course The purpose of the Lifeskills Mathematics National 3 Course is to motivate and challenge learners by enabling them to think through real-life situations involving mathematics and to form a plan of action based on logic.

The Course develops confidence in being able to handle mathematical processes and information in a range of real-life contexts. The Course also enables learners to make informed decisions based on data presented in a variety of forms.

The mathematical skills within this Course are underpinned by numeracy and are designed to develop learners‘ skills in mathematical reasoning relevant to learning, life and work.

Course Content The course consists of three units:  money and data  shape, space and measure  numeracy Course Assessment Each unit above will be assessed at the end of the unit with a unit assessment (NAB). To gain the National 3 award, leaners will require to successfully complete all three unit assessment.

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SQA Choices

Curricular Area:

Numeracy

Subject:

Lifeskills Mathematics National 5 – 2 year course

Aims of the Course The purpose of the Lifeskills Mathematics National 5 course is to allow learners to develop advanced problem solving skills using mathematics concepts as a tool. Learners develop the skills to think through solutions and develop appropriate pathways which illustrate their thinking.

The course uses real life contexts to develop the skills above.

Course Content The course consists of three units: Year 1: Numeracy unit Finance and statistics unit (This can also be a stand-alone one year course.)

Year 2: Geometry and measure unit Exam preparation

Course Assessment Each unit above will be assessed at the end of the unit with a unit assessment (NAB), usually split into two parts. To gain the National 5 award, leaners will require to successfully complete all three unit assessments and also a final SQA course examination. Learners can pass National 5 Lifeskills Mathematics at an A, B or C level.

Entry requirements and prior study It is expected that learners would already have gained a N4 Mathematics or Lifeskills Mathematics award with a high mark (75% +) and have had no resits in their unit assessments. In addition, pupils will be expected to have demonstrated good home study skills in their previous course.

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SQA Choices

Curricular Area

Numeracy

Subject:

Mathematics National 4

Aims of the Course The aims of this course are to further develop the skills in number, patterns, relationships and measure studied in S1 - 3 which will allow a student to develop mathematical and problem solving skills which will be relevant to learning, life and work.

Course Content The course consists of three units: Mathematics: expressions and formulae Mathematics: relationships Numeracy skills and application Course Assessment Each unit above will be assessed at the end of the unit with a unit assessment (NAB). In addition, there will be a final course assessment at the end of the course (This is called the ―value added unit‖)

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SQA Choices

Curricular Area:

Numeracy

Subject:

Mathematics National 5

Aims of the Course This course is designed to develop the learner’s skills in using mathematical languages, to explore mathematical ideas, and to develop skills relevant to learning, life and work in an engaging and enjoyable way. It will build on prior learning and develop: operational skills in algebra, geometry, trigonometry and statistics reasoning skills of investigation, problem solving, analysis and application some numeracy skills in number processes and information handling Course Content The course consists of three units:   

Mathematics: Expressions and Formulae Mathematics: Relationships Mathematics: Applications

Course Assessment Each unit above will be assessed at the end of the unit with a unit assessment (NAB). In addition, there will be a final external SQA course assessment (graded A to D) at the end of the course.

Additional information: This course carries a commitment to regular practice of skills and applications at home.

Entry to this course requires leaners to have successfully completed level 4 in S1 – S3 or a high quality award at National 4 (70% or above).

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SQA Choices

Curricular Area:

Numeracy

Subject:

Mathematics Higher

Recommended previous Experience: National 5 Mathematics Grade A or B or CFE level 4 achieved in S1 – S3 for two year course or S3 recommendation for two year Higher.

Aims of Course Higher Mathematics has the particular objective of meeting the needs of students at a stage of their education where career aspirations are particularly important. The course has obvious relevance for students with interests in fields such as commerce, engineering, sciences and technologies where the mathematics learned will be put to direct use. For other students, the course can be an important component of an entry requirement to a Higher Education institution. All students taking the Higher Mathematics course, whatever their career aspirations should acquire an enhanced awareness of the importance of mathematics to technology and society in general.

Compulsory Units

Course Content

Mathematics 1 (Higher) Properties of the straight line Functions and graphs Basic differentiation Recurrence relations

and

Mathematics 2 (Higher) Polynomials and quadratic theory Basic Integration Trigonometric equations Equation of the circle

or

Statistics (Higher) (Subject to availability) Exploratory Data Analysis Discrete probability distributions Continuous probability distributions Two variable statistics

Optional Units Mathematics 3 (Higher) Vectors in 3 dimensions Further calculus Logarithms and exponential Trigonometric relationships Course Assessment Each unit will be internally assessed upon completion. In the final examination, students will either sit a paper assessing Mathematics 1 (Higher), 2 (Higher) and 3 (Higher) or one assessing Mathematics 1 (Higher), 2 (Higher) and Statistics (Higher).

General Comments The Higher Mathematics course, which contains Mathematics 1 (Higher), 2 (Higher) and 3 (Higher) is designed to meet the needs of students who wish to progress to Advanced Higher Mathematics either in S6 or in Further Education.

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SQA Choices

The Higher Mathematics course, which contains Mathematics 1 (Higher), 2 (Higher) and Statistics (Higher) form the basis of a course designed to meet the needs of students whose interests lies in areas of work and study where statistical concepts and techniques are important. Students who are currently in S5 should seek advice from their teacher as to the most appropriate course of action should they wish to study mathematics in 56

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SQA Choices

Curricular Area:

Numeracy

Subject:

Mathematics Post-Higher Provision: Advanced Higher

Recommended previous Experience: Pass in Higher Mathematics, preferably grades A or B

Aims of the Course This course will enhance and broaden the mathematical knowledge already gained in Higher Mathematics. The course offers breadth and depth of mathematical experience, providing the student with a heightened awareness of the power of mathematics and its important applications in society.

Course Content Advanced Higher Mathematics consists of two compulsory units Mathematics 1 (AH) and Mathematics 2 (AH) which extend previous knowledge of algebra and calculus, and introduce matrices, complex numbers and number theory.

There are also four optional units from which one must be chosen. These are Mathematics 3 (AH) which extends knowledge gained in the first two units, providing a deeper treatment of pure mathematics; Statistics 1 (AH), Numerical Analysis (AH) and Mechanics (AH) which examine these areas of applied Mathematics. A student considering a mathematical degree/career should consider the Advanced Higher Applied course for which another three units are to be completed.

These options can be discussed with your Maths teachers.

Course Assessment Each unit is assessed and accredited internally. The opportunity to sit a prelim will be provided in February. The external exam is of three hours duration consisting of short questions and extended response questions.

General Comments This course is essential for any student considering a degree course with a mathematical base such as engineering or science subjects, as well as Mathematics itself. In addition, the course achieves relevance to the areas of computer science, biological and social sciences, medicine, business and management.

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SQA Choices

Curricular Area:

Science

Subject:

Biology National 4

Aims of the Course This course is for those pupils who have been successful with ‘Core’ work in Science, but have not yet mastered the Challenge areas of Biology. This course builds a foundation towards studying National 5 Biology and other Sciences in future years.

Course Content The three units of the course are: Cell Biology – cell division and its role in growth and repair; DNA, genes and chromosomes; therapeutic use of cells; properties of enzymes and use in industries; properties of microorganisms and use in industries; photosynthesis — limiting factors; factors affecting respiration; and controversial biological procedures.

Multicellular organisms – sexual and asexual reproduction and their importance for survival of species; propagating and growing plants; commercial use of plants; genetic information; growth and development of different organisms; and biological actions in response to internal and external changes to maintain stable body conditions.

Life on earth – animal and plant species dependency on each other; impact of population growth and natural hazards on biodiversity; nitrogen cycle; fertiliser design and environmental impact of fertilisers; and adaptations for survival and learned behaviour in response to stimuli linked to species survival.

Each unit will allow students to research topical science issues, apply scientific skills and communicate information related to their findings, which will develop skills of scientific literacy.

Course Assessment Each unit is assessed internally by means of a written test, a scientific report of a piece of experimental work that has been carried out and an investigative report on a topical area of science covered. There is also an added value unit assessment that is an extended investigative report on a topical area of science covered that may cover more than one unit of work.

The course has no final exam and is internally assessed with verification from the SQA. Home study is an essential part of the course and will include pieces of reading, research, written exercises and revision.

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SQA Choices

Curricular Area:

Science

Subject:

Biology National 5

Aims of the Course This course is for those pupils who want to study Biology beyond National 4 level. This course builds a foundation towards studying Higher Biology and other Sciences in future years.

Course Content The three units of the course are: Cell Biology – cell structure; transport across cell membranes; producing new cells; DNA and the production of proteins; proteins and enzymes; genetic engineering; photosynthesis and respiration.

Multicellular organisms – cells, tissues and organs; stem cells and meristems; control and communication; reproduction; variation and inheritance; the need for transport; and effects of lifestyle choices on animal transport and exchange systems.

Life on earth - 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.

Each unit will allow students to research topical science issues, apply scientific skills and communicate information related to their findings, which will develop skills of scientific literacy.

Course Assessment: Internal assessment:Each unit has one assessment which is used for unit awards. These are not required to sit the final exam, however, students can be given a credit for these separately as unit passes..

External Assessment (SQA) One examination paper of 2 hours duration. (80 marks) Assignment report (20 marks)

General Comments Home study is an essential part of the course and will include pieces of reading, research, written exercises and revision.

This course requires a significant level of Literacy and Numeracy skills.

Ideally pupils should be working towards Nat 5 English and Maths.

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SQA Choices

Curricular Area:

Science

Subject:

Biology Higher / Human Biology Higher

Recommended Previous Experience Successful completion of year 1 of the two year Higher Biology/Human Biology course or a pass at National 5 at A or B or a suitable recommendation at the end of S3. A pass at National 5 Maths and English and preferably working towards Higher level.

Aims of the Course The course aims to stimulate interest in Biology. It provides the opportunity for students to acquire knowledge and understanding of biological concepts, facts, ideas and techniques. It should also give students an understanding of the applications of Biology in society, industry and caring professions.

Course Content The courses have the following units: Higher Biology DNA and the Genome Metabolism and Survival Sustainability and independence

Higher Human Biology Physiology and Health Neurobiology and Communication Immunology and Public Health Human Cells

Course Assessment To gain a Biology Higher, students must pass both the internal and external assessments.

Internal assessment: Each unit has one assessment which must be passed in order to be credited with the unit.

In addition students must successfully complete one experimental report External Assessment (SQA) One examination paper of 2 hours 30 minutes duration. (100 marks) Assignment report (20 marks)

General Comments These courses require a significant level of literacy skills. Pupils should be working at or beyond National 5 English and Maths. Biology Higher can lead to university or further education courses in a number of different subjects eg Biology; Microbiology; Environmental Studies; Marine Biology; Agriculture; Brewing. It can also open the door to a number of careers such as Medicine, Nursing, Pharmacy, Environmental Management, Dentistry, Forensic Science etc.

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SQA Choices

Curricular Area:

Science

Subject:

Biology Post-Higher Provision: Advanced Higher

Recommended Previous Experience: Higher Grade Biology at A or B grades.

A pass or working towards Higher level in English, Maths and Higher Chemistry.

Aims of the Course The course aims to stimulate a deeper interest in Biology. It provides the opportunity for students to acquire knowledge and understanding of biological concepts, facts, ideas and techniques. It should also give students and understanding of the applications of Biology in society, industry and caring professions. It also helps prepare students interested in pursuing a Biology related subject at University/College.

Course Content The course consists of three units of work: Cells and proteins – Laboratory techniques for biologists, proteins, membrane proteins, detecting and amplifying an environmental stimulus, communication within multicellular organisms and protein control of cell division.

Organisms and evolution – Field techniques for biologists, organisms, variation and sexual reproduction, sex and behaviour, parasitism.

Investigative Biology – Scientific principles and process, experimentation, critical evaluation of biological research.

There is also a project/investigation to complete as part of the course. This involves background research in addition to carrying out an experimental investigation of your choice. You will be required to keep a laboratory day book and write up a formal report.

Course Assessment Internal assessment: Each unit has one assessment which must be passed in order to be credited with the unit.

In addition, students must successfully complete one experimental report.

External Assessment (SQA) One examination paper of 2 hours 30 minutes duration. (100 marks) Project (30 marks)

General Comments Hard work, regular attendance, commitment and motivation are essential for this course. The ability to work independently is important and this skill should improve as confidence and laboratory skills improve.

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SQA Choices

Curricular Area:

Science

Subject:

Chemistry National 4

Aims of the Course This course is for those pupils who have been successful with Core work in Science, but have not yet mastered the Challenge areas of Chemistry. This course builds a foundation towards studying National 5 Chemistry and other Sciences in future years.

Course Content: The three units of the course are: Chemical changes and structure – rates of reaction, atomic structure, energy changes of chemical reactions, and acids and bases.

Nature’s chemistry – fuels, hydrocarbons, everyday consumer products and plants for products.

Chemistry in society - metals and alloys, materials, fertilisers, nuclear chemistry and chemical analysis.

Course Assessment Each unit is assessed internally by means of a written test, a scientific report of a piece of experimental work that has been carried out and an investigative report on a topical area of science covered. There is also an added value unit assessment that is an extended investigative report on a topical area of science covered that may cover more than one unit of work. The course has no final exam and is internally assessed with verification from the SQA.

General Comments: Due to the use of numeracy skills in this course, a recommendation for National 4 Maths (or above) is desirable.

Home study is an essential part of the course and will include pieces of reading, research, written exercises and revision.

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SQA Choices

Curricular Area:

Science

Subject

Chemistry National 5

Aims of the Course: This course is for those pupils who want to study Chemistry beyond National 4 level. This course builds a foundation towards studying Higher Chemistry and other Sciences in future years.

Course Content: The three units of the course are: Chemical changes and structure – rates of reaction, atomic structure and bonding, reaction quantities and acids and bases.

Nature’s chemistry – homologous series, everyday consumer products and energy from fuels.

Chemistry in society - metals, properties of plastics, fertilisers, nuclear chemistry and chemical analysis.

Each unit will allow students to research topical science issues, apply scientific skills and communicate information related to their findings, which will develop skills of scientific literacy.

Course Assessment: Internal assessment: Each unit has one assessment which is used for unit awards. These are not required to sit the final exam, however, students can be given credit for these separately as unit passes. In addition students must successfully complete one experimental report.

External Assessment (SQA) One examination paper of 2 hours duration. (80 marks) Assignment report (20 marks)

General Comments: Home study is an essential part of the course and will include pieces of reading, research, written exercises and revision.

This course requires a significant level of Literacy and Numeracy skills. Ideally pupils should be working towards National 5 English and Maths.

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SQA Choices

Curricular Area:

Science

Subject:

Chemistry Higher

Recommended Previous Experience A/B at National 5 Chemistry, or a suitable recommendation at the end of S3.

A pass at National 5 Maths and English and preferably working towards Higher level.

Aims of the Course The course is an extension to National 5 Chemistry and will show how the quality of everyday life is influenced by chemical processes. The course aims to give pupils a grounding in the knowledge and theory needed for tertiary education or industry.

The course aims to improve thinking processes by analysing trends and patterns, develop the scientific method of working, improve numeracy and presentation of information and continue to develop practical skills such as experimentation, observation, measurement and recording.

Course Content The course consists of four units: Chemical changes and structure – Controlling the rate, Periodicity, structure and bonding, Nature’s chemistry – Esters, fats and oils, proteins, the Chemistry of cooking, oxidation of food, soaps, detergents and emulsions, fragrances and skin care.

Chemistry in society – Getting the most from reactants, equilibria, chemical energy, oxidising and reducing agents and chemical analysis.

Researching chemistry – Selecting and using various pieces of scientific equipment, various ‘wet chemistry’ analysis techniques.

Many of these units rely on a good level of knowledge from earlier study.

The topics are taught by a mixture of teacher-centred and pupil-centred learning, and involve practical work.

Course Assessment Internal assessment: Each unit has one assessment which must be passed in order to be credited with the unit.

In addition students must successfully complete one experimental report External Assessment (SQA) One examination paper of 2 hours 30 minutes duration. (100 marks) Assignment report (20 marks) General Comments Homework is an essential part of the course and is given regularly. Regular study is needed for end of topic tests. To gain the award of the course, the pupil must achieve all the component units of the course and the external assessment.

The course is designed to be covered in 120 hours of study and this means that rapid progress through the topics will be needed. Hard work and regular attendance is needed throughout the course.

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SQA Choices

Curricular Area:

Science

Subject:

Chemistry Post-Higher Provision: Advanced Higher

Recommended Previous Experience Higher Grade Chemistry at A or B grades. and Higher Maths.

Aims of the Course The course aims to further develop knowledge and understanding of physical and natural environments, to develop important practical skills and to improve the skill of independent study, essential in a wide range of occupations and education experiences.

Course Content The course consists of three units of work: Inorganic and Physical Chemistry – Electromagnetic radiation, atomic spectra, orbitals, electronic configuration, transition metals, chemical equilibria, reaction feasibility and kinetics.

Organic Chemistry and Instrumental Analysis – Molecular orbitals, stereochemistry, synthesis, experimental determination of molecular structure and pharmaceutical chemistry.

Researching Chemistry – Gravimetric and volumetric analysis, practical skills/techniques and stoichiometric calculations.

There is also a project/investigation. This involves background research in addition to carrying out an experimental investigation of your choice. You will be required to keep a laboratory day book and write up a formal report.

Course Assessment Internal assessment: Each unit has one assessment which must be passed in order to be credited with the unit.

In addition, students must successfully complete one experimental report.

External Assessment (SQA) One examination paper of 2 hours 30 minutes duration. (100 marks) Project (30 marks)

General Comments Hard work, regular attendance, commitment and motivation are essential for this course. The ability to work independently is important and this skill should improve as confidence and laboratory skills improve.

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SQA Choices

Curricular Area:

Science

Subject:

Physics National 4

Aims of the Course This course is for those pupils who have been successful with Core work in Science, but have not yet mastered the ‘Challenge’ areas of Physics. This course builds a foundation towards studying National 5 Physics and other Sciences in future years.

Course Content The three units of the course are: Electricity and energy – generation of electricity, electrical power, electromagnetism, practical electrical and electronic circuits, gas laws and the kinetic model.

Waves and radiation - wave characteristics, sound, electromagnetic spectrum and nuclear radiation.

Dynamics and space - speed and acceleration, relationships between forces, motion and energy, satellites and cosmology.

Each unit will allow students to research topical science issues, apply scientific skills and communicate information related to their findings, which will develop skills of scientific literacy.

Course Assessment Each unit is assessed internally by means of a written test, a scientific report of a piece of experimental work that has been carried out and an investigative report on a topical area of science covered. There is also an added value unit assessment that is an extended investigative report on a topical area of science covered that may cover more than one unit of work.

The course has no final exam and is internally assessed with verification from the SQA. Home study is an essential part of the course and will include pieces of reading, research, written exercises and revision.

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SQA Choices

Curricular Area:

Science

Subject:

Physics National 5

Aims of the Course This course is for those pupils who want to study Physics beyond National 4 level. This course builds a foundation towards studying Higher Physics and other Sciences in future years.

Course Content The three units of the course are: Electricity and energy – energy transfer, heat and the gas laws Waves and radiation - waves and nuclear radiation.

Dynamics and space - kinematics, forces and space.

Each unit will allow students to research topical science issues, apply scientific skills and communicate information related to their findings, which will develop skills of scientific literacy.

Course Assessment Internal assessment: Each unit has one assessment which is used for unit awards. These are not required to sit the In addition final exam, however, students can be given credit for these separately as unit passes. students must successfully complete one experimental report.

External Assessment (SQA) One examination paper of 2 hours duration. (80 marks) Assignment report (20 marks)

General Comments Home study is an essential part of the course and will include pieces of reading, research, written exercises and revision.

This course requires a significa nt level of literacy and numeracy skills. Ideally pupils should be working towards Nat 5 English and Maths.

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SQA Choices

Curricular Area:

Science

Subject:

Physics Higher

Recommended Previous Experience Grade A/B at National 5 Physics or a suitable recommendation at the end of S3.

A pass at National 5 Maths and English and preferably working towards Higher level.

Aim of the Course The Higher Course follows on from Standard Grade and National 5Physics developing the topics previously introduced. It aims to give a deeper insight into the structure of the subject and to encourage pupils to engage in experimental work. Higher Physics is a subject which should be of relevance and interest to any pupil in S5 or 6, whether or not they intend to follow a career with a scientific basis. The study of Physics requires, and helps to develop, imagination, common sense, thoughtful observation and degrees of creativity.

Course Content The 4 units of the course are: Our dynamic universe – Motion, forces, energy and power, collisions, explosions and impulse, gravitation, special relativity and the expanding universe.

Particles and waves – The standard model, forces on charged particles, nuclear reactions, wave-particle duality, interference and diffraction, refraction of light and spectra.

Electricity - Monitoring and measuring a.c., current, potential difference, power and resistance, electrical sources and internal resistance, capacitors, conductors, semiconductors and insulators, p-n junctions.

Researching physics – units, prefixes, uncertainties and scientific notation Course Assessment Internal assessment: Each unit has one assessment which must be passed in order to be credited with the unit.

In addition students must successfully complete one experimental report External Assessment (SQA) One examination paper of 2 hours 30 minutes duration. (100 marks) Assignment report (20 marks)

General Comments Homework is an essential part of the course and is given regularly. Regular study is needed for end of topic tests. To gain the award of the course, the pupil must achieve all the component units of the course and the external assessment.

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SQA Choices

Curricular Area:

Science

Subject:

Physics Post-Higher Provision: Advanced Higher

Recommended Previous Experience Grade A or B in Higher Physics and Grade A or B in Higher Mathematics Aims of the Course The course aims to provide a challenging experience for those wishing to study Physics at a deep level and to assist students towards an understanding of the use of mathematical models and techniques for describing the behaviour of nature. An opportunity for engaging in some independent research is a part of the course.

Course Content The three units of the course are: Rotational motion and Astrophysics – Kinematic relationships, angular motion, rotational dynamics, gravitation, general relativity and stellar physics.

Quanta and Waves – Introduction to quantum theory, particles from space, simple harmonic motion, waves, interference and polarisation Electromagnetism – Fields, circuits and electromagnetic radiation There is also a project/investigation. This involves background research in addition to carrying out an experimental investigation of your choice. You will be required to keep a laboratory day book and write up a formal report.

Course Assessment Internal assessment: Each unit has one assessment which must be passed in order to be credited with the unit.

In addition, students must successfully complete one experimental report.

External Assessment (SQA) One examination paper of 2 hours 30 minutes duration. (100 marks) Project (30 marks) General Comments Advanced Higher Physics is a course suitable for those students who wish to study any Science or Engineering course at University, as well as those students who do not wish to continue study at University.

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Curricular Area:

Technologies

Subject:

Administration and IT National 4

There are 3 units Administrative Practice The purpose of this Unit is to give learners a basic introduction to administration in the workplace.

Learners will begin to appreciate key legislation affecting employees, key features of good customer care and the skills, qualities and attributes required of administrators. The Unit will also enable them to apply this basic understanding in carrying out a range of straightforward administrative tasks required for organising and supporting small-scale events.

IT Solutions for Administrator The purpose of this Unit is to develop learners‘ basic skills in IT and organising and processing simple information in familiar administration-related contexts. Learners will use the following IT applications: word processing, spreadsheets and databases, to create and edit simple business documents. The Unit will allow emerging technologies to be incorporated so as to ensure that its content remains current and relevant.

Communication in Administration The purpose of this Unit is to enable learners to use IT for gathering and sharing simple information with others in familiar administration-related contexts. Learners will develop a basic understanding of what constitutes a reliable source of information and an ability to use appropriate methods for gathering information. They will also become able to communicate simple information in ways which show a basic awareness of its context, audience and purpose. The Unit will allow emerging technologies to be incorporated so as to ensure that its content remains current and relevant.

Assessments: There will be 3 Unit Assessments and a course Assessment: Unit Assessments: Administrative Practices IT Solutions for Administrators Communication in Administration Course Assessment: Added Value Unit. The purpose of this Unit is to draw on the knowledge, understanding and skills developed in the other 3 units. Learners will undertake practical administration- and IT- based tasks to organise and support a small-scale event or events.

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SQA Choices

Curricular Area:

Technologies

Subject:

Administration and IT National 5

The course consists of 3 units: Administrative Practices The purpose of this Unit is to give learners a broad introduction to administration in the workplace. Learners will develop an understanding of key legislation affecting both organisations and employees, the benefits to organisations of good customer care and the skills, qualities and attributes required of administrators. The Unit will also enable them to apply this understanding in carrying out a range of administrative tasks required for organising and supporting events.

IT Solutions for Administrators The purpose of this Unit is to develop learner’s skills in IT, problem solving and organizing and managing information in largely familiar administration-related contexts. Learners will select the following IT applications – word processing, spreadsheets, databases – and will use them to create and edit businesses documents. The Unit will allow emerging technologies to be incorporated so as to ensure that its content remains current and relevant.

Communication in Administration The purpose of this Unit is to enable learners to use IT for gathering and sharing information with others in largely familiar administration-related contexts. Learners will develop an understanding of what constitutes a reliable source of information and an ability to identify and use the most appropriate methods for gathering information. They will also become able to communicate information in ways appropriate to its context, audience and purpose. The Unit will allow emerging technologies to be incorporated so as to ensure that its content remains current and relevant.

Assessments: There will be 3 Unit Assessments and a Course Assessment: Unit Assessments Administrative Practices IT Solutions for Administrators Communication in Administration Course Assessment Assignment. The purpose of the assignment is to draw on the knowledge, understanding and skills developed in the other 3 units. Learners will undertake practical administration- and IT- based tasks to organise and support an event or events. (100 marks)

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Curricular Area:

Technologies

Subject:

Administration Higher

Recommended previous Experience: Administration National 5 Grade A or B or S3 recommendation for two year Higher Aims of the Course Administration is a vocational course, designed to help gain employment in an office environment or progress to further or higher education. Study of this course will give transferable skills which would help you in any chosen area of study.

Course Content Administrative Theory and Practice The purpose of this Unit is to enable learners to develop an in-depth knowledge and understanding of administration in, and the impact of IT on, the workplace. Learners will acquire an in-depth knowledge and understanding of the factors contributing to the effectiveness of the administrative function, such as the strategies for effective time and task management and for complying with workplace legislation, and of what makes effective teams. The theory in this Unit will also cover customer care.

IT Solutions for Administrators The purpose of this Unit is to develop learners’ skills in IT, some of them advanced, and in organising and managing information in administration-related contexts. Learners will develop the ability to utilise a range of functions, some of them advanced, of IT applications covering word processing, spreadsheets, databases, or emerging equivalent technologies, and to use them to analyse, process and manage information in order to create and edit relatively complex business documents.

Communication in Administration The purpose of this Unit is to enable learners to develop a range of IT skills, some of them advanced, for research and communicating complex information to others. Learners will develop an understanding of barriers to communication and ways of overcoming them to ensure communication is understood. The Unit will also develop learners’ knowledge and understanding of how to maintain the security and confidentiality of information. This foundation will enable learners to communicate information in ways taking account of the needs of the audience.

Course Assessment Component 1 — assignment 70 marks Component 2 — question paper 30 marks Total marks 100 marks General Comments Very useful skills for ALL in the Information Technology age.

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Curricular Area:

Technologies

Subject:

Business National 4

The course consists of 3 units Business in Action In this Unit, learners will carry out activities that will give them an appreciation of how and why businesses develop and operate in today‘s society. Learners will develop skills and knowledge and understanding relating to the role of business and entrepreneurship within society, and of the actions taken by business to meet customers‘ needs. Learners will discover how businesses are organised by exploring the functional activities, such as marketing, finance, operations and human resources, and applying their understanding of these areas to support business planning and decision making.

Influences on Business In this Unit, learners will carry out activities that will give them an appreciation of the impact that a range of internal and external influences has on business decision making. Learners will investigate stakeholders‘ influence on businesses and will acquire skills and knowledge and understanding relating to the financial, economic, competitive and social environment in which businesses have to operate. This will provide learners with a growing understanding of how these influences can affect business survival and success.

Added Value Unit: Business Assignment In this Unit, learners will draw on and apply the skills, knowledge and understanding they have gained from across the other Units of the Course. This will be demonstrated by an assignment. The criteria for the assignment will be sufficiently flexible and open to allow for a degree of personalisation and choice as to the aspect of business to be investigated and how the findings may be presented.

Assessments There will be unit and course assessments: Unit Assessments: Business in Action Influences on Business Course Assessment: Added Value Unit

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Curricular Area:

Technologies

Subject:

Business National 5

The course will consist of 3 units Understanding Business In this Unit, learners will be introduced to the business environment. Learners will develop relevant skills, knowledge and understanding by carrying out learning activities relating to the role of business organisations and entrepreneurship in society, using real-life contexts. It introduces learners to the main activities associated with businesses and other organisations. The Unit will allow learners to explore issues relating to the external environment in which organisations operate and their effects on organisational activity, decision making and survival.

Management of People and Finance In this Unit, learners will develop skills, knowledge and understanding relating to the internal issues facing organisations in the management of people and finance. Learners will carry out activities that will enable them to grasp theories, concepts and processes relating to human resource management. This will allow them to demonstrate an understanding of how to manage people in order to maximise their co ntributio n to an organisation‘s success. Learners will also follow basic theories, concepts and processes relating to financial aspects of business in preparing and interpreting financial information in order to solve financial problems facing businesses.

Management of Marketing and Operations In this Unit, learners will develop skills, knowledge and understanding relating to the importance to organisations of having effective marketing and operations systems. The Unit will allow learners to carry out activities that introduce them to the processes and procedures organisations use in order to maintain quality and competitiveness. Learners will demonstrate an understanding of how marketing can be used to communicate effectively with consumers, maximise customer satisfaction, and enhance competitiveness. Learners will explore and identify the processes and procedures required to produce goods or services to an appropriate standard of quality.

Assessments - There will be 3 unit assessments and course assessments Unit Assessments: Understanding Business Managing People and Finance Management of Marketing and Operations Course Assessments: Question Paper – 70 marks Assignment – 30 marks

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Curricular Area:

Technologies

Subject:

Business Management Higher

Recommended previous Experience:

National 5 Business Management at Grade A or B Crash Higher – English Intermediate 2 Grade A or B or English National 5 A or B or S3 recommendation for two year Higher

Business Management is a dynamic and stimulating course designed to provide students with the skills and techniques needed in the successful management of all types of organisations. The skills required in, for example, the management of an engineering firm, can be equally applied to any other business.

Course Content The course is divided into 3 main areas: Understanding Business Rose o business in society, sectors of industry, sectors of the economy, wealth creation (impact on UK economy, costs and benefits). Types of business organisations, National government organisations and agencies, public limited companies, franchising, multinationals, objectives, corporate social responsibility, methods of growth, satisfying, managerial objectives, external factors, impact of external factors, economic policy, competition policy, internal factors, corporate culture, types of decision, stakeholders, conflict of interest and interdependence structures, features, characteristics, benefits and drawbacks of different organizational structures.

Management of People and Finance Recruitment and selection, Workforce planning, internal vs. external, methods of testing, Training and development, Staff development, training schemes, work-based qualifications, Motivation and leadership, Introduction to theories of motivation and leadership styles, Employee relations, Institutions involved, processes, appraisal, legislation, impact of current employment legislation, Sources of finance, Appropriate for larger organisations, stock market, Cash budgeting, Analysis, cash flow issues and solutions, Final accounts, Interpreting trading, profit and loss, balance sheet, cash budget (not preparation), Ratios - Profitability, liquidity and efficiency and Technology and the Role of Technology on Human Resources and Finance.

Management of Marketing and Operations Customers, Market-led vs. product-led, consumer behaviour, Market research, Market research methods, including justification for use, sampling, Extended marketing mix, Product, People, process and physical evidence, Product life cycle, and profitability at each stage, extension strategies, product portfolio, Price, Pricing strategies, Place, Channels of distribution, the role of wholesaler and retailer, types of retailers, Promotion, Into and out of the pipeline, public relations, Stock management, Stock management systems, just in time, storage, warehousing and logistics, Methods of production, Contemporary production methods, Quality management, quality standards and symbols, benchmarking, quality circles, mystery shopping, Ethical and environmental, Fair trade, environmental problems and solutions, ethical issues, Technology and the Role of current technology in marketing and operations.

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Course Assessment Component 1 — question paper 70 marks Component 2 — assignment 30 marks Total marks 100 marks General Comments Pupils considered fit to undertake this subject at this level are likely to be the managers of the future. Isn't it a good idea, then, to learn these skills at the earliest stage - in school?

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Curricular Area:

Technologies

Subject:

Business Management Post-Higher Provision: Advanced Higher

Recommended previous Experience:

There are 3 units of study: The External Business Environment Learners will develop a detailed knowledge and in-depth understanding of the effects of external influences on organisations operating at a multinational and global level. The Unit provides learners with the opportunities to investigate how an organisation is affected by external factors and to gain an in-depth understanding of the responsibilities of managers in an economic, social and environmental context. Learners will analyse and evaluate the impact of such external factors and consider the effectiveness of various courses of action.

The Internal Business Environment Learners will gain a thorough grounding in the discipline that forms the basis of management practice.

The Unit allows learners to carry out activities that will expand their knowledge of both traditional and contemporary management theories used by organisations to maximise their efficiency. It also allows learners to analyse and evaluate theories relating to internal factors that influence the success of teams.

Evaluating Business Information Learners will develop skills in evaluating a range of business information used by organisations to reach conclusions. This will help learners to become competent and confident in the analysis and evaluation of business information, based on a research project carried out on a topic from the Course.

Assessments: There will be 2 Unit Assessments and 2 Course Assessments The External Business Environment The Internal Business Environment Course Assessment

Component 1 — Question Paper – 80 marks The purpose of this question paper is to address challenge and application. These will be assessed by drawing on, and sampling, the knowledge and understanding from across the Course. Learners will be required to apply their knowledge and understanding of business concepts and situations in complex contexts.

The question paper has 2 sections.

Section 1 - 40 marks - and will consist of a set of mandatory questions based on a business case study stimulus. The questions will be drawn from across the Course. Learners will be required to demonstrate application of skills and knowledge and understanding, within the context of the case study.

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Section 2 - 40 marks - and will consist of 4 mandatory questions, worth 10 marks each, which are drawn from across the Course.

Component 2 — Project – 40 marks The project will provide learners with the opportunity to apply and extend research, analytical, evaluative and decision-making skills, within the context of a business topic or issue. Learners should use a wide range of business sources relevant to the context of the project, and present their findings in a business report.

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Curricular Area:

Technologies

Subject:

Computing Science National 4

The course consists of 3 units: Software Design and Development The aim of this Unit is for the learner to develop basic knowledge, understanding a n d p r a c t i c a l problem-solving skills in software design and development. Learners will develop basic computational thinking and programming skills through practical tasks using appropriate software development environments across a range of contemporary contexts. These tasks will involve simple features and straightforward contexts. They will also develop an understanding of how data and instructions are stored in binary form and how programming underpins computer applications.

Learners will also explore the impact of contemporary software-based applications on society or the environment.

Information System Design and Development The aim of this Unit is for the learner to develop basic knowledge, understanding and practical problem-solving skills in information system design and development. Learners will implement practical solutions using appropriate development tools to create databases, web-based information systems, multimedia information systems (and/or hybrids of these). These tasks will involve simple features and straightforward contexts. Learners will also develop an understanding of basic computer hardware, software, connectivity and security issues through a range of practical and investigative tasks.

Computing Science Assignment This Unit requires the learner to apply skills and knowledge from the other Units to analyse and solve an appropriate challenging computing science problem.

Assessments Unit Assessments: Software Design and Development Information System Design and Development Course Assessment Added Value Unit. The assignment will outline a broad problem specification, with descriptions of one or two computing problems set within a defined context. There will be a structured task sheet, describing what the learner is required to do for each stage of the assignment and what evidence is required.

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Curricular Area:

Technologies

Subject:

Computing Science National 5

The course consists of 2 units: Software Design and Development The aim of this Unit is for the learner to develop knowledge, understanding and practical problem-solving skills in software design and development through appropriate software development environments. Learners will develop their programming and computational thinking skills by implementing practical solutions and explaining how these programs work. These tasks will involve some complex features and both familiar and new contexts, which will require some interpretation on the part of the learner. Learners will also develop an understanding of how data and instructions are stored in binary form, basic computer architecture and awareness of different contemporary software development languages/environments.

Information System Design and Development The aim of this Unit is for the learner to develop knowledge, understanding and practical problemsolving skills related to information system design and development through a range of practical and investigative tasks. Learners will apply computational thinking skills to implement practical solutions using a range of development tools and to develop an understanding of the technical, legal and environmental issues related to one or more information systems. Tasks will involve some complex features and familiar and new contexts, which will require some interpretation on the part of the learner.

Assessments Unit Assessments: Software Design and Development Information System Design and Development Course Assessment: The question paper will have two sections and 90 marks (60% of the total mark). Approximately 50% of the marks will be awarded for questions related to Software Design and Development, and 50% to Information Systems Design and Development.

Time Allowed: 1 hour and 30 minutes.

Section 1 will have 20 marks and will consist of short answer questions assessing breadth of knowledge from across both Units.

Section 2 will have 70 marks and will consist of approximately 6–8 extended response questions, each with approximately 8–12 marks. Questions will assess application of understanding rather than direct recall, include extended descriptions and explanations, and be more integrative, drawing on understanding of one or more topics across the Units. Questions related to programming will either use a form of pseudo code or allow candidates to answer in any appropriate language.

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Course Assignment: The assignment will have 60 marks (40% of the total mark).

The assignment will assess learners skills in analysing a problem (10 marks), designing a solution to the problem (10 marks), implementing a solution to the problem (20 marks), testing (10 marks) and reporting on that solution (10 marks).

The assignment will outline a broad problem specification, with descriptions of one or two computing problems set within the context. There will be a structured task sheet, describing what the learner is required to do for each stage of the assignment and what evidence is required.

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Curricular Area:

Technologies

Subject:

Computing Science Higher

Recommended previous Experience:

National 5 Computing Science Grade A or B or recommendation for two year Higher

Aims of the Course The aims of the course are to provide candidates with knowledge and understanding of underlying fundamental computing concepts, with regard to the operation and organisation of computer systems as a basis of the assimilation of future developments. develop in candidates an appreciation of the applicability and potential of computer systems develop in candidates skills of analysis, synthesis, evaluation, communication and problemsolving within a computing context. develop practical abilities in the use of computing technology. provide intellectual stimulus and challenge, develop academic rigour and foster an enjoyment of the subject. cater for the career demands and personal development requirements across the range of candidate aspirations.

Course Content Software Design and Development For this Unit, the learner will be required to provide evidence of:  skills in software design and development  knowledge and understanding of software design and development  understanding of the impact of contemporary computing technologies Information System Design and Development For this Unit, the learner will be required to provide evidence of:  skills in information system design and development  knowledge and understanding of information system design and development  understanding the legal, environmental, economic and social implications involved in designing and developing an information system Course Assessment Component 1 — Question Paper 90 marks Component 2 — Assignment 60 marks Total marks 150 marks General Comments It is intended to provide progression from National 5 Computing Science and may lead to an Advanced Higher in Computing Studies.

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Curricular Area:

Technologies

Subject:

Computing Science Post-Provision: Advanced Higher

Recommended previous Experience:

Higher Computing with an A or B pass.

Assessments: There will be 2 Unit Assessments and 2 Course Assessments Software Design and Development This Unit explores a range of advanced concepts and processes relating to software design and development, including the use of standard algorithms, structured data types and a range of programming constructs. Learners will develop skills in, developing well-structured, complex modular programs through practical tasks, using appropriate programming languages. Through investigative and practical work, learners will gain an understanding of the similarities and differences in different contemporary programming paradigms.

Information System Design and Development This Unit explores a range of advanced concepts and processes relating to the design and development of complex information systems. Learners will develop skills in developing and implementing complex information systems through practical tasks using appropriate development tools. Learners will develop their independent learning skills by investigating a contemporary development, describing its purpose, features and applications, a related technical challenge or current area of development, examining its legal and/or ethical implications, and evaluating its environmental, economic and/or social impact.

Unit Assessment There are 2 unit assessments Software Design and Development Information System Design and Development Course Assessment: The Course assessment will consist of 2 Components: a project and a question paper.

Component 1 — Project - 90 marks (60% of Total Mark) The purpose of the project is to assess practical application of knowledge and skills from across the Course to develop a solution to an appropriately challenging and complex computing science problem.

It will assess learners’ skills in planning and designing a solution to a problem, implementing and testing a solution, and evaluating and reporting on that solution.

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Component 2 — Question Paper - 60 marks (40% of Total Mark) The purpose of the question paper is to assess breadth of knowledge from across the Course, depth of understanding, and application of this knowledge and understanding to answer appropriately challenging questions.

The question paper will consist of structured and extended response questions.

It will give learners an opportunity to demonstrate application of knowledge and understanding to answer appropriately challenging context-based questions, by drawing on and applying knowledge.

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Curricular Area:

Technologies

Subject:

Design and Manufacture National 3

The course introduces learners to ideas and skills which they may then choose to take forward through further study in the technologies curriculum area.

The aims of the course are to enable learners to:     

develop skills in producing and interpreting sketches, drawings and diagrams develop skills in practical model making and construction develop skills in testing and simple evaluation of models apply safe working practices in a workshop or similar environment develop knowledge of basic engineering ideas.

The course consists of the following 3 units: Graphics for Design In this unit, learners will develop skills in producing drawings, sketches and diagrams to support the design process. Learners will use computer-aided and/or manual graphic communication tools and techniques.

Design and Modeling In this unit, leaners will follow, with guidance, a simple design process. They will make a simple physical model from design drawing, and refine the design based on simple evaluation of the model. Through these activities, learners will develop awareness of sustainability and recycling.

Constructing and Testing In this unit , leaners will develop an understanding of structures and mechanisms by solving simple engineering problems. They will construct (or simulate) and test simple models to demonstrate one or more of strengthening, energy transfer or movement. Learners will draw conclusions based on the test results.

In each of the three units above, leaners will develop and apply safe working practices in a workshop or similar environment.

Assessments All assessments are internal.

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Curricular Area:

Technologies

Subject:

Design and Manufacture National 4 and 5

Recommended previous experience: S3 recommendation N4/5 Graphic Communication N4/5 Practical Woodworking SQA’s Design and Manufacture qualifications provide a broad and practical experience in product design and manufacture, with opportunities for learners to gain skills in designing and communicating design proposals through folio work and modelling techniques.

Learners develop design skills and knowledge and understanding of materials and manufacturing processes, and enhance their creative and practical skills. The Courses build challenging, coherent and enjoyable learner journeys through all levels.

Design and Manufacture: Design (National 4/ 5) This Unit covers the product design process from brief to design proposal. It helps learners develop skills in initiating, developing, articulating and communicating design proposals. It allows them to develop an appreciation of the design/make/test process and the importance of evaluating and resolving design proposals on an ongoing basis. It allows them to develop an appreciation of design concepts and the various factors that influence the design of products.

Design and Manufacture: Materials and Manufacturing (National 5) This Unit covers the product design process from design proposal to prototype or product. It helps learners to ‘close the design loop’ by manufacturing their design ideas. It allows learners to develop practical skills that are invaluable in the design/make/test process. It helps them gain an appreciation of the properties and uses of materials as well as a range of manufacturing processes and techniques. It allows them to evaluate, refine and resolve design and manufacturing solutions.

In both Units, learners will gain knowledge and understanding of design and manufacturing technologies and how these impact on our environment and society.

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Assessments: Include unit Assessments: Design and Manufacture: Design Design and Manufacture: Materials and Manufacturing Course Assessment: Question Paper and assignment The question paper will have total of 60 marks. Learners will complete it in 1 hour and 30 minutes.

Approximately 50% will be awarded for questions relating to design and the other 50% will be awarded for questions related to materials and manufacturing.

The question paper will have two sections with a total of 8-10 questions - Section 1 will have 24 marks and consist of a single extended question with a short answer response, focusing on materials, tools and processes used in relation to a workshop based project.

Section 2 will have 36 marks and focuses on the integration of knowledge and understanding across the Units, based on a commercial product and requiring extended answers.

Assignment This assignment will have a total of 90 marks.

In the assignment marks will be awarded for: 

Design skills (45 marks) –includes the generation of ideas, the development of ideas, communication and evaluation.



Practical skills (45 marks) – includes measuring and marking out, cutting, shaping and forming, the assembly of components, and finishing.

For a National 4 award the assessment standards are as above minus the final exam. A National 4 is a pass/fail award with no grading and requires the completion of learning outcomes and added value unit to National 4 standard.

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Curricular Area:

Technologies

Subject:

Design and Manufacture Higher

Recommended previous Experience:

National 5 Design and Manufacture Grade A,B or C or S3 recommendation for two year Higher.

Aims of the Course The course aims to: The Higher Design and Manufacture Course develops learners’ research skills, idea generation techniques, and ability to read drawings and diagrams. Learners also gain the ability to communicate design ideas and practical details, to evaluate and apply both tangible and subjective feedback, and to devise, plan and develop practical solutions to design opportunities.

Course content There are 2 units.

Design and Manufacture: Design This unit covers the processes of   

product design from brief to resolved design proposals and specification. develop skills in initiating, developing, articulating and communicating design proposals in order to refine, improve and resolve them. develop an appreciation of design concepts and the various factors that influence the design and manufacture of products.

Design and Manufacture: Materials and Manufacturing This Unit covers the process of product design from design proposals to prototype. It allows learners to  gain skills in planning and making models and prototypes.  ‘close the design loop’ by manufacturing a set of design ideas.  develop an appreciation of manufacturing practicalities.  strengthen an appreciation of the various factors that influence the design and manufacture of products.  consider the manufacturing techniques and processes that would apply to a design proposal in an industrial/commercial context.

Course assessment Component 1 – Assignment 100 marks Component 2 - Question Paper 100 marks Total marks 200 marks

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Curricular Area:

Technologies

Subject:

Graphic Communication National 4

The course consists of 3 units: 2D Graphic Communication This Unit helps learners develop their creativity and skills within a 2D graphic communication context. It will allow learners to initiate, develop and communicate ideas using graphic techniques in straightforward and familiar contexts. Learners develop 2D graphic spatial awareness.

3D and Pictorial Graphic Communication This Unit helps learners develop their creativity and skills within a 3D and pictorial graphic communication context. Again, it will allow learners to initiate, develop and communicate ideas using graphic techniques in straightforward and familiar contexts. They will develop 3D graphic spatial awareness.

In both of the units, learners will develop an understanding of how graphic communication technologies impact on our environment and society.

Added Value Unit: Graphic Communication Assignment This Unit adds value by introducing challenge and application. Learners will be able to extend and apply their knowledge and skills through the assignment. They will draw on their range of graphic communication experiences from the Units in order to produce an effective overall response to the assignment. The assignment brief will be sufficiently open and flexible to allow for personalisation and choice.

Assessments: There are unit assessments 2D Graphic Communication 3D Graphic Communication Course Assessment Course Assignment The assignment will consist of a meaningful and appropriately challenging graphic communication task in which the learner can demonstrate an application of their skills, knowledge and understanding in context.

Learners ‘evidence should include a collection of meaningful graphic items produced in response to and satisfying a given brief, graphic research and development work, and an evaluation of the effectiveness of the final presentation work.

The assignment will be set within a single context rather than unconnected pieces of graphic work.

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Curricular Area:

Technologies

Subject:

Graphic Communication National 5

Recommended Previous Experience: S3 recommendation, interest in or also studying Art and Design, Design and Manufacture or similar creative courses.

Aims of the Course: The aims of the Course are to enable learners to:   

develop skills in graphic communication techniques, including the use of equipment, graphics materials and software extend and apply knowledge and understanding of graphic communication standards, protocols, and conventions where these apply develop an understanding of the impact of graphic communication technologies on our environment and society

Course Content: The Course consists of two Coursework Units and Course assessment. The Course assessment consists of a question paper and an assessment assignment.

Coursework 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.

2D Graphic Communication This Unit helps learners develop their creativity and skills within a 2D graphic communication context. It will allow learners to initiate, develop and communicate ideas using graphic techniques in straightforward and familiar contexts. In addition, the Unit allows learners to develop their skills in some less familiar or new contexts. Learners will develop 2D graphic spatial awareness.

3D and Pictorial Graphic Communication This Unit helps learners develop their creativity and skills within a 3D and pictorial graphic communication context. Again, it will allow learners to initiate, develop and communicate ideas using graphic techniques in straightforward and familiar contexts. In addition, the Unit allows learners to develop their skills in some less familiar or new contexts. Learners will develop 3D graphic spatial awareness.

In both Units, learners will develop an understanding of how graphic communication technologies impact on our environment and society.

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Assessment The Course assessment will consist of two Components: a question paper and an assignment. The total combined marks available are 120 marks, 60 marks for the question paper, 60 marks for the assessment assignment.

Assessment Assignment The purpose of the Graphic Communication assignment is to draw on, extend and apply the skills and knowledge developed and acquired during the Course. Evidence will be produced through the learner’s response to an appropriately challenging brief.

The assignment will give the learners an opportunity to:  Demonstrate graphic design skills and creativity.  Use graphic communication technologies.  Produce preliminary, production and promotional graphic items in response to a brief.  Use illustration techniques to create graphics with relevant visual impact.  Produce 2D and 3D production drawings1, applying appropriate standards, protocols and conventions; including third angle projection, dimensioning, line types and the use of scale.  Produce promotional publications with relevant visual impact that are planned and designed to meet a market and purpose in terms of content and style.  Review and evaluate their progress, giving justification for the choice of graphic items and the graphic communication techniques employed.

The assessment assignment has 60 marks (50% of the overall marks for the Course assessment).

Examination Question Paper The question paper will give learners an opportunity to demonstrate the following skills, knowledge and understanding relating to:  computer-aided design techniques  the use of graphic items in specific situations  the advantages and disadvantages of manual and electronic methods  spatial awareness — by responding to and/or interpreting given sketches and drawings  drawing standards, protocols and conventions  the use of colours, layout and presentation techniques  graphic communication as it impacts on our environment and society The question paper has 60 marks (50% of the overall marks for the Course assessment).

General Comments: Throughout the course learners will be required to meet hand-in deadlines, for both coursework and the assessment assignment. Learners may need to complete work outside of class time, making use of study periods or lunchtime/after school sessions.

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Curricular Area:

Technologies

Subject:

Graphic Communication Higher

Recommended previous Experience:

National 5 Graphic Communication, interest in or also studying Art and Design, Design and Manufacture or similar creative courses.

Aims of the Course: The aims of the Course are to enable learners to develop:     

skills in graphic communication techniques, including the use of equipment, graphics materials and software creativity in the production of graphic communications to produce visual impact in meeting a specified purpose skills in evaluating the effectiveness of graphics in communicating and meeting their purpose an understanding of graphic communication standards protocols and conventions, where these apply an understanding of the impact of graphic communication technologies on our environment and society

Course Content: The Course consists of two Coursework Units and Course assessment. The Course assessment consists of a question paper and an assessment assignment.

Coursework 2D Graphic Communication This Unit helps learners to develop their creativity and presentation skills within a 2D graphic communication context. It will allow learners to initiate, plan, develop and communicate ideas graphically, using two-dimensional graphic techniques. Learners will develop a number of skills and attributes within a 2D graphic communication context, including spatial awareness, visual literacy, and the ability to interpret given drawings, diagrams and other graphics. Learners will evaluate the effectiveness of their own and given graphic communications to meet their purpose.

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3D and Pictorial Graphic Communication This Unit helps learners to develop their creativity and presentation skills within a 3D and pictorial graphic communication context. It will allow learners to initiate, plan, develop and communicate ideas graphically, using three-dimensional graphic techniques. Learners will develop a number of skills and attributes within a 3D graphic communication context, including spatial awareness, visual literacy, and the ability to interpret given drawings, diagrams and other graphics. Learners will evaluate the effectiveness of their own and given graphic communications to meet their purpose.

Across both Units, learners will develop an understanding of how graphic communication as an activity, and graphic technologies by their use, impact on our environment and society.

Assessment Assessment Assignment The purpose of the Graphic Communication assignment is to draw on, extend and apply the skills and knowledge developed and acquired during the Course.

Evidence will be produced through the learner’s graphic response to an appropriately challenging graphic communication brief.

The assignment will give learners the opportunity to:  Demonstrate creativity in responding to realistic and contextualised graphic tasks and situations.  Demonstrate skills in the use of graphic communication technologies in meeting a purpose.  Produce relevant preliminary, production and promotional graphic responses to a brief.  Apply illustration and presentation techniques to create graphics responses with relevant visual impact and clear purpose.  Produce 2D and 3D production drawings1, applying appropriate standards, protocols and conventions; including third angle projection, dimensioning, line type and the use of scale.  Produce promotional graphic publications with relevant visual impact that are planned and designed to meet a market, purpose, content and style.  Review, evaluate and justify their decisions on the choices of graphic items and communication techniques employed.

The assessment assignment will have 70 marks (50% of the overall marks for the Course assessment).

Examination Question Paper The question paper will give learners an opportunity to use their graphic communication skills, knowledge and understanding to:  demonstrate their understanding of computer-aided design techniques including commercial / industrial practice  demonstrate reasoning ability by justifying graphics in specific contexts  explain the use of digital technology in graphic communication  interpret/respond to given 2D, 3D and pictorial drawings and sketches  identify and describe drawing standards, protocols and conventions  define, describe and evaluate the use of recognised desktop publishing features  describe, define and evaluate the use of design elements and principles in promotional graphics  comment knowledgeably on graphic communication as it impacts on the environment and society 96

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The question paper will have 70 marks (50% of the overall marks for the Course assessment).

General Comments: Throughout the course learners will be required to meet hand-in deadlines, for both coursework and the assessment assignment. Learners may need to complete work outside of class time, making use of study periods or lunchtime/after school sessions.

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Curricular Area:

Technologies

Subject:

Graphic Communication Post-Higher Provision: Advanced Higher

Recommended previous Experience:

Higher Graphic Communication (Grade B+), interest in or also studying Art and Design, Design and Manufacture or similar creative courses. An appropriate level of English is required for the written aspect of the course.

Aims of the Course: The aims of the Course are to enable learners to develop:      

skills for enquiry, research and evaluation in the commercial contexts of graphic communication critical understanding of the impact of advanced graphic communication technologies and activities on our environment and society skills in applying graphic communication design principles and techniques in the various contexts of commercial activity skills in the use of software applications in producing creative, meaningful and effective graphic items and solutions to contextualised problems and challenges skills in creatively applying graphic presentation work and animation techniques to satisfy the needs of commercial activities and those of their audiences the ability to demonstrate independence in learning and thinking

Course Content: The Course consists of two Coursework Units and Course assessment. The Course assessment consists of a question paper and a project.

Coursework Technical Graphics This Unit will provide opportunities for learners to develop and creatively apply the graphic communication knowledge, skills and understanding which directly support graphic designing and communication activities in the various contexts of technical activities. It will enable learners to experience graphic communication in technical detail through exploring the purposes, applications and audience requirements. Within this Unit it is expected that learners will be using a range of knowledge and skills through manual and/or electronic-based communication activities. Learners will have significant opportunities to explore the use of detailed 2D and 3D graphics in modelling, graphic visualisation and technical/mechanical animation in relation to technical activities.

Commercial and Visual Media Graphics (Advanced Higher) This Unit will provide opportunities for learners to develop skills and explore techniques in creating a range of effective commercial and visual media graphic communication activities and their application in the fields of publishing and promotion. This Unit will attract learners with an interest in the broad commercial and visual media use of graphics which might include presentation work, magazines, newspapers, informational manuals, static promotional work, website page layout, graphic design, advertising and point of sale, digital media, games, animation, expressive arts, electronic-based learning and advertising. Graphic design work will be iterative, with an expectation of review, evaluation, 98

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amendment and presentation, and with a deep understanding of the needs of the intended audience.

Assessment The Project The purpose of The Project is to assess the practical application of knowledge and skills from across the Course to develop a solution to an appropriately complex graphic communication task providing challenge and requiring application. It will assess the learner’s skills in identifying opportunities to present solutions to satisfy perceived graphic needs, research markets and audiences, produce effective graphic solutions, critically evaluate and report on the solution and the process. The Project is a learnergenerated graphic communication project. Evidence will be produced through the learner’s response to a self-generated brief (with assessor approval) or through a partnership arrangement (with assessor approval). The project may be based on a combination of the principles, practices and techniques from across the Course or more focused and specific as required by the brief.

The Project has 120 marks (60% of the total mark).

Examination Question Paper The question paper will give learners an opportunity to demonstrate the following skills, knowledge and understanding:  Demonstrate their understanding of the range of techniques and practices used in technical, commercial and visual media graphic communications.  Demonstrate reasoning ability by interpreting the graphic communication needs of specific audiences.  Justify presented graphics in terms of purpose and audience needs.  Demonstrate an understanding of the use and impact of contemporary graphic communication technology in the creation of effective technical or commercial and visual media graphics.  Comment knowledgeably on graphic communication as it impacts on our environment and society.

The question paper has 80 marks (40% of the total mark).

General Comments: The Advanced Higher Graphic Communication course develops through a number of graphic themes and approaches, and the learner may tailor their studies and choices to suit their intended pathways.

For example if a learner is intending to study architecture at university they may choose to base their Project on an architectural theme.

The nature of this course demands that pupils work independently on their Project and parts of the coursework. The role of the teacher is to support the learners, particularly with the Project. Throughout the course learners will be required to meet hand-in deadlines, for both coursework and The Project.

Learners will need to complete work outside of class time, making use of study periods or lunchtime/after school sessions.

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Curricular Area:

Technologies

Subject:

Practical Craft Skills National 3, 4 and 5

Aims of the course:     

Develop skills in reading and interpreting drawings and diagrams Identify, select and use a range of workshop tools, equipment and materials Develop basic skills in measuring and marking out of materials Apply safe working practices in a workshop or similar environment Take account of good practice regarding sustainability and recycling.

The course comprises of 3 units.

Working with Tools In this Unit, learners will develop knowledge of a range of common tools and equipment used in woodworking and/or metalworking. The learner will also develop skills for measuring and marking out and for preliminary cutting and shaping of materials.

Working with Materials In this Unit, learners will develop skills in working with different woodworking and/or metalworking materials. This Unit helps learners to develop skills in cutting, shaping, fixing and joining materials, using a variety of appropriate craft techniques.

Making an Item In this Unit, learners will develop skills in making an item from wood, metal or a combination of these materials. Learners will learn to read and interpret simple working drawings, select and use tools safely, apply appropriate finishing techniques and review their completed item.

In each of the three Units, learners will develop an appreciation of safe working practices in a workshop environment. They will also develop knowledge of good practice in sustainability and recycling.

Assessments: Unit Assessments: Working with Tools Working with Materials Making an Item Course Assessments All assessments are internal assessments

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