Anderson High
School
S5 into S6
Options Booklet
Session 2016-17
0
1
Class 6 at the Anderson High School
There are many reasons for staying on for another year. Most pupils find it to be a rich and
rewarding experience. From extending academic qualifications for entry into higher education,
to experiencing a range of opportunities to volunteer outside the classroom, class 6 has
something to offer. We also recognise it is a valued social experience as young people
prepare for life after school. However it is important to have a clear purpose of what you hope
to achieve, in order to make the most of what is on offer.
As well as the established academic courses available for S6 we are looking to introduce more
opportunities to develop skills for work and skills for life. Extending our links with college and
increasing opportunities for work placements, will hopefully offer a wider range of experiences
in S6.
Learning Plan and Learning Agreement
S6 pupils will still initially sign up for 4 subjects by mid March. We will then ask you to
complete a learning plan. This will include a personal statement on your interests and
ambitions for class 6. The process will not only help you focus on what you hope to achieve
from the year but also be useful practice for filling in UCAS or other application forms. The
learning plan should be returned at the end of April.
We will then look at the learning plan and see if there are opportunities to include other forms
of learning. Traditionally pupils get involved in a number of different activities outside the
classroom in S6. Peer support with younger pupils; work in ASN or other departments; young
enterprise groups; global classroom, are among some of the areas that are on offer.
This year we are looking to extend and develop the range of experiences on offer. We are
working with the college to offer skills for work course which may include work experience.
Active Schools are looking at opportunities to work closer with primary pupils. It is also our aim
to offer a wider range of work placements to S6. All of these will be presented to class 6 at a
“Getting Involved Event” to be held in school at the beginning of June.
Where you were interested in taking up one of these options, we would look incorporate them
into your programme. You may be able to reduce the number of subjects to accommodate
these choices. This would be done with your Pupil Support teacher and would form the basis
of the final Learning Agreement. All S6 pupils should have finalised their learning plans by the
end of June.
Class 6 are expected to attend all classes unless part of an agreed programme or in the event
of illness. If you break the agreement you will be subject to the disciplinary process which may
involve being asked to leave school.
Curricular Flexibility and Parental Involvement
There may be times when circumstance change and we need to look again at your learning
programme. For example after SQA results come out in August or after receiving an offer from
a university. Any changes will be as a result of discussions between pupil, teachers and
parents. This may result in changing subject/ level or dropping a subject altogether. Whatever
the outcome it needs to be agreed and an effective alternative found.
We will have a parent information evening in early June. At the meeting we will be able to
answer any questions parents may have on issues relating to class 6 as a whole.
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Sixth Year – Important Events

You will start S6 in June.

Extra–Curricular Activities – Getting Involved:
You will have the opportunity to sign up for a number of extra
curricular activities, including Peer Support, Active Schools,
Supporting Younger Pupils in Departments and Young Enterprise as
well as joining Committees like the Eco School and Fundraising, at
the ‘Getting Involved’ fair in the Gym before summer holidays.
There will be a lot more information about the different opportunities
available to participate in the wider life of the school in PSE when
you start S6.

Applying for University
You will begin the process of registering and applying for university
in September. Students apply online at the University and Careers
Admission Service (UCAS) website www.ucas.co.uk. Pupils will then
have the opportunity to work their way through the UCAS application
process in PSE.

University and College Talks in School
Before the October holiday, representatives from a number of
universities come in to school and speak to senior pupils about
courses at their respective universities. Pupils sign up for these talks
in Pupil Support.
Lesley MacLennan from Aberdeen University also speaks to pupils
and parents about university life in general at an Information
Evening, which is organised by the Pupil Support Department.
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
The Universities Trip
The Universities Trip takes place in the second week of October,
the last week before the October holidays, and is an opportunity to
experience at first hand a number of different universities. It will not
be possible to visit individual departments, or guarantee that we will
visit your first choice university, but we will have a close look around
a variety of different types of university in a variety of different
locations. We will visit Edinburgh, Glasgow, Aberdeen and Stirling.
Getting a feel for the different institutions will help you make a more
informed choice and in many cases expand your options.
The trip leaves on the Wednesday night boat, taking in two
universities on Thursday and a further two on Friday before returning
to Shetland on Saturday morning. Transport on the mainland is by
bus, and accommodation on Thursday night will be in a city hotel.
The cost of the trip will be around £100.
To go on the trip you must have at least 3 Highers from S5.

The Beanfeast
The Beanfeast is one of the most important events of the year as far
as most S6 pupils are concerned. The event is normally held on the
last Friday before we break up for the Christmas holidays. It
starts around 7.00 pm with a concert, which last for one hour, with a
supper at 8.00 pm and a dance to follow.
The Beanfeast is organised and run by Class 6 with some help from
staff. To coordinate the whole event a committee will be elected by
Class 6 before the October holidays.
The Beanfeast involves a lot of work, much of it done in your own
time. However subject to permission being given by teachers, some
time may be given in the days leading up to the event. No time off
will be given until the last week of term and only then by agreement
from staff and the Year Group Head.
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National 5 Courses

While the majority of courses studied in Class 6 will be at Higher or Advanced
Higher level, many students do at least one National 5 course in Class 6.

For example, pupils with a flair for the Science subjects may take on one of the
Sciences from scratch in S6 at National level. This may help them prepare for
studying a Science at university.

It may also be appropriate to study a Modern Foreign Language at National Level.
Many university courses include an option to study another language as part of a
degree.

It is important to bear in mind that it is not really worthwhile to return to S6 to study
all courses at National 5 level. We do expect pupils to progress and build on S5 by
moving from National 5 to Higher level in at least some of their subjects.
Higher Psychology

The Shetland College runs a twilight Higher Psychology course. Anyone interested
in this course should contact Susan Berry at the Shetland College. Remember that
this course does not count as one of your four subjects in school. However, pupils
who are keen to study psychology at university have found the course useful in the
past.
Science Baccalaureate

The Science Baccalaureate was launched in 2009 for pupils who are keen on
science subjects and possibly wish to continue studying science at university level.
The aim of the Baccalaureate is to encourage more young people to relate their
study of science in school to the broader context of science in everyday life. It also
aims to develop generic and cognitive skills and encourages independence and self
directed learning. These skills are valued by Universities and success in the
Science Baccalaureate allows direct entry into year 2 of some University science
courses.
To be eligible, pupils must meet the following criteria;
• This session 2 Advanced Highers from; Biology, Physics, Chemistry or
Maths.
• If pupils are taking 2 AH sciences, they also have to already passed Higher
Maths.
• If taking 1 AH science and AH Maths, pupils need another science at Higher
level.
• In addition candidates will carry out an Interdisciplinary Project (IP)
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Interdisciplinary Project.(IP):
This project assesses the application of scientific skills and ideas in relevant but
less familiar contexts. It encourages pupils to develop cognitive and generic skills
that are valued by employers and Higher and Further Education.
It will be based on something that pupils choose themselves and must explore the
relevance of science in one of more of;
•Employability
•Enterprise
•Citizenship
•Sustainable development
•Economic development
The IP is assessed internally and externally verified.
Scottish Languages Baccalaureate

The Scottish Languages Baccalaureate was launched in 2009 for pupils who are
very keen on modern languages Its aim is to encourage more young people to
study language courses in upper secondary school and to help young people to
make the transition from school to higher/further education and employment.
To pass the Baccalaureate, you must do the following by the end of S6:
• Gain qualifications in two modern foreign languages and in
English.
Two of these qualifications must be Advanced Highers; the other one must
be a Higher.
• Carry out and pass an Interdisciplinary Project
The modern foreign languages offered at Anderson High School to the required
level are French and German. If you have only studied one language in S3 and S4,
you may be able to start a second language and take it to Higher or even Advanced
Higher during your time in S5 and S6. A few pupils from different parts of Shetland
have done this recently.
The Interdisciplinary Project is what makes a Scottish Languages Baccalaureate
unique. It is an Advanced Higher Unit (equivalent to half of an Advanced Higher) in
which you apply your subject knowledge in realistic contexts. You carry out an
investigation or practical assignment of your own choice — possible themes could
be:
• ‘How Shetland’s culture is perceived by visitors from various countries’
• ‘Use of language skills in employment in Scotland’
• ‘How companies advertise products in different ways in different languages’
This is likely to involve you working outwith the school, for example in a community
or workplace setting, or by video link with universities or colleges in Scotland or with
people abroad.
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The Interdisciplinary Project will help you to develop and show evidence of initiative,
responsibility, and independent working, skills of real value in the world of higher
education and work. You will also receive plenty of support from teaching staff.
It is possible to pass the Baccalaureate ‘with Distinction’. This requires a grade A in
one of the Advanced Higher courses, one other grade A in any other component,
and at least a grade B in all other components.
To find out more about the Scottish Baccalaureate, go to
www.sqa.org.uk/baccalaureates.
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Information Sheets for all Higher and Advanced
Higher Courses

Please read carefully the Information Sheets for all the Higher and
Advanced Higher courses on offer at Anderson High School.

Information about National 5 courses are in the S4 into S5 Options
Booklet.
Index
Art and Design .................................................................. 10
Biology .............................................................................. 14
Business Studies .............................................................. 20
Chemistry ......................................................................... 24
Computing ........................................................................ 28
Craft, Design and Technology .......................................... 36
English .............................................................................. 42
Geography ........................................................................ 46
History .............................................................................. 50
Home Economics .............................................................. 54
Mathematics ..................................................................... 56
Modern Languages ........................................................... 64
Modern Studies ................................................................ 68
Music ................................................................................ 72
Physical Education ........................................................... 76
Physics ............................................................................. 78
Religious, Moral and Philosophical Studies ...................... 84
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Art & Design Department
Art & Design Higher - S5/S6 Subject Information Sheet
1.
Aims of the Course
This course will –
- develop your visual awareness, artistic skills and aesthetic understanding
- encourage you to use a range of media and technology
- help you to respond to their world in creative ways
This course promotes creative thinking, innovation and enterprise. It encourages self
reliance, initiative, problem solving and the development of personal opinions and
imagery.
2.
Description of the Course
This course is in 2 parts
An EXPRESSIVE unit – researching, developing and painting a Still life or Self
Portrait over a 15 week period.
At the same time, you will also develop critical understanding of artists’ working
practices and the social and cultural influences affecting their work.
A DESIGN unit - researching, developing and producing a 3D prototype in Jewellery
or Product Design (chair or lamp) over a 15 week period.
At the same time, you will also develop critical understanding of designers’ working
practices and the social and cultural influences affecting their work.
3.
Entry Recommendations for the Course
Students would normally be expected to have attained the skills, knowledge and
understanding required by completing a National 5 Art and Design Course and getting
an A or B grade.
An intense desire to improve your drawing, painting, design and problem solving skills
(if you have not worked in Art & Design since S2, don’t worry! Anyone can join the
course – just read the rest of this box)
Art and design courses at Higher, and National are basically identical, only the
expected level of performance differs. All students wanting to take Art & Design start
the same course, and are prepared and presented for the qualification most
appropriate to the skill level they display during the course.
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4.
Learning Experiences
The EXPRESSIVE unit is intensely SKILLS BASED–high quality drawn and painted
studies, and then developing a final A2 painting - a Still Life or Self Portrait.
You will be amazed at how much your skill level and confidence improves and
develops during this drawing and painting unit!
The DESIGN unit is based on PROBLEM SOLVING – research and develop design
ideas, experiment with materials and producing a high quality 3D prototype or model
of your final Design.
As part of both of these units, you will study and explore artist’s and designers’
working practices and the social and cultural influences affecting their work. This
study
provides you with the knowledge you need for when you sit the written exam
5.
Why Study the Course / What can pupils gain from doing the Course?
You enjoy Art & Design, you just enjoy being creative.
You enjoy being creative and want to improve your drawing, painting, problem solving
and design skills.
You want to increase you understanding and perception of the world around you.
6.
How is the Course assessed?
All units are internally assessed at pass or fail - with rigorous deadlines
The Practical Units are then graded externally by the SQA.
Your knowledge of artists and designers working influences and practices are
externally assessed by a written examination
7.
Careers
This course would be essential if you have any kind of aspirations for a career in the
Creative Arts! A huge range of Creative Careers are possible.
Here’s just a small selection ….
Graphic Design. Advertising. Product Design. Architecture. Textile Design. Video &
Film. Electronic Imaging. Illustration. Packaging Design. Industrial Design.
Publishing. Teaching. Theatrical Design. CAD. Fashion Design. Interior Design.
Gaming Designer. Photography. Town Planning. Glass Design. T.V. & the Media.
Jewellery Design. 3D Design. Hairdressing. Fashion Stylist. Industrial & Studio
Ceramics. Animation etc ….. the possibilities are endless!
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Art & Design Advanced Higher - S5/S6 Subject Information Sheet
1.
Aims of the Course
This course will –
- Develop your aesthetic understanding, creativity and visual awareness.
- Increase your knowledge and appreciation of Art & Design.
The Course promotes creative thinking, encourages independent thought, initiative,
innovation, problem solving and the development of personal opinions.
The course can simply be taken as an Advanced Higher, and it can also ‘double up’,
to create a Portfolio of work needed for entry into any Art & Design based college or
university courses.
2.
Description of the Course
Course consists of 2 mandatory units –
Practical Activity – portfolio
Art & Design studies – Enquiry
It will be either Expressive or Design based and on a theme chosen by the
candidate. Their chosen theme and their choice of related Artists or Designers work
that they study should be cohesive/ integral to both the practical portfolio work and
the critical Art & Design studies enquiry. Before embarking on the portfolio work
pupils will have completed a research unit on their chosen theme in order to create
Sheet 1 of the portfolio.
Portfolio Either Expressive or Design
-
Sheet 1 –context for theme of portfolio this sheet is mandatory even
though it is not marked (0marks)
-
Development work sheets can be up to A1 in size
mini. 8 – max15 including Sheet 1 using one or more ideas from their unit
work/ sheet 1 (60 marks)
-
In-depth critical analysis of a single work or a group of closely related works
(up to 1700 words max.), chosen from their earlier research into Artists or
Designers in their Art & Design Studies Unit.(30 marks)
-
An Evaluation of their portfolio of practical work up to 300 words
max.(10marks)
Total Marks (100), portfolio & Art & Design Studies are external assessed by the
SQA.
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3.
Entry Requirements for the Course
Students undertaking this course need to have achieved an A or B at Higher and be
highly motivated and dedicated in order to produce the large volume of high
quality work necessary for the course. As well as being capable of meeting
deadlines throughout the course and for the final presentation of work to the SQA for
assessment.
4.
Learning Experiences
The Pupils will do initial research in their chosen area /theme as unit work, staff will
set an internal deadline for the completion of this internal unit. Work will be reviewed
and after consultation/feedback pupils will select work/expand on it to create sheet 1
of the portfolio.
You will be expected to
_ to be self- motivated and disciplined
– push yourself, and generate lots of quality artwork
– explore new approaches to artwork
– experiment and experience new and different ways of working
– attend the Art & Design Department for many extra periods a week
– work at home and in the holidays
– keep a real sketchbook
5.
Why Study the Course/What can pupils gain from doing the Course?
Gain an Advanced Higher.
Create a portfolio of work for an application to any kind of Art College
Work in a relaxed and stimulating environment, creating a large volume of innovative
and imaginative artwork
Develop and improve your artistic understanding and raise your skill levels.
6.
How is the Course Assessed?
The complete portfolio of work is externally assessed by the SQA, in mid June.
7.
Careers
Almost essential for entry into an Art College.
This course would be essential if you have any kind of aspirations for a career in the
creative field! A huge range of creative careers are possible.
Here’s just a small selection ….
Graphic Design. Advertising. Product Design. Architecture. Textile Design. Video &
Film. Electronic Imaging. Illustration. Packaging Design. Industrial Design.
Publishing. Teaching. Theatrical Design. CAD. Fashion Design. Interior Design.
Gaming Designer. Photography. Town Planning. Glass Design. T.V. & the Media.
Jewellery Design. 3D Design. Hairdressing. Fashion Stylist. Industrial & Studio
Ceramics. Animation etc …… the possibilities are endless!
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Biology Department
CfE Human Biology Higher - S5/S6 Subject Information Sheet
1.
Aims
The study of CFE Higher Human Biology aims to develop learners’ interest and
enthusiasm for Human Biology, and covers a variety of contexts relevant to Human
Biology’s central position within our society. An experimental and investigative
approach is used to develop knowledge and understanding of Human Biology. The
skills of scientific inquiry and investigation are developed throughout the Course, by
investigating the applications of Human Biology.
2.
Description
The Course has four mandatory Units, as listed below, which are designed to
provide progression to the corresponding Units at Advanced Higher Biology.
Human Biology: Human Cells (Higher)
In this Unit, learners will develop knowledge and understanding through studying
stem cells, differentiation in somatic and germline cells, and the research and
therapeutic value of stem cells in drug discovery. The Unit covers the key areas of
division and differentiation in human cells, structure and function of DNA, gene
expression and the genome. Analytical thinking and problem solving skills will be
developed in context, through investigation of DNA, the expression of the genotype,
and protein production, which allows study of mutations and genetic disorders. DNA
technology is covered, including sequencing and medical and forensic applications.
In addition, the Unit covers metabolic pathways and their control, through enzymes,
with emphasis on cellular respiration and the role of ATP.
Human Biology: Physiology and Health (Higher)
In this Unit, learners will develop knowledge and understanding by focusing on the
key areas of the Cardiovascular System and the Reproductive System. By studying
these systems, learners will be able to develop their problem solving and analytical
thinking skills. In the Cardiovascular System, pupils learn about circulation of blood,
blood vessel structure, heart structure, cardiac cycle, blood pressure, cardiovascular
disease, and diabetes. In the Reproductive System, pupils learn about organs,
hormonal control and the biology of controlling fertility, including fertile periods,
treatments for infertility, contraception, and genetic screening.
Human Biology: Neurobiology and Communication (Higher)
In this Unit, learners will develop knowledge and understanding through the key
areas of the nervous system and communication and social behaviour. In this unit,
pupils learn about the function of the Nervous System, covering; - brain structure,
limbic system, neural communication and the links between
neurotransmitters, memory, Alzheimer’s disease, Smart Drugs, brain injuries,
recreational drugs, addiction, mood and behaviour.
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Human Biology: Immunology and Public Health (Higher)
In this Unit, learners will develop knowledge and understanding through the key
areas of the immune system and infectious diseases and immunity. In this unit,
pupils learn about the immune system’s role covering; - physical and chemical
defences by the skin and mucous membranes, specific and non-specific responses,
allergic and defence responses, infectious diseases, pathogens, transmission,
control of infectious diseases, active immunisation, vaccination, public health
medicine, herd immunity, antigenic variation.
3.
Entry Requirements
National 5 Biology, Grades A or B recommended
4.
Learning Experiences
Learning and teaching occurs through a variety of experiences which include:Investigations, Individual work, Group work, Whole Class Discussions, Debates,
Presentations, Self & Peer Assessment, Reading, Writing, Carry out Practical Work
and using a range of Revision Strategies and Cooperative Learning to identify
personal learning styles and develop targets. Learners will be able to develop their
communication, collaborative working and leadership skills, and be able to apply
critical thinking in new and unfamiliar contexts to solve problems.
5.
Why Study the Course?
The CfE Higher Human Biology course gives an interesting insight into how your
own body works e.g. Cells, Organs (brain, heart, lungs, intestines) and Body
Systems (Circulatory, Reproductive, Nervous) and how humans behave during
immune responses e.g. allergic reactions
Biology affects everyone and aims to find solutions to many of the world’s problems.
Biology, the study of living organisms, plays a crucial role in our everyday existence,
and is an increasingly important subject in the modern world. Advances in
technologies (e.g., Stem Cells, Genetic Engineering) have made this varied subject
more exciting, controversial and relevant than ever!
The CfE Higher Human Biology course encourages development of skills and
resourcefulness, which lead to becoming a confident individual. Successful learners
in Human Biology think creatively, analyse and solve problems. Human Biology
aims to produce responsible citizens, through studying of relevant areas of biology,
such as health, environment and sustainability.
6.
How is the Course assessed?
Internal SQA Assessments
• Investigation
• 4 Unit Assessments
External SQA Assessments
• Assignment (20 marks) (worth 23% of final mark)
• 2 ½ Hour Exam (100 marks) (worth 77% of final mark)
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7.
Careers
You can follow many career options through the study of Biology.
Health Science:
Medicine, Nursing, Vet Medicine, Vet Nurse, Physiotherapy,
Sports Science, Radiography, Pharmacy, Alternative Medicine,
Hairdressing, Dentistry, Pharmacy
Biological Science, Biomedical Science, Environmental Health
Officer, Hospital Lab technician, Dietician, Drug Discovery,
Scientific Researcher,
Sports Related
Sports Physiotherapy, Coaching, Sports Biomedicine,
PE Teacher, Personal Trainer/Coach
Environmental:
Agricultural Science, Agricultural Engineering, Environmental
Protection, Waste Management, Conservation, Health & Safety,
Food Science:
Food & Technology Industries e.g. Brewing, Baking, Catering,
Pest Control
Many pupils choose to study Biology as they enjoy the subject. It could be that they
do not specifically require Biology for their future career.
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CfE Advanced Higher Biology - S5/S6 Subject Information Sheet
1.
Aims
The purpose of the Course is to build on the knowledge, understanding and skills developed
in Higher Biology and Higher Human Biology, and to provide a useful bridge towards further
study of biology.
The Advanced Higher Biology Course covers key aspects of life science at the molecular
scale and extends to aspects of the biology of whole organisms that are among the major
driving forces of evolution. In addition, the Advanced Higher Biology Course aims to develop
a sound theoretical understanding and practical experience of experimental investigative
work in biological science.
2.
Description
The Course has three mandatory Units, as listed below, which are designed to
provide progression to the corresponding Units at Advanced Higher Biology.
Biology: Cells & Proteins (Advanced Higher)
The Unit covers the key areas of laboratory techniques for biologists; proteomics;
protein structure, binding and conformational change; membrane proteins; detecting
and amplifying an environmental stimulus; communication within multicellular
organisms; protein control of cell division. Learners will research issues, apply
scientific skills and communicate information related to their findings, which will
develop skills of scientific literacy.
Biology: Organisms & Evolution (Advanced Higher)
The Unit covers the key areas of field techniques for biologists; evolution; variation and
sexual reproduction; sex and behaviour; parasitism. Learners will research issues, apply
scientific skills and communicate information related to their findings, which will develop
skills of scientific literacy.
Biology: Investigative Biology (Advanced Higher)
The general aim of this Unit is to develop the skills, knowledge and understanding to carry
out research and practical investigations. This will emphasise the principles and practice of
investigative biology and its communication. Learners will do this through the key areas of
scientific method; scientific literature and communication; scientific ethics; pilot study;
variables and minimising their effect; experimental design; controls; sampling; ensuring
reliability; evaluating background information, evaluating experimental design; evaluating
data analysis and evaluating conclusions. The collection of experimental data will provide
an opportunity to develop planning and organising skills. Learners will research issues and
apply scientific skills which will develop their scientific literacy. This Unit can be integrated
across the other Units of the Course. The Unit covers the key areas of scientific principles
and process; experimentation; critical evaluation of biological research.
3.
Entry Requirements
CfE Higher Human Biology, Grades A or B recommended
CfE Higher Biology, Grades A or B recommended
Prior chemistry knowledge would also be beneficial when participating on this
course
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4.
Learning Experiences
Learning and teaching occurs through a variety of experiences which include:Investigations, Individual work, Group work, Whole Class Discussions, Debates,
Presentations, Self & Peer Assessment, Reading, Writing, Carry out Practical Work
and using a range of Revision Strategies and Cooperative Learning to identify
personal learning styles and develop targets. Learners will be able to develop their
communication, collaborative working and leadership skills, and be able to apply
critical thinking in new and unfamiliar contexts to solve problems.
5.
Why Study the Course?
Biology Courses encourage the development of skills and resourcefulness, which
lead to becoming a confident individual. Successful learners in biology think
creatively, analyse and solve problems. The Course develops responsible citizens
by allowing learners to investigate current areas of biology research and
investigative techniques. Biology affects everyone and aims to find solutions to
many of the world’s problems. Biology, the study of living organisms, plays a crucial
role in our everyday existence, and is an increasingly important subject. Advances in
technologies have made this varied subject more exciting, controversial and relevant
than ever. Learners will engage in a wide range of investigative tasks, which allows
them to develop important skills to become inventive and enterprising, in a world
where the skills and knowledge developed in biology are needed across all sectors
of society and the economy.
6.
How is the Course assessed?
Internal SQA Assessments
• Investigation
• 3 Unit Assessments
External SQA Assessments
• Assignment (20 marks) (worth 23% of final mark)
• 2 ½ Hour Exam (100 marks) (worth 77% of final mark)
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Business Education Department
Accounting Higher - S5/S6 Subject Information Sheet
1.
Aims of the Course
To enable students to develop financial life skills.
The course helps develop the ability to identify, calculate, evaluate and communicate
financial and accounting information and to allow informed judgements and decisions to
be made.
2.
Description of the Course
The course has been organised into 3 units:
Preparing Financial Accounting
Information
Preparing Management
Accounting Information
The preparation of year-end financial accounts for
Partnership, PLC’s and Manufacturing businesses.
The role and uses of Management Accounting.
Principles and benefits of Budgeting and Costing
including dealing with Materials, Overheads and Job
Cost Statements.
Analysing Accounting Information Dealing with Business Analysis including non-financial
performance indicators and ratios. Decision making,
incorporating Investment Appraisal.
3.
Entry Recommendations for the Course
This course is open to all S5 and S6 who have achieved at least Nation 5 Maths and
National 5 English.
4.
Learning Experiences
The course is a mixture of practical questions and theory. There will be whole-class
teaching and extensive individual work.
5.
Why Study the Course / What can pupils gain from doing the Course?
The course helps to prepare candidates to meet the present demands of the modern
world, and to prepare them for the future, whether they are considering making financial
investments or running their own business.
6.
How is the Course assessed?
External –
Internal –
7.
2 hour exam
Two sections with compulsory questions with 100 marks.
Assignment
Set and marked by the SQA to be completed by a specified date. The
assignment is worth 50 marks and has to incorporate ICT.
3 Unit Assessments set by the SQA done under exam conditions and
Marked by the class teacher. The use of ICT is expected.
Careers
Operating own business, Accountant, Manager, Teacher, Bookkeeper, Financial
Analyst, Civil Servant, Investment Banker, Stock Broker, Economist, Tax Administrator
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Administration and IT Higher - S5/S6 Subject Information Sheet
1.
Aims of the Course
• Develop knowledge and understanding of administration in the workplace and its
importance.
• Develop a range of advanced IT skills for processing and managing information.
• Develop a range of skills to communicate complex information effectively making
appropriate use of IT.
• Acquire skills in managing and organising events.
2.
Description of the Course
The course has been organised into 3 units:
Administrative Theory and
Practices
Learners will acquire an in-depth
knowledge and understanding of the
factors contributing to the effectiveness
of the administration function, such as
the strategies for effective time and task
management and for complying with
workplace legislation, and of what
makes effective teams as well as
customer care.
Learners will develop the ability to
utilise a range of advanced functions,
covering word processing,
spreadsheets, databases, or emerging
equivalent technologies and use them
to analyse, process and manage
information in order to create and edit
relatively complex business documents.
Learners will develop a range of IT
skills, some of them advanced, for
research and communicating complex
information to others. They will develop
an understanding of the barriers to
communication and ways of overcoming
them to ensure communication is
understood. How to maintain the
security and confidentiality of
information is important in this unit.
IT Solutions for Administrators
Communication in Administration
3.
Entry Recommendations for the Course
This course is open to all S5 and S6 pupils who have achieved:
National 5 Administration and IT at level B or above
National 5 English
21
4.
Learning Experiences
The course is a mixture of theory and practical questions using integrated software.
It is a blend of applied, experiential learning and related theory and uses real-life
contexts which makes it relevant to the world of work.
5.
Why Study the Course / What can pupils gain from doing the Course?
Admin is a growing sector which cuts across an entire economy and offers wide ranging
employment opportunities, moreover, administrative and IT skills have extensive
application not only in employment but also in other walks of life. This course enables
learners to work towards industry standards in IT in an administration-related context.
The course also makes an important contribution to general education through
developing a range of essential skills which will stand learners in good stead regardless
of the career path they ultimately choose.
6.
7.
How is the Course assessed?
Externally marked
Question paper within the exam diet (30% of final mark)
Assignment done over 6 hours (start and finish dates set by SQA)
which will be 70% of the final exam
Internal
One Assessment for each unit
Careers
Administration at Senior Level, Banking, Civil Service, Customer Services, Health
Service, Human Resources, Insurance, Local Government, Travel and Tourism.
22
Business Management Higher - S5/S6 Subject Information Sheet
1.
Aims of the Course
To enable students to analyse the key areas of business organisations in UK society.
Students should understand how crucial decisions are made and what are the main
business objectives.
2.
Description of the Course
The course is organised into 2 main units
Business Enterprises
Business Decision Areas
3.
Covering the role of business, different types of
organisations and business sectors.
An in depth study of the 4 main departments found in
a large UK plc. Marketing, Operations, Finance and
Human Resources
Entry Requirements for the Course
N5 Business Management award at grade C or above
Average pass of Grade C or above in N5 English and N5 Social Subjects
4.
Learning Experiences
The course consists of whole class teaching and group work and student
independent learning. There will be practical case studies and ICT tasks, which will
compliment the course theory notes and discussions.
5.
Why Study the Course / What can pupils gain from doing the Course?
Students will become aware of how organisations adapt to current changing market
conditions and will develop themselves the management qualities that are seen as
essential.
6.
7.
How is the Course Assessed?
Internal
3 National Assessments. November February April
External
2 hour 15 minutes exam worth 70 marks overall
External
business assignment worth 30 marks overall
Careers
Wide choice of Financial, ICT, Commercial occupations.
23
Chemistry Department
Chemistry Higher - S5/S6 Subject Information Sheet
1.
Aims
The study of N5 Chemistry aims to develop learners’ interest in and enthusiasm for
chemistry and covers a variety of contexts relevant to Chemistry’s impact on society.
An experimental and investigative approach is used to develop knowledge and
understanding of Chemistry concepts. The key skills of scientific inquiry and
investigation are integrated and developed throughout the course. The relevance of
Chemistry is highlighted by the study of the applications of Chemistry in everyday
contexts.
2.
Description
The Course has three mandatory Units, as listed below, which are designed to
provide progression to the corresponding Units at Higher.
Chemical Changes and Structure (National 5)
In this Unit, learners will develop scientific skills and knowledge of the chemical
reactions in our world. Through practical experience, learners will investigate
average rates of reaction and the chemistry of neutralisation reactions. Focusing on
these reactions, learners will work towards the concept of balanced chemical
equations. Learners will explore the mole concept, formulae and reaction quantities.
The connection between bonding and chemical properties of materials is
investigated.
Nature’s Chemistry (National 5)
The Earth has a rich supply of natural resources which are used by all of us. In this
Unit, learners will investigate the physical and chemical properties of cycloalkanes,
branched chain alkanes and alkenes, and straight chain alcohols and carboxylic
acids. They will explore their chemical reactions and their uses in everyday
consumer products. Learners will investigate the comparison of energy from
different fuels.
Chemistry in Society (National 5)
In this Unit, learners will develop skills and carry out practical investigations related
to the chemistry of materials. Learners will focus on the chemistry of metals and
their bonding, reactions and uses. The connection between bonding in plastics, their
physical properties and their uses is investigated. Learners will investigate the
chemical reactions and processes used to manufacture fertilisers. They will research
the use and effect of different types of nuclear of radiation. Learners will investigate
chemical analysis techniques used for monitoring the environment.
3.
Entry Recommendations
The Course is suitable for learners who have experienced learning across the
sciences experiences and outcomes. The Course may be suitable for those wishing
to study chemistry for the first time.
24
4.
Learning Experiences
Content is learned through a variety of experiences; reading, note making, whole
class and group discussion, answering exam type questions, carrying out practical
work. Emphasis is put on Formative Assessment, with pupils learning to identify
their own learning styles and developing personal learning plans.
5.
Why Study the Course?
Many and varied reasons to study this course, ranging from general interest, to the
course being a specific requirement for entry into a wide range of further and Higher
Education courses. This level of Chemistry is particularly suited to pupils in S5 who
would find Higher Chemistry difficult. The course should encourage resilience, which
leads to becoming a confident individual. Successful learners in chemistry think
creatively, analyse and solve problems. Chemistry can produce responsible citizens
through studying the impact it makes on developing sustainability, and its effect on
the environment, society, and the lives of themselves and others.
6.
How is the Course assessed?
Internal assessment associated with each component unit assessing knowledge
and understanding of the key areas(NAB)
Two reports internally assessed one based on a practical investigation and the other
literature/internet research of a relevant topic.
External exam (two hours) consisting of both fixed response and extended answer
questions.( worth 80 marks).
Assignment completed in class and externally marked consisting of an investigation,
research and report on a key area of the course. (worth 20 marks)
7.
Careers
Agricultural science, Forestry, Animal technician, Catering and food Science,
Dentistry, Medicine, Pharmacy, Biological Sciences, Earth Sciences, Vet,
Environmental Health Officer, Lab technician, Nursing, Physiotherapy, Radiography,
Photography, Printing, Chemical Industry.
More information about why study chemistry can be found on the Royal Society of
Chemistry website www.rsc.org
25
Chemistry Advanced Higher - S6 Subject Information Sheet
1.
Aims
Study of Advanced Higher Chemistry aims to develop knowledge and understanding
of the physical and natural environments. The course builds on Higher Chemistry,
further developing the underlying theories of chemistry and the problem solving and
practical skills used in chemistry laboratories. It also aims to develop skills of
independent study and thought that are essential in a wide range of occupations.
2.
Description
The course comprises four units;
•
•
•
•
•
3.
Electronic structure and the periodic table
Principles of chemical reactions
Organic Chemistry
Chemical Investigation
-
(0.5 unit 20 hours)
(1 unit 40 hours)
(1 unit 40 hours)
(0.5 unit 20 hours)
Entry Requirements
Higher Chemistry Grade B or above. However, individual circumstances will be
considered for pupils who do not have the Grade B.
4.
Learning Experiences
Theoretical aspects of the course are taught by all staff in the department in lecture
style lessons. Occasional tutorial sessions are held to consolidate learning and
discuss solutions to exam style problems.
Extended practical sessions are held for two hours per week in the first term to
establish and develop good lab skills, following which, students plan and carry out
the Chemical Investigation.
Scholar Online materials are continually referred to, and students are encouraged to
make good use of these to consolidate topics covered in lectures.
Throughout, the emphasis is on encouraging students to become more independent,
taking increasingly more responsibility for their own learning.
5.
Why Study Advanced Higher Chemistry?
Many and varied reasons to study this course, ranging from general interest, to the
course being a specific requirement for entry into a wide range of university courses
especially those related to medicine and engineering.
A qualification at Advanced Higher level in Chemistry can allow direct entry into year
two of many university science degree courses.
26
6.
How is the Course Assessed?
Internal assessment associated with each component unit (NAB).
External exam consisting of both fixed response and extended answer questions
worth 100 marks. Investigation report marked externally worth 25 marks.
Completion of one PPA report, written in a standard format.
7.
Careers
Careers requiring a qualification in chemistry include;
Agricultural science, Forestry, Animal technician, Catering and food Science,
Dentistry, Medicine, Pharmacy, Biological Sciences, Earth Sciences, Vet,
Environmental Health Officer, Lab technician, Nursing, Physiotherapy, Radiography,
Photography, Printing, Chemical Industry.
More information about why study chemistry can be found on the Royal Society of
Chemistry website www.rsc.org
27
Computing Department
Computing Science Higher - S5/S6 Subject Information Sheet
1. Description
•
The course is designed for pupils who have an interest in how computing and
information systems are created, and for those considering further study or a
career in this or related areas.
•
Pupils will learn programming skills, database design, creation of websites,
technical characteristics of computer systems and devices, computer
networking and security, and more.
•
This course is not about learning to use standard office applications, although
they will be used throughout the course.
•
Pupils will develop an understanding of the central role of computer scientists
as problem-solvers and designers. They will develop transferable skills in
designing and implementing solutions to a wide variety of problems.
2. Entry Recommendations
This Higher course builds upon skills and information from National 5 Computing
Science.
It is recommended that pupils achieve a grade A or grade B in National 5
Computing Science.
3.
Learning Experiences
This course consists of two units:
•
Software Design and Development (Higher)
Learners will develop programming and computational thinking skills by
designing, implementing, testing and evaluating practical solutions and
explaining how these programs work. They will also develop an understanding
of computer architecture and the concepts that underpin how programs work.
Through investigative work, learners will gain an awareness of the impact of
contemporary computing technologies.
•
Information System Design and Development (Higher)
Learners will apply their computational thinking skills to implement practical
solutions using a range of development tools and to develop an understanding
the technical, legal, environmental.
28
4.
Why Study the Course?
Computing and information science is vital to everyday life; it shapes the world in
which we live and its future. Computer scientists play key roles in meeting the
needs of society today and for the future, in fields which include science,
communications, entertainment, education, business and industry. Our society
needs more computer scientists and for all young people to have an informed view
of the IT industry and its contribution to the economy.
The aims of the Course are to enable learners to:
•
develop and apply aspects of computational thinking in a range of
contemporary contexts
•
extend and apply knowledge and understanding of advanced concepts and
processes in computing science
•
apply skills and knowledge in analysis, design, implementation and evaluation
to a range of digital solutions with some complex aspects
•
communicate advanced computing concepts and explain computational
behaviour clearly and concisely, using appropriate terminology
•
develop awareness of current trends in computing technologies and their
impact in transforming and influencing our environment and society
Related to these aims, and underlying the study of computing science, are a
number of unifying themes, including technological progress and trends, the
relationship between software, hardware and system performance, and information
representation and transfer as a core component of any computation. These are
used to explore a variety of specialist areas through practical and investigative
tasks.
5.
How is the Course assessed?
To achieve a course award the student must pass both of the units, which are
marked within the school based on exemplar assessments provided by the SQA.
The course assessment consists of:
•
A written exam paper, set by the SQA, to be completed in 2 hours.
•
An assessment, set by the SQA, requiring students to analyse a problem,
build a solution (designing, implementing, testing) and report on the solution.
29
6.
Careers
The Computing Science course, or its components, may provide progression to:
•
Advanced Higher courses
•
a wide range of computing-related National Progression Awards (NPAs)
•
National Certificate Group Awards (NCGAs) in Digital Media Computing,
•
employment and/or training in the IT industry
and ultimately, for some, to:
•
a range of computing-related Higher National Certificates (HNCs) and
Higher National Diplomas (HNDs)
•
degrees in Computer Science, Information Systems and related disciplines
•
careers in the IT industry
Careers in Computing Science
3D modelling and animation
bioinformatics
business analysis
computer aided design
computer games programming
computer games testing
computer hardware
engineering
database administration
games production
management
it consultant
it help desk support
it support services
it project management
multimedia development
30
network management
software engineering
software programming
systems analysis and design
systems development
teaching
web development
Computing Science Adv Higher - S5/S6 Subject Information Sheet
1. Description
•
The Course is designed for learners who can respond to a level of challenge,
especially those considering further study or a career in computing science and
related disciplines
•
Learners will develop a deeper understanding of the central role of computing
professionals as creative problem-solvers and designers, able to conceive,
design, implement and operate complex systems, and of the far-reaching
impact of information technology on our society and the environment. They will
also continue to develop a range of transferable skills for learning, skills for life
and skills for work, opening up a wide range of career and study opportunities.
•
On completing the Course, learners will have developed strong skills and
knowledge in analysis and problem-solving, and in the software and information
system design and development process and lifecycle. They will have
developed a deeper knowledge of computational thinking concepts, with the
ability to apply these to a range of contexts.
•
Course activities also provide opportunities to enhance generic and transferable
skills in planning and organising, working independently and in teams, critical
thinking and decision-making, research, communication and self- and peerevaluation, in a range of technological contexts..
2. Entry Recommendations
This Advanced Higher course builds upon skills and information from Higher
Computing Science. It is recommended that pupils have achieved a grade A or
grade B in Higher Computing Science.
3.
Learning Experiences
This course consists of two units:
•
Software Design and Development (Advanced Higher)
Learners will develop skills in, developing well-structured, complex modular
programs through practical tasks, using appropriate programming languages.
•
Information System Design and Development (Advanced Higher)
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..
31
4.
Why Study the Course?
Computing science is vital to everyday life — socially, technologically and
economically; it shapes the world in which we live and its future. Computing is
embedded in the world around us and plays an important part in many aspects of
our lives at home, work and at leisure. Our society needs computing professionals
with the imagination and ability to extend and design the computers, programs,
applications and networks of the future in fields which include science, education,
business and industry.
The aims of the Course are to enable learners to:
•
understand and apply computational thinking skills across a range of computing
contexts
•
extend and apply knowledge and understanding of advanced concepts and
processes in computing science
•
apply skills and knowledge in analysis, design, development, implementation
and evaluation to a range of digital solutions with increasingly complex aspects
•
apply creative problem-solving skills across a range of contexts
•
develop autonomous learning, investigative and research skills
•
communicate advanced computing concepts clearly and concisely, using
appropriate terminology
•
develop an informed understanding of the role and impact of computing
technologies in transforming and influencing our environment and society
Related to these aims, and underlying the study of computing science, are a
number of unifying themes, including technological progress and trends, the
relationship between software, hardware and system performance, and information
representation and transfer as a core component of any computation. These are
used to explore a variety of specialist areas through practical and investigative
tasks.
5.
How is the Course assessed?
To achieve a course award the student must pass both of the units, which are
marked within the school based on exemplar assessments provided by the SQA.
The course assessment consists of:
•
A written exam paper (60 marks), set by the SQA, to be completed in 2
hours.
•
A project (90 marks), agreed between student and centre, requiring students
to analyse a problem, build a solution (designing, implementing, testing) and
report on the solution.
32
6.
Careers
The Computing Science course, or its components, may provide progression to:
•
•
•
a wide range of computing-related National Progression Awards (NPAs)
National Certificate Group Awards (NCGAs) in Digital Media Computing,
employment and/or training in the IT industry
and ultimately, for some, to:
•
•
•
a range of computing-related Higher National Certificates (HNCs) and
Higher National Diplomas (HNDs)
degrees in Computer Science, Information Systems and related disciplines
careers in the IT industry
Careers in Computing Science
3D modelling and animation
bioinformatics
business analysis
computer aided design
computer games programming
computer games testing
computer hardware
engineering
database administration
games production
management
it consultant
it help desk support
it support services
it project management
multimedia development
33
network management
software engineering
software programming
systems analysis and design
systems development
teaching
web development
Digital Passport – NPA Level 5 - S5/S6 Subject Information Sheet
1. Aim of the Course
The aim of this qualification is to deliver a range of knowledge and skills relating to
digital literacy, which embraces computer skills, online skills (including e-safety),
information skills, and social media skills.
2. Description of the Course
This course consists of three units:
•
•
•
Information Literacy
Network Literacy
Social Media Literacy
Completion of all three units will give certification of a National Progression Award
(NPA) at either level 4 or level 5.
3. Entry Recommendations
There are no prior requirements for this course.
4. Learning Experiences
Learners will gain knowledge and experience of networks, network devices and social
media, and gain a wide range of information skills (such as how to find, capture, store
and share information).
The qualification also seeks to improve the learner’s critical thinking so that s/he can
evaluate and select information.
Note: This course is not simply about using social networking tools that pupils may
already be using for personal communications. Pupils will be working individually and
in small groups to learn how these tools can be used in collaborative projects.
5. Why Study the Course
There are several special features in this course.
Up-to-date: the contents of the award are very up-to-date and encompass
smartphones, tablets, smart watches, e-readers, and PCs.
Practical: learners will gain practical skills in using a wide range of devices for
common tasks such as online shopping, accessing public services, using social media
and searching for information.
34
More than skills: the qualification is a mix of knowledge and skills; learners will gain
knowledge of how things work, how to protect themselves, how to fix common
problems, how to set-up things the way they want, how to use social media
responsibly, and how to evaluate websites. This award will permit learners to transfer
their skills to new devices and new services as they become available.
Unique contents: the award contains a unique mix of knowledge and skills and spans
a range of topics such as social media, virtual worlds, attention literacy, e-safety, online
rights and responsibilities, information curation and critical thinking skills.
6. Assessment
Learners are expected to maintain a portfolio of evidence as they work through the
award.
There are also end of unit tests.
7. What Can Pupils Gain from doing the Course?
This qualification is aimed at a wide range of learners. There is no single demographic
for this qualification, but some groups would particularly benefit from undertaking it,
including:
•
•
•
•
Those who want to learn more about online basics and use social media
responsibly and safely
Those who want to improve their employability skills
Those who want to acquire digital skills to improve social participation
Those who want to learn how to access online services and take advantage of the
digital economy
8. Progression
Initially the course will be offered at SQNF level 5, but it is hoped it will be offered at
level 6 (Higher Equivalent) in future years.
35
CDT Department
Graphical Communication Higher - S5/S6 Subject Information Sheet
1.
Aims of the Course
The aims of the Course are to enable learners to develop:
(a) skills in graphic communication techniques, including the use of equipment,
graphics materials and software
(b) creativity in the production of graphic communications to produce visual
impact in meeting a specified purpose
(c) skills in evaluating the effectiveness of graphics in communicating and
meeting their purpose
(d) an understanding of graphic communication standards protocols and
conventions, where these apply
(e) an understanding of the impact of graphic communication technologies on
our environment and society.
2.
Description of the Course
The Course provides opportunities for learners to initiate and develop their own
ideas graphically. It allows them to develop skills in reading and interpreting graphics
produced by others. Learners will continue to develop graphic awareness in often
complex graphic situations thus expanding their visual literacy.
The Course is practical, exploratory and experiential in nature. It combines elements
of creativity and communicating for visual impact with elements of protocol and an
appreciation of the importance of graphic communication standards, where these
are appropriate.
The Course allows learners to engage with technologies. It allows learners to
consider the impact that graphic communication technologies have on our
environment and society..
3.
Entry Recommendations for the Course
Learners would normally be expected to have attained the skills, knowledge and
understanding required by one or more of the following or by equivalent
qualifications and/or experience:
National 5 Graphic Communication Course
4.
Learning Experiences
On completing the Course, learners will be able to: initiate, develop and
communicate often complex ideas graphically and with clarity; interpret often
complex graphic communications initiated by others; select and use appropriate
graphic communication equipment with skill and confidence, employ software and
materials effectively in tasks; and apply knowledge and understanding of graphic
communication standards and protocols, where these apply. In addition, learners will
have developed: graphic design skills, including creativity; an understanding of the
impact of graphic communication technologies on our environment and society;
graphic spatial awareness and visual literacy; and skills in constructively evaluating
the effectiveness of graphic communications.
36
5.
Why Study the Course / What can pupils gain from doing the Course?
This Course is a broad-based qualification, suitable for learners with an interest in
graphic communication — both digital and paper-based. It is suitable for those
wanting to progress on to higher levels of study in the subject.
The qualification is largely learner-centred and includes practical and experiential
learning opportunities. Because the world of graphic communication covers such a
wide variety of styles and modes of communication, there is a broad scope for
personalisation and choice within the Course for each learner.
6.
How is the Course assessed?
Unit assessment
All Units are internally assessed against the requirements shown in the Unit
Specification.
They can be assessed on a Unit-by-Unit basis or by combined assessment.
They will be assessed on a pass/fail basis within centres. SQA will provide rigorous
external quality assurance, including external verification, to ensure assessment
judgments are consistent and meet national standards.
The assessment of the Units in this Course will be as follows.
2D Graphic Communication (Higher)
In this Unit, evidence will be required that the learner can plan and produce a series
of 2D graphics, to a given standard, in familiar and some new contexts with some
complex features. The learner will take initiative in evaluating their work in progress
and on completion, and apply suggestions for improvement. Knowledge and
understanding will also be assessed.
3D and Pictorial Graphic Communication (Higher)
In this Unit, evidence will be required that the learner can plan and produce a series
of 3D and pictorial graphics, to a given standard, in familiar and some new contexts
with some complex features. The learner will take initiative in evaluating their work in
progress and on completion, and apply suggestions for improvement. Knowledge
and understanding will also be assessed.
Exemplification of possible assessment approaches for these Units is provided in
the National Assessment Resource.
Course assessment
Courses from National 4 to Advanced Higher include assessment of added value1.
At National 5, Higher and Advanced Higher, the added value will be assessed in the
Course assessment. The added value for the Course must address the key
purposes and aims of the Course as defined in the Course Rationale. It will do this
by addressing one or more of breadth, challenge or application.
In the Higher Graphic Communication Course, added value will focus on:
(a) breadth
(b) challenge
(c) application
37
The learner will draw on, extend and apply the skills, knowledge and understanding
they have developed during the Course. These will be assessed through a
combination of an assignment and a question paper.
The Graphic Communication assignment adds value by introducing challenge and
application. Learners will draw on their range of skills, knowledge and understanding
from the Units in order to produce an effective overall response to the assignment
brief. The brief for the project will be sufficiently open and flexible to allow for
personalisation and choice.
The question paper introduces breadth to the assessment. It requires depth of
understanding and application of knowledge from the Units.
7.
Careers
Draughtsperson, Architecture, Construction, Planning, Civil Service, Engineering,
Product Design, Interior Design, Graphic Design, CAD Technician etc.
38
Engineering Science Higher - S5/S6 Subject Information Sheet
1.
Aims of the Course
In this Course, and its component Units, there will be an emphasis on skills development
and the application of those skills.
The aims of the Course are to enable learners to:
(a) extend and apply knowledge and understanding of key engineering concepts,
principles and practice
(b) understand the relationships between engineering, mathematics and science
(c) apply analysis, design, construction and evaluation to a range of engineering
problems with some complex features
(d) communicate engineering concepts clearly and concisely, using appropriate
terminology
(e) develop a greater understanding of the role and impact of engineering in changing
and influencing our environment and society
2.
Description of the Course
The Course develops a number of pervasive and integrative themes, including the
systems approach, energy and sustainability. These are used to explore varied
engineering systems through simulation, practical projects and investigative tasks in a
range of contexts.
Courses in Engineering Science and in Physics (and other pure sciences) are designed
to be complementary; a combination of this Course and a pure science Course will
provide a very strong foundation for further study in engineering or the sciences.
3.
Entry Recommendations for the Course
Learners would normally be expected to have attained the skills, knowledge and
understanding required by the following or equivalent qualifications and/or experience:
Engineering Science (National 5) Course
4.
Learning Experiences
The Course is designed for all learners who can respond to a level of challenge including,
but not limited to, those considering further study or a career in engineering and related
disciplines. It provides sufficient breadth, flexibility and choice to meet the needs of all
learners. Learners will develop a deeper understanding of the central role of engineers as
designers and problem solvers, able to conceive, design, implement and control complex
systems, and the far-reaching impact of engineering on our society and the environment.
They will also continue to develop a range of transferable skills for learning, skills for life
and skills for work, opening up a wide range of career and study opportunities, and
enabling them to develop as global citizens who can contribute effectively to their
communities, society and the world.
On completing the Course, learners will have developed greater skills in: analysis and
problem solving, engineering design, the use of equipment and materials, and evaluation.
5.
Why Study the Course / What can pupils gain from doing the Course?
On completing the Course, learners will have developed greater skills in: analysis
and problem solving, engineering design, the use of equipment and materials, and
evaluation. Course activities provide opportunities to enhance generic and
39
transferable skills in planning and organising, working independently and in teams,
critical thinking and decision making, research, communication and self- and peerevaluation, in a technological context.
6.
How is the Course assessed?
Unit assessment
All Units are internally assessed against the requirements shown in the Unit
Specification.
They can be assessed on a Unit-by-Unit basis or by combined assessment.
They will be assessed on a pass/fail basis within centres. SQA will provide rigorous
external quality assurance, including external verification, to ensure assessment
judgments are consistent and meet national standards.
The assessment of the Units in this Course will be as follows:
Engineering Contexts and Challenges (Higher)
For this Unit, learners will be required to provide evidence of:
 te chnologica l s kills in a ra nge of conte xts a nd cha lle nge s
 unde rs ta nding of the im pa ct of e ngine e ring on s ocie ty a nd the e nvironm e nt
Electronics and Control (Higher)
For this Unit, learners will be required to provide evidence of:
 s kills in de veloping analogue electronic control systems
 s kills in de ve loping digita l e le ctronic control s ys te m s
Mechanisms and Structures (Higher)
For this Unit, learners will be required to provide evidence of:
 unde rs ta nding of m e cha nis m s a nd s tructure s
 s kills in developing mechanical and structural solutions
Course assessment
Courses from National 4 to Advanced Higher include assessment of added value1. At
National 5, Higher and Advanced Higher, the added value will be assessed in the
Course assessment. The added value for the Course must address the key purposes
and aims of the Course as defined in the Course Rationale. It will do this by addressing
one or more of breadth, challenge or application.
In this Course, added value will focus on breadth, challenge and application. The learner
will draw on and apply the skills, knowledge and understanding they have developed
during the Course. These will be assessed through a combination of an assignment and
a question paper.
The Engineering Science assignment adds value by requiring challenge and application.
Learners will apply knowledge and skills from the Units to solve an appropriately
challenging engineering problem.
The question paper introduces breadth to the assessment. It requires depth of
understanding and application of knowledge from the Units.
7.
Careers
This Course or its Units may provide progression to any level of engineering
employment or study.
40
41
English Department
English Higher - S5/S6 Subject Information Sheet
1.
Aims of the Course
The main purpose of the course is to provide students with the opportunity to
develop the skills of listening, talking, reading and writing in order to understand and
use language in a variety of contexts.
2.
Course Structure
Internal assessments
All students are required to achieve the outcomes set down by the SQA in two
mandatory units: Analysis and Evaluation and Creation and Production. These
assessments are marked on a pass/fail basis within the department.
External assessments
This has two components.
1. A Writing Portfolio
This consists of two pieces of writing, one creative and the other discursive. This
work is compiled internally but sent to the SQA for marking.
2. An Examination
This consists of two papers.
Paper 1: Reading for Understanding, Analysis and Evaluation. Two non-fiction
texts will be presented. Questions on the texts will demonstrate the skills of
understanding, analysis and evaluation.
Paper 2: Critical Reading
This paper has two sections:
Section A – Critical Essay
Students must answer one question from a range of questions which cover the
genres of drama, poetry, film and drama.
Section B – Scottish Texts
Students must answer one question on an extract from a previously studied text.
3.
Entry Recommendations for the Course
A pass at National 5 (A-C)
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4.
Why Study the Course / What can pupils gain from doing the Course?
Language and literacy are of personal, social and economic importance. Learners’
ability to use language lies at the centre of the development and expression of their
emotions, thinking, learning and sense of personal development.
5.
Careers
Careers for which English is essential include: Law, Politics, Acting, Editing,
Teaching, Journalism, Marketing, Advertising, Publishing, Web Editing, Local
Government, Human Resources, Management, and Speech Therapy.
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English Advanced Higher - S6 Subject Information Sheet
1.
Aims of the Course
•
•
•
2.
to prepare students for higher education or employment.
simply to broaden their skills and knowledge in our subject.
to allow them to enjoy working with language and reading and creating
literature.
Description of the Course
The course consists of three units of work –
•
•
•
3.
Literature – you will study a variety of literature taught by various members of
the department. These will be delivered in by lecture and tutorials.
Creative Writing – you will be required to submit three pieces of writing to the
exam board.
a dissertation on an author of your choice. – any author , ant topic. Most
students enjoy the opportunity to study in depth an author they have
personally selected.
Entry Requirements for the Course
Entry to Advanced Higher English requires Higher English at grade ‘B’ or above.
4.
Learning Experiences
The course is taught through a variety of experiences including: reading, discussion,
note making, group research and presentations, tutorials, extended writing and
creative writing.
5.
Why Study the Course/What can pupils gain from doing the Course?
Advanced Highers are used by universities and colleges for offering places to
prospective students. Research shows that candidates who achieve Advanced
Highers are mature, confident and able to work on their own. Studying for an
Advanced Higher can be a useful bridge between the class-based learning that
people do for Highers and the more self-motivated and proactive type of study you
will do at college or university. It can also be a useful preparation for some types of
employment. We think that the best reason of all is that it can be deeply rewarding in
its own right. You can deepen your knowledge, expand your skills, and open up new
possibilities through studying English at this level.
6.
How is the Course Assessed?
The course consists of three units of work – Literature (tested under examination
conditions and Creative Writing and a dissertation on an author of your choice. The
last two are done internally and then sent to SQA for marking. The overall grade is
arrived at by aggregating the results of these three units.
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7.
Careers
The Universities and Colleges Admission Service (UCAS) gives the same value to
Advanced Higher and A Levels. Many colleges and universities, including Oxford
and Cambridge, have recently changed their rules for admission to reflect the value
they place on Advanced Highers.
45
Geography Department
Geography Higher - S5/S6 Subject Information Sheet
1.
Aims of the Course
Geography explores the physical and human environments of our planet and how
they interact. The purpose of the course is to develop your understanding of the
processes that shape our changing world.
As well as gaining the skills and knowledge to understand our changing world, by
studying Higher Geography you will also develop positive attitudes towards
sustainability, environmental stewardship and global citizenship.
2.
Description of the Course
The Higher Geography course is divided into three main Units. Each is then subdivided into different topics:
Physical Environments Unit
Hydrosphere the understanding of the water cycle, water budgets and how we
monitor water as a resource.
Lithosphere
the understanding of key landscape types in Scotland, namely
glaciated landscapes and coastal landscapes.
Atmosphere the understanding of the how energy is transferred through the
oceans and the atmosphere, with a case study of the tropical West
Africa.
Human Environments Unit
Population
the appreciation of how population structure impacts society and the
causes and impacts of human migration.
Rural
explores rural conflict and management in semi arid areas.
Urban
exploring changes in two world cities to transport and housing in
urban areas.
Global Issues Unit
Development a detailed examination of development differences between
& Health
countries and the causes, impact and management of Malaria.
Energy
explores the global distribution of energy resources and investigates
the effectiveness of both renewable and non-renewable energy
sources in meeting our increasing demand.
3.
Entry Recommendations for the Course
The course is open to all S5 and S6 students who have achieved a Grade C or
above in National 5 level in Geography or in any other Social Subject.
4.
Learning Experiences
Students will work individually and in groups. The nature of the work will include:
investigations; fieldwork; discussion/debates; completion of written tasks of varying
lengths; preparing individual and group presentations.
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5.
Why Study the Course / What can pupils gain from doing the Course?
Studying Higher Geography allows you to explore key issues and processes that are
important to Shetland’s future and to communities and nations worldwide.
Geography as a discipline is part science and part social science. It is well
respected by employers and universities. By engaging with the topics and themes
of the course you will have your eyes opened to an almost limitless field of career
opportunities.
6.
How is the Course Assessed?
Internal Assessment
Three assessments – one assessment for each of the three units studied.
Internal assessments are marked by your teacher in accordance with SQA
guidelines.
External Assessment
Assignment – 30 marks
Exam Question Paper – 60 marks
Both are marked by the SQA.
7.
Careers
The close link between the subject and the world around us makes for a long and
varied list of related careers including: working with development or aid agencies,
landscape architecture, hydrology, climatology, ecology, meteorology, nature
conservation, teaching and in tourism and recreation. The list is almost endless.
For further information about the Higher Geography course please speak to a
member of the Geography Department.
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Geography Advanced Higher - S5/S6 Subject Information Sheet
1.
Aims of the Course
Advanced Higher Geography aims to further develop your understanding of our
changing world and its human and physical processes.
You will develop high level skills and we will encourage you to draw on links and
relationships from across many other areas of study, such as the sciences and
other social subjects.
2.
Description of the Course
The course is divided into two units – Geographical Skills and Geographical
Issues.
Unit 1: Geographical Skills:
You will develop a range of geographical skills:
•
•
•
•
Primary and Secondary data collection, including fieldwork techniques,
Statistical techniques for analysing and interpreting data,
Mapping and graphical interpretation skills,
Research and presentation techniques.
The skills learned will then be applied to your own research project. This research
can be on any geographical topic, agreed in discussion with your teacher.
Unit 2: Geographical Issues:
You will develop critical thinking skills and the ability to evaluate sources and
viewpoints.
These skills will then be applied to an Issue Essay on a current geographical theme
of your own choice.
3.
Entry Requirements for the Course
Students should have achieved at least a C pass in Higher Geography.
4.
Learning Experiences
The focus is on independent study, supported by class teaching in the key
geographical skills. Outdoor learning will take place during timetabled classes.
Previous years have undertaken a long weekend at the Field Studies Centre in
Perthshire.
5.
Why Study the Course/What can pupils gain from doing the Course?
Advanced Higher Geography is excellent preparation for any university course, not
just those related to Geography.
The strong focus on independent learning and choice develops skills in timemanagement (meeting deadlines), organisation, essay writing, critical thinking and
referencing. You need to be able to work with others and take responsibility for your
own work. These skills are also highly desirable to employers.
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6.
How is the Course Assessed?
The skills you have developed will be assessed by a submitted folio and a traditional
exam paper.
Project Folio (100 marks)
This consists of two parts:
Geographical Study – based on the original fieldwork (60 marks)
Issues Essay – (40 marks)
Exam (50 marks) – during the SQA exam diet in May
This will assess fieldwork skills, map interpretation and geographical data handling.
Unlike other courses, the majority of your marks (66%) come from your folio, which
you will be working on throughout the year. The final exam is only worth 33%.
7.
Careers
The close link between the subject and the world around us makes for a long and
varied list of related careers including: working with development or aid agencies,
landscape architecture, hydrology, climatology, ecology, meteorology, nature
conservation, teaching and in tourism and recreation. The list is almost endless.
For further information about the Higher Geography course please speak to a
member of the Geography Department.
49
History Department
History Higher - S5 / S6 Subject Information Sheet
1.
Aims of the Course
The aim of the course is to provide breadth and depth in your knowledge and
understanding of historical themes through a study of chosen period contexts to
expand your knowledge of the issues that have helped to shape the world which we
live in today. It is also intended to enable you to develop skills in explaining
historical developments and events, evaluating sources and drawing conclusions..
2.
Description of the Course
The course covers elements of political, social, cultural and economic history during
the 19th century and early 20th century. The course is divided into three Units: Scottish History Unit - Migration and Empire, 1830 – 1939
A study of population movement and social and economic change in Scotland and
abroad between 1830 and 1939. The main issues to be studied are the: migration of
Scots; experiences of immigrants in Scotland; impact of Scots emigrants on the
Empire; effects of Migration and Empire on Scotland.
British History Unit - Britain 1851 – 1951
A study of the development of the United Kingdom into a modern democracy and
the development of the role of the state in the welfare of its citizens. Topics studied
include the Women’s Suffrage Movement, the Liberal Government 1906 – 1914 and
the creation of the Welfare State.
European and World History Unit - Germany 1815 – 1939.
A study of the growth of nationalism in 19th century Germany leading to the
overcoming of obstacles to unification of the nation by 1871, and the development of
extreme nationalism after 1918. Topics studied include the growth of German
nationalism, the Nazi rise to power and Nazi control of Germany.
3.
Entry Recommendations for the Course
The course is open to all S5 and S6 students who have achieved at least a Grade C
pass in National 5 level in History or in any other Social Subject.
4.
Learning Experiences
The course is taught through a variety of experiences including: reading, discussion,
note making, extended writing, source analysis, group research and presentations.
50
5.
Why Study the Course/What can students gain from doing the Course?
“The function of the historian is neither to love the past nor to emancipate
himself from the past, but to master and understand it as the key to the
understanding of the present.” E. H. Carr (Historian).
The course will help you to develop important skills for learning, life and work. These
include communication skills and the ability to think creatively and critically.
6.
How is the Course assessed?
Internal Assessment
Three assessments - one assessment for each of the three units studied.
Internal assessments are marked by your teacher in accordance with SQA
guidelines.
External Assessment
Assignment – 30 marks
Exam Question Paper – 60 marks
Both are marked by the SQA
7.
Careers
Careers directly related to the study of history include those in archaeology,
archives, cultural heritage, genealogy, museums, restoration work and teaching.
However, the skills developed through studying history are relevant to a broad range
of other careers including the diplomatic service, journalism, law, media, police,
politics, publishing and tourism.
For further information about the Higher History course please speak to a member of
the History Department.
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History Advanced Higher - S5 / S6 Subject Information Sheet
1.
Aims of the Course
The main aims of the course are to encourage an interest in history and develop and
enhance important skills.
These skills include:
- critical analysis of historical research, including evaluating primary and other
evidence
- participating in debate and discussion, through which attitudes of openmindedness and tolerance are fostered
- organising and analysing lines of argument
- adopting a structured approach to the research of a historical issue
- presenting conclusions in a clear way.
2.
Description of the Course
The field of study is Britain: at War and Peace, 1938–51.
There are 4 parts to this study:
•
Britain on the Eve of War: Political leadership and political parties;
preparedness for war; social and economic conditions.
•
Britain at War: political leadership and the war-time government; military,
naval and air strategies; diplomacy, war aims and alliances.
•
The Domestic Impact of War: the military impact, emergency and defensive
services, conscription; the effect on industry, agriculture, government finance
and investment; social effects: evacuation, recruitment of women workers,
social reforms and planned reforms; the reasons for the Labour victory in
1945.
•
Britain in the Post-war World: Labour social and economic policies; Labour
imperial, foreign and military policies; Conservative recovery and factors
causing the Labour defeat.
In addition you will undertake to complete a project (dissertation) on an issue linked
to the field of study above.
3.
Entry Requirements for the Course
Students who have achieved at least a Grade C at Higher level in History.
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4.
Learning Experiences
The course is taught through a variety of experiences including: reading, discussion,
note making, group research and presentations, extended writing, source analysis,
debates, lectures and tutorials. As the course progresses, students will be
encouraged to become more independent, taking increasingly more responsibility for
their own learning.
5.
Why Study the Course/What can students gain from doing the Course?
“Study history, study history. In history lies all the secrets of statecraft.” Winston
Churchill.
For those who already have an interest in History, the Advanced Higher course
offers the opportunity to study a topic in-depth and with an emphasis on independent
learning. The project element of the course will provide an invaluable learning
experience for students progressing onto university.
6.
How is the Course assessed?
Internal Assessment
Two assessments – covering both course content and skills.
Internal assessments marked in accordance with SQA guidelines.
External Assessment
Project - Dissertation - 50 marks.
Exam Question Paper - 90 marks.
Both are marked by the SQA.
7.
Careers
Careers directly related to the study of history include those in archaeology,
architecture, archives, conservation, heritage industry, teaching and museums and
galleries. However, the skills developed through studying history are relevant to a
wide variety of other careers including information technology, journalism, law,
libraries, local government, media, the police, politics, research, tourism.
For further information about the AH History course please speak to a member of
the History Department.
53
Home Economics Department
Health & Food Technology Higher - S5/S6 Subject Information Sheet
1.
Aims of the Course
The Course has 5 broad and inter-related aims that enable learners to:
• analyse the relationships between health, nutrition and food
• develop and apply understanding and skills related to the functional properties of
food
• investigate contemporary issues affecting food and consumer choice
• use research, management and technological skills to plan, make and evaluate
food products to a range of dietary and lifestyle needs
• prepare food using safe and hygienic practices to meet specific needs
2.
Description of the Course
The course comprises of 3 units
•
•
•
•
3.
Food for Health
Food Product Development
Contemporary Food Issues and
Written project from a technological brief – the development and production of a
new food product.
Entry Requirements for the Course
National 5 Health and Food Technology Course or relevant component Units, OR a
Science at National 5 level – this is dependent on discussions with the pupil and
Pupil Support staff regarding the needs and abilities of the pupil.
4.
Learning Experiences
The Course uses an experiential, practical and problem-solving learning approach to
develop knowledge, understanding and skills, and promotes independence in
learning. The Course uses real-life situations, and where appropriate, takes account
of local, cultural and media influences and technological innovations.
5.
Why Study the Course/What can pupils gain from doing the Course?
This is an interesting course which relates very much to everyday life and is topical –
the food industry is continually changing and being challenged.
6.
How is the Course Assessed?
•
•
•
Internal assessment of units
Technological assignment (project) to develop new food product
External exam
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7.
Careers
•
•
•
•
•
•
•
•
•
•
Dietetics
Food product development
Nutrition studies
Sports science
Food safety and Environmental Health
Food production management
Hospitality management
Retail management
Health service
Teaching and many more ……..
55
Maths Department
Mathematics CfE Higher – S6 Subject Information Sheet
1.
Aims of the Course
This course aims to build upon and extend the mathematical knowledge and skills
acquired at National 5 level.
2.
Description of the Course
Course content
The course is split into three units, each unit designed to take about 40 hours.
Unit A
The general aims of this Unit are to develop knowledge and skills that involve
geometric applications (Straight line coordinate geometry) and the study of
mathematical functions (composite functions and inverse functions; radian measure
graphs of related functions; graphs of logarithmic and exponential functions); to
introduce differential calculus (basic differentiation; rate of change; equation of
tangent; derivative of sin & cos); and the applications of sequences. The Outcomes
cover aspects of algebra, trigonometry, calculus, and also skills in mathematical
reasoning and modelling.
Unit B
The general aim of this Unit is to develop knowledge and skills that involve solving
equations (polynomials; the discriminant and its use in quadratic equations;
intersections between lines and curves; condition for tangency; approximate roots);
and manipulation of expressions, (polynomial functions); integral calculus (basic
integration; definite integrals; integration of sin & cos & simple differential equations
the chain rule for differentiation and integration) & trigonometry- (the addition
formulae and double angle formulae; applications of trig to solve geometric
problems; trig equations involving the addition formulae and the double angle
formulae); to develop knowledge and skills that involve (the equation of a circle;
tangent to a circle), and applications of (calculus; further integration; using
integration to find areas). The Outcomes cover aspects of algebra, geometry,
calculus, and also skills in mathematical reasoning and modelling.
Unit C
The general aim of this Unit is to develop knowledge and skills in the use of vectors
(collinear points; dividing a line in a given ratio; the scalar product) log rules & the
wave function. The Outcomes cover aspects of algebra, geometry and trigonometry,
and also skills in mathematical reasoning and modelling; log equations
3.
Entry Recommendations for the Course
This Course is suitable for learners who are secure in their attainment of the
National 5 Mathematics Course or an equivalent qualification. Pupils choosing this
option should have completed the National 5 course in class 4 and expect to
achieve at least grade B overall in the National 5 exam. Those achieving grade C
will find Higher Maths very demanding.
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4.
Learning Experiences
Pupils will be involved in discussion as part of the teaching of content and will do
examples to learn and practice the methods involved. There will be opportunities
for extended thinking and problem solving in every topic.
5.
Why Study the Course / What can pupils gain from doing the Course?
Successful completion of Higher will enable pupils to study any of the Advanced
Higher Maths courses in class 6. The course is relevant to those whose interests lie
in the fields of commerce, engineering and science or who simply want to gain entry
to a Higher Education institution.
6.
How is the Course assessed?
There are two forms of assessment, internal and external.
Internal assessment
Each of the three units has a test at the end of it which is marked by the teacher and
moderated by Scottish Qualifications Authority. The tests are at a basic level, but in
order to pass a candidate must show a high degree of competence in all skills being
assessed, including reasoning questions.
External Assessment
The external exam consists of two papers:
Paper 1
Time = 1 hour 10 minutes 60 marks
No calculators allowed
Paper 2
Calculators allowed
Time = 1 hour 30 minutes 70 marks
A candidate’s grade in mathematics depends on his/her performance in the external
exam.
NB A grade in maths is conditional upon the candidate having passed all three unit
tests.
7.
Careers
A very wide range of careers and courses require maths at higher level:
finance & banking, scientific, engineering, architecture & surveying, statistics, retail
management.
57
Higher Statistics Unit – S6 Subject Information Sheet
1.
Aims of the Course
This is a stand alone unit. It course aims to use and build upon mathematical and
statistical knowledge and skills acquired at Credit and Higher and apply them to data
analysis, probability distributions and correlation.
2.
Description of the Course
Course content
The course is one unit designed to take about 40 hours.
Exploratory data analysis: interpret statistical diagrams and use central location and
variability
Discrete probability distributions: probability, mutually exclusive & independent
events, random variables and probability distributions, simulations.
Continuous probability distributions: probability, mean, median, mode & variance
from probability density functions
Relationship between two variables: linear and least square regression and
correlation coefficients.
3.
Entry Requirements for the Course
Pupils choosing this option should have completed, but not necessarily passed, the
Higher Maths course in class 5.
4.
Learning Experiences
Pupils will be involved with the teaching of content and do examples to learn and
practice the methods involved. There may be some individualised work at a pupil’s
own pace. There will be opportunities for extended thinking, simulation and problem
solving.
5.
Why Study the Course/What can pupils gain from doing the Course?
The unit is relevant to those who intend to do a university course in mathematics,
statistics, psychology, medicine, science or social sciences. It is also necessary to
pass this unit before starting on the Applied Maths Advanced Higher Statistics
course. The advanced higher course continues on after the Statistics Unit has been
completed in the same timetable slot.
6.
How is the Course Assessed?
Internal assessment
The unit has a test at the end of it, which is marked by the teacher and moderated
by the Scottish Qualifications Authority. The test is at a basic level, but in order to
pass a candidate must show a high degree of competence in all the skills being
assessed.
58
7.
Careers
The course prepares pupils for university level statistics and so is useful in careers
requiring a knowledge of statistics such as maths, statistics, psychology, medicine or
any type of data analysis from the fields of science or social science.
59
Mathematics Advanced Higher – S6 Subject Information Sheet
1.
Aims of the Course
This course aims to build upon and extend the general mathematical knowledge and
skills acquired at Higher level.
2.
Description of the Course
Course content
The course is split into three units, each unit designed to take about 40 hours.
Unit 1
Algebra: long division; modulus; partial fractions; binomial theorem.
Differentiation: product, quotient & chain rules; sec, cosec & cot; higher derivatives;
logs & exps.
Integration: inspection; substitution; areas; volumes; distance, velocity &
acceleration.
Curve sketching: stationary points; asymptotes; reciprocal, modulus, inverse,
inverse trig, odd and even functions; range and extrema of functions.
Systems of equations: Gaussian elimination; non-unique solutions; inconsistency; illconditioning.
Unit 2
Differentiation: implicit, parametric and logarithmic; inverse trig functions; motion in a
plane; related rates.
Integration: more substitution; partial fractions; parts; first order differential equations
with separable variables.
Number theory and methods of proof: basic logic; counter examples; fundamental
theorem of arithmetic; testing for primes; deduction; induction; contradiction.
Complex numbers: Argand diagram; loci; polar form; De Moivre's theorem;
equations and roots.
Sequences and series: arithmetic; geometric; sequence for e; sum of first n natural
numbers.
Unit 3
Matrices: transpose; determinant; inverse; transformations in the Cartesian plane.
Vectors: direction cosines; scalar and vector products; equations of lines and
planes.
Sequences and series: Maclaurin's expansion; iteration.
Differential equations: first order linear; second order linear with constant
coefficients.
Number theory and proof: further work on topics introduced in unit 2; necessary and
sufficient; negation; contrapositive; division algorithm; Euclidean algorithm.
3.
Entry Requirements for the Course
Pupils choosing this option should have completed the Higher course in class 5 and
expect to achieve at least a grade C in the Higher exam.
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4.
Learning Experiences
Pupils will be involved with the teaching of content and do examples to learn and
practice the methods involved. There will be opportunities for extended thinking
and problem solving in every topic.
5.
Why Study the Course/What can pupils gain from doing the Course?
The course is relevant to those who intend to do university courses in mathematics,
physics, engineering, computing or related areas.
6.
How is the Course Assessed?
Internal assessment
Each of the three units has a test at the end of it which is marked by the teacher and
moderated by the Scottish Qualifications Authority. The tests are at a basic level, but
in order to pass a candidate must show a high degree of competence in all the skills
being assessed.
External assessment
The external exam consists of a single 3 hour paper. Calculators are allowed.
A candidate's grade in mathematics depends on his/her performance in the external
exam.
N.B. A grade in mathematics is conditional upon the candidate having passed all
three unit tests.
7.
Careers
The course prepares pupils for university level maths and so is useful in careers
requiring a degree in: maths, statistics, physics, engineering, computing or other
related subjects.
61
Applied Mathematics: Advanced Higher Mechanics
S6 Subject Information Sheet
1.
Aims of the Course
This course aims to use and build upon mathematical knowledge and skills acquired
at Higher level (particularly calculus) and apply them to the motion and forces of
bodies travelling in straight lines, parabolas and circles.
2.
Description of the Course
Course content
The course is split into three units, each unit designed to take about 40 hours.
Unit1: Mechanics 1
Straight line motion: use of calculus to determine rates of change, constant & non
constant acceleration, equations of motion.
Vectors: Position, velocity and acceleration vectors including relative motion
Projectiles: under gravity in a vertical plane.
Newton’s Laws of Motion: resultant forces, friction, inclined planes.
Unit 2: Mechanics 2
Circular motion: motion in a horizontal circle with constant angular velocity, motion
of cars travelling around circular bends, skidding & banking.
Gravitation: Newton’s inverse square law, circular orbits of satellites.
Simple Harmonic Motion: Hooke’s law, elastic strings and springs.
Momentum & Impulse: conservation of linear momentum, Work , Power & Energy
Straight line motion: requiring the solution of 1st order differential equations, terminal
velocity
Unit 3: Mathematics for Applied Mathematics
Algebra: sequences & series, binomial theorem, partial fractions
Matrices: operations, transpose; determinant; inverse; solving linear systems
Differentiation: product & quotient rules, sec, cosec & cot, parametric functions
Integration: standard integrals, by substitution, volume of revolution, partial
fractions, by parts
Ordinary Differential equations: variables separable & integrating factor, growth &
decay, general solutions and initial value problems.
3.
Entry Requirements for the Course
Pupils choosing this option should have completed the Higher Maths course in class
5 and expect to achieve at least a grade C in the Higher exam. All pupils opting for
Advanced Higher Mechanics should also be studying Advanced Higher Maths as all
the topics contained in Unit 3 of Mechanics are also covered in that course and will
be assumed knowledge. It would also be of considerable advantage for pupils to
have at least a grade C in Higher Physics and also be studying Advanced Higher
Physics.
62
4.
Learning Experiences
Pupils will be involved with the teaching of content and do examples to learn and
practice the methods involved. There will be opportunities for extended thinking
and problem solving in every topic.
5.
Why Study the Course/What can pupils gain from doing the Course?
The course is relevant to those who intend to do university courses in mathematics,
physics, or engineering.
It complements a significant amount of the Advanced
Higher Physics course, but from a more mathematical angle.
6.
How is the Course Assessed?
Internal assessment
Each of the three units has a test at the end of it which is marked by the teacher and
moderated by the Scottish Qualifications Authority. The tests are at a basic level, but
in order to pass a candidate must show a high degree of competence in all the skills
being assessed.
External assessment
The external exam consists of a single 3 hour paper. Calculators are allowed.
A candidate's grade in mathematics depends on his/her performance in the external
exam.
N.B. A grade in mathematics is conditional upon the candidate having passed all
three unit tests.
7.
Careers
The course prepares pupils for university level maths and so is useful in careers
requiring a degree in maths, physics or engineering.
63
Modern Languages Department
Modern Languages Higher - S5/S6 Subject Information Sheet
French or German
1.
Aims of the Course
a) To begin to communicate independently and flexibly, using detailed and complex
language.
b) To learn a lot about the countries where the language is spoken.
c) To learn more about how language works in general, and reflect on connections
between the foreign language and English.
2.
Description of the Course
Unit 1, Understanding Language, develops the skills of listening and reading.
Unit 2, Using Language, develops the skills of talking and writing.
These two units are not taken separately. They are completely integrated, so that
learners will usually practise all four skills in the same lesson.
The language skills will be developed in a wide range of situations, within the four
contexts:
Society – e.g. relationships, lifestyles, citizenship, politics
Learning – e.g. learning styles, lifelong learning, the importance of learning
languages
Employability – e.g. career plans, equality in the workplace, job opportunities
Culture – e.g. multicultural society, travel, literature, film and television
In the context of culture, learners can expect read some extended stories written in
the foreign language, and to study a film in some depth.
The exact themes will depend on the learners’ choices and interests, and the focus
will be on life in the other country.
3.
Entry Requirements for the Course
Normally, a pass at National 5 at Grade A or B in the language concerned.
Note: Higher is normally taught parallel to the National 5 class, which covers the
same themes at an easier level. So if you start Higher and find it too difficult, you
could change to National 5, or do Higher over two years, in consultation with your
teacher.
4.
Learning Experiences
a) Work with text books, CDs and DVDs.
b) Work in pairs, in groups, and with computers.
c) Work with native speakers, including where possible by email or video
conference.
d) Possibly the chance to travel abroad on a school study visit.
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5.
Why Study the Course?
The Higher course should enable you to start to feel independent in using the
language. It may enable you to go on to study languages at Advanced Higher level
or university, or to take a modern languages option alongside other studies (often
including time studying abroad).
Highers in two languages are an essential part of the Scottish Languages
Baccalaureate.
6.
How is the Course assessed?
Unit assessments
The following internal assessments will be taken in class, when your teacher judges
that you are ready for them. They will be assessed just as ‘pass’ or ‘fail’.
a) For Understanding Language, one assessment each of listening and reading.
b) For Using Language, one assessment each of talking and writing.
These assessments can be combined in various ways. For example, listening and
talking may be assessed at the same time through a single activity.
End-of-course exam
a) Question papers testing the skills of
•
•
•
Reading and translation (30% of the course mark)
Listening (20%)
Writing (20%).
b) One final test of talking (30%) done with your own teacher.
7.
Careers
There are more and more careers where language skills are important, including
tourism, banking, commerce, ICT, the armed forces, the civil service, and primary
teaching. You would be able to take a job in another EU country. You would also be
able to compete against people from other countries for jobs in Britain needing
foreign language skills.
For more information see www.languageswork.org.uk
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Modern Languages Advanced Higher - S5/S6 Subject Information Sheet
French or German
1.
Aims of the Course
a) To begin to communicate at an advanced level on sophisticated topics.
b) To study in depth the countries where the language is spoken and their culture.
c) To make informed comparisons between those countries and your own country.
2.
Description of the Course
a) Unit 1, Understanding Language, develops the skills of listening and reading.
b) Unit 2, Using Language, develops the skills of talking and writing.
c) A Specialist Study develops your skill of critical reading and research.
Units 1 and 2 are not taken separately. They are completely integrated, so that
learners will usually practise all four skills in the same lesson. The language skills
will be developed in a wide range of situations, within the four contexts:
Society – e.g. social pressures, impact of the digital age, globalisation, human rights
Learning – e.g. learning styles, lifelong learning, education systems
Employability – e.g. career plans, equality in the workplace, job opportunities
Culture – e.g. multicultural society, living abroad, literature, film and television
For the Specialist Study, you will choose a focus and prepare a study plan in one of
two contexts:
EITHER Literature – You read at least one work of literature in the foreign language
or watch at least one film in the foreign language, do research on them, and
evaluate them critically.
OR Language in Work – You research an aspect of the foreign language that
relates to the world of work, either in the foreign country or in your own country, and
evaluate it critically.
3.
Entry Requirements for the Course
Higher, with Grade A or B, in the language concerned.
4.
Learning Experiences
a) Work with authentic foreign-language materials (newspapers, websites,
broadcasts etc.).
b) Work in a small group, speaking the foreign language as much as possible.
c) Independent research for your Specialist Study.
d) Work with native speakers, including where possible by email or video
conference.
a) Possibly the chance to travel abroad on a school study visit.
5.
Why Study the Course?
Advanced Higher allows you to use the language at a stimulating, adult level. You
could then go on to do a number of things, including:
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•
•
•
•
Specialising in the language and culture of the foreign country at university;
Studying other subjects at university while keeping the foreign language
going (many universities offer the chance for such students to study abroad
for a year or a term);
Communicating with similarly educated foreign nationals;
Using the language to read, watch television, surf the Internet etc. for
pleasure.
Advanced Higher in at least one language is an essential part of the Scottish
Languages Baccalaureate.
6.
How is the Course assessed?
Unit assessments
The following internal assessments will be taken in class, when your teacher judges
that you are ready for them. They will be assessed just as ‘pass’ or ‘fail’.
a) For Understanding Language, one assessment of listening and one of reading.
b) For Using Language, one assessment of talking and one of writing.
These assessments can be combined in various ways. For example, listening and
talking may be assessed at the same time through a single activity.
For your Specialist Study, your teacher may evaluate your work in various ways, for
example:
• by reading your written summary of your research
• by discussing the work with you orally
• by reading your detailed notes
End-of-course exam
a) Question papers testing the skills of:
• Reading and translation (25% of the course mark)
• Listening (15%)
• Discursive Writing (20%)
b) One test of talking (35%) done with a visiting examiner.
c) A Portfolio (15%) written in English about your Specialist Study.
7.
Careers
There are more and more careers where language skills are important, including
tourism, banking, commerce, ICT, the armed forces, the civil service, and primary
teaching. You would be able to take a job in another country of the European Union.
You would also be able to compete against people from other countries for jobs in
Britain needing foreign language skills.
For more information see www.languageswork.org.uk
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Modern Studies Department
Modern Studies Higher - S5/S6 Subject Information Sheet
1.
Aims of the Course
•
•
2.
To develop a knowledge and understanding of contemporary political, social and
international issues.
To develop skills in research, analysis and evaluation.
Description of the Course
The course is divided into three units:
1 Democracy in Scotland and the UK
In this unit you will study the following areas:
• constitutional arrangements
• ongoing debates about the nature of the political system in the United
Kingdom
• representative democracy in the United Kingdom
• the impact of voting systems and a range of factors which affect voting
behaviour
• the ways in which citizens are informed about, participate in, and influence
the political process
• the impact of membership of the European Union
2 Social Issues
In this unit you will explore the following issues:
• the nature of social inequality in the United Kingdom
• theories and causes of inequality
• the impact of inequality on specific groups in society
• attempts to tackle inequalities and their effectiveness
3 International Issues
This unit will focus on South Africa as a major world power. You will examine the
following areas:
• the South African political system
• recent socio-economic issues
• the effectiveness of the government in tackling socio-economic issues
• the role played by South Africa in international relations
There is also an opportunity for you to personalise your learning by carrying out a
piece of independent research into a contemporary issue of your own choice. This
independent research will form the basis of the Higher Assignment (see below).
3.
Entry Requirements for the Course
Higher Modern Studies is a suitable course for you if you have already achieved a
Grade C pass at National 5.
.
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4.
Learning Experiences
These will include:
• class discussions
• debates
• individual investigations/research
• group work
• essay writing
5.
Why Study the Course/What can pupils gain from doing the Course?
Are you are someone who is interested in the world around you? Do you have an
interest in politics, current affairs or contemporary society? Are you interested in
some of the political, social and international issues in the description above? If so,
then this is most likely the course for you.
By studying Modern Studies you will gain an opportunity to fully engage with a range
of challenging contemporary issues, while at the same time equipping yourself with
valuable skills in research, analysis and evaluation.
6.
How is the Course Assessed?
Internal Assessment
• There is an internal assessment for each of the three units.
External Assessment
• An assignment task, which is based on a piece of independent research of
your choice, is worth 30 marks. This is completed in school but is externally
assessed.
• The final exam consists of a 2 hour 15 minute question paper worth 60
marks.
7.
Careers
Higher Modern Studies can be an extremely useful qualification to have if you are
interested in a career in politics, the civil service, social work, community work,
teaching, health care, social care, journalism, broadcasting, law, charity work or just
about anything else.
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Modern Studies Advanced Higher - S5/S6 Subject Information Sheet
1.
Aims of the Course
To develop and enhance important life skills such as:
•
•
•
•
•
•
2.
Analysing complex data
Structured research
Critical analysis of research method
Debating and discussion
Constructing arguments on complex issues
Developing an enquiring mind
Description of the Course
These skills are developed through the study of Social Issues: Law and Order.
Issues covered include:
•
•
•
•
•
•
3.
What is crime and deviance? How is crime recorded?
Why do people commit crime? On whom does crime impact most and why?
The development of a drug culture and impact on crime.
Do prisons work? What are the alternatives?
Are private prisons the answer?
How do other countries deal with punishment?
Entry Requirements for the Course
Ideally students will have achieved a Grade B at Higher in one of the social subjects.
4.
Learning Experiences
Students will take part in a wide range of Learning and Teaching experiences
including:
•
•
•
•
•
•
5.
Individual research
Group research and presentations
Engaging with speakers
Dissertation writing
Primary research
University lectures/seminars
Why Study the Course/What can pupils gain from doing the Course?
•
•
•
If you like to challenge the way you think and develop an enquiring mind.
If you want to develop life skills that will prepare you for University/college
If you want to take responsibility for your studies
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6.
How is the Course Assessed?
External Assessment
• A project-dissertation, which is based on a piece of independent research of
your choice, is worth 50 marks. This is completed in school but is externally
assessed.
• The final exam consists of a 3 hour question paper worth 90 marks.
7.
Careers
•
Modern Studies looks at contemporary issues of a social, economic and
political nature at local, national and international levels. Therefore, it is
relevant in whichever career you wish to follow.
•
The following are some examples of the types of jobs that some of our former
pupils have gone on to do. Journalism, nursing, police, social work, lawyer,
teacher, politics.
•
However, the content of this course makes it quite relevant for anyone
wishing to study law, forensics or join the police force.
71
Music Department
Music Higher - S5/S6 Subject Information Sheet
1.
2.
Aims of the Course
•
The Higher Music Course is designed to help learners develop their
knowledge of music concepts and music literacy and to integrate and apply
this understanding in practical learning activities.
•
develop performing skills in solo and/or group settings on their selected
instruments or on one instrument and voice
•
perform challenging music with sufficient accuracy while maintaining the
musical flow
•
create original music using compositional methods and music concepts
creatively when composing, arranging or improvising
•
broaden their knowledge and understanding of music and musical literacy
and identifying a range of music signs, symbols and music concepts
•
critically reflect on and evaluate their own work and that of others
Description of the Course
The course is covered in three units:
Performing Skills (Higher)
In this Unit, learners will develop performing skills two selected instruments, or on
one selected instrument and voice. They will perform challenging level-specific
music with sufficient accuracy and will maintain the musical flow realising the
composers’ intentions. Learners will, through regular practice and critical reflection
and evaluation, develop their technical and musical performing skills
Composing Skills (Higher)
In this Unit, learners will experiment with, and creatively use complex compositional
methods and music concepts to realise their intentions when creating original music.
Learners will critically reflect on and evaluate the impact and effectiveness of their
creative and musical choices and decisions. They will analyse how musicians and
composers create music in different ways and how music styles are shaped by
social and cultural influences.
Understanding Music (Higher)
In this Unit, through listening, learners will develop detailed knowledge and
understanding of a range of complex music concepts, and music literacy. They will
identify and distinguish the key features of specific music styles and recognise levelspecific music concepts in excerpts of music, and music signs and symbols in
notated music.
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3.
Entry Requirements for the Course
The best preparation for Higher music is an A/B at National 5.
1) You need to be able to play 2 instruments at grade 3/4 standard.
2) An interest in learning about all styles of music.
3) An interest in developing your composition skills
4.
Learning Experiences
You will choose music to practise and perform from a wide range available in the
department.
You will work with various computer software and instruments to compose music in
different styles and genres.
You will be introduced to music in different styles and from various periods of music
and learn to discuss and appreciate the concepts and theory behind them.
5.
Why Study the Course / What can pupils gain from doing the Course?
This course will help you to develop your performing skills, individually and in small
groups. It will also help to broaden your understanding of all types of music. It can
be used as an entry requirement to most University and College courses. It is also a
requirement for most further education courses in music.
6.
How is the Course assessed?
1) Performing is assessed by a visiting examiner and is worth 60% of the marks.
2) Listening skills are assessed in a 1hour written listening exam and is worth 40%
of the marks.
3) Composing is assessed internally and is either a pass or fail. There are no marks
awarded for this part, however, you must pass composing in order to pass the
whole exam.
7.
Careers
Higher music is the requirement for the Advanced Music Course.
It will allow entry onto higher education courses in music and traditional music.
It can also help for pupils wanting to move into performing / sound engineering / and
performing arts.
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Music Advanced Higher - S5/S6 Subject Information Sheet
1.
Aims of the Course
1) To further develop and broaden your understanding of music theory and listening
skills.
2) To further develop practical skills on 2 instruments.
3) To further develop composing skills.
2.
Description of the Course
The course is covered in three units:
Music: Performing Skills (Advanced Higher)
In this Unit, learners will develop a range of advanced performing skills appropriate
to their two selected instruments, or to their one selected instrument and voice.
Through regular practice and reflection, learners will develop their instrumental
technique and creativity.
Music: Composing Skills (Advanced Higher)
In this Unit, learners will develop a range of advanced skills in creating music. They
will experiment with and apply a range of compositional techniques and devices in
refined and sophisticated ways when creating their own original music, drawing on
their understanding of composers’ work and approaches and the creative process.
Understanding and Analysing Music (Advanced Higher)
In this Unit, through listening, learners will develop their understanding of music
styles, music concepts and musical literacy. Learners will work independently,
demonstrating aural skills and an in-depth understanding of music and music
concepts when investigating, analysing and commenting on sections of musical
movements or works.
The overall Course Award consists of two externally assessed Components: either
a performance or a portfolio of compositions, and a question paper.
You will demonstrate these skills by either:Performing a Programme of Music: (6o% of overall grade for course)
Lasting a total of 18 minutes (with the minimum time on either of the two different
instruments and/or voice being 6 minutes, minimum of two contrasting pieces each
instrument/voice)
or:
Producing a Portfolio of Compositions: (60% of overall grade for course)
The portfolio (lasting 12 minutes) will include a minimum of two contrasting pieces of
music (at least one original) and will be presented in the form of an audio folio. It
may also include elements of improvisation and/or arranging.
Question Paper
The question paper is based on listening concepts and literacy work covered in
class and is 40% of the overall grade.
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3.
Entry Requirements for the Course
The entry requirement for Advanced Higher music is an A/B at Higher Music
1) You need to be able to play 2 instruments at grade 5 standard or above.
2) An interest in learning about all styles and theory of Music.
3) An interest in developing your composition skills.
4.
Learning Experiences
You will choose music to practise and perform from a wide range available in the
music department; individually and in group settings when appropriate (e.g. vocalists
and fiddlers).
You will work with various computer software packages and instruments to compose
music in different styles and genres.
You will be introduced to music in different styles and from various periods of music.
You will do your own research and analysis of 2 different pieces of music and
present your findings in a format of your choice (blog/essay/powerpoint etc).
You will learn and revise the listening concepts from N3 – Advanced Higher and
quizzes, online software, tests and games will be used to check your understanding.
5.
Why Study the Course / What can pupils gain from doing the Course?
This course will help you to develop your performing skills, individually and in small
groups. It will also help to broaden your understanding of all types of music. It can
be used as an entry requirement to most University and College courses. It is also
required for most further education courses in music.
6.
How is the Course assessed?
1) Performing and Composing (Portfolio) are assessed externally and are worth 60%
of the overall course award.
2) Listening skills are assessed in a 1hour 15 minutes long listening exam. This is
worth 40% of the overall course award.
3) Composing skills, Performing skills and Understanding Music units are assessed
internally and are a pass or fail. These units must be passed before you can
achieve the overall course award.
7.
Careers
It would be an advantage to have Advanced Higher Music if you are considering any
career or further education in music. Advanced Higher Music can also be used for
entry into most other university or higher education courses and demonstrates that
you have developed analytical skills, the ability to work independently, the ability to
prepare and perform in public and are a creative and imaginative individual.
Many pupils choose to study Music as they enjoy the subject. It could be that they
do not specifically require Music for their future career.
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Physical Education Department
PE Higher/National 5 - S5/S6 Subject Information Sheet
1.
Aims of the Course
The main aims of the Course are to enable the learner to:
• develop a broad and comprehensive range of complex movement and
performance skills, and demonstrate them safely and effectively across a
range of challenging contexts
• select and apply skills and make informed decisions to effectively perform in
physical activities
• analyse mental, emotional, social and physical factors that impact on
performance
• understand how skills, techniques and strategies combine to produce an
effective performance
• analyse and evaluate performance to enhance personal effectiveness
The Course is suitable for learners who have an interest in and enthusiasm for
developing movement and performance skills. It will broaden their learning
experience and contribute to their own health and wellbeing. The Course is also
suitable for learners progressing from the National 5 Physical Education Course,
because it will give them the opportunity to develop the knowledge, understanding
and skills they need to pursue further study or a career in Physical Education.
2.
Description of the Course
The Course has two mandatory Units:
Performance Skills
In this Unit, learners will develop a broad and comprehensive range of complex
movement and performance skills through physical activities. They will select,
demonstrate, apply and adapt these skills, and will use them to make informed
decisions. They will also develop their knowledge and understanding of how these
skills combine to produce effective outcomes. Learners will develop consistency,
precision, control and fluency of movement. They will also learn how to respond to
and meet the demands of performance in a safe and effective way.
Physical Education: Factors Impacting on Performance
In this Unit, learners will develop their knowledge and understanding of mental,
emotional, social and physical factors that impact on personal performance in
physical activities. Learners will consider how these factors can influence
effectiveness in performance. They will develop knowledge and understanding of a
range of approaches for enhancing performance and will select and apply these to
factors that impact on their personal performance. They will create personal
development plans, modify these and justify decisions relating to future personal
development needs.
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3.
Entry Recommendations for the Course
None.
4.
Learning Experiences
• planning, developing, implementing and evaluating performance
• selecting, demonstrating and safely applying a broad and comprehensive
range of complex movement and performance skills in challenging contexts
• decision-making and problem-solving in challenging contexts
• analysing factors that impact on performance
• explaining a range of approaches for developing performance
• analysing the recording, monitoring and evaluation of performance
development
5.
Why Study the Course / What can pupils gain from doing the Course?
Pupils will gain experience in different activities with a greater understanding of how
they can improve their performance. A more detailed knowledge will be acquired of
the factors that impact on performance. There will be plenty of opportunity to
participate.
6.
How is the Course assessed?
In this Course, added value will focus on:
♦ challenge
♦ application
The learner will be assessed by a performance (60 % of overall mark) and a
question paper (40% of overall mark). Together, they will add challenge and
application to the Course as the learner will integrate, extend and apply the skills,
knowledge and understanding they have learned during the Course.
The purpose of the performance is to assess the learner’s ability to plan, prepare
for, perform and evaluate their own personal performance in one physical activity.
The performance consists of three stages: Planning and preparation, Single
performance and Evaluation. The context of the single performance must be
challenging, competitive and/or demanding.
The purpose of the question paper is to assess the learner’s ability to integrate and
apply knowledge and understanding from across the Units.
7.
Careers
Teaching, coaching, leisure industry
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Physics Department
CfE Physics Higher - S5/S6 Subject Information Sheet
1.
Aims of the Course
The CfE Higher course builds on the applying knowledge and understanding and
problem solving of Physics gained at National 5 level The purpose of the Higher
Physics Course is to develop learners’ interest and enthusiasm for physics in a
range of contexts. Physics gives learners an insight into the underlying nature of our
world and its place in the universe. From the sources of the power we use, to the
exploration of space, it covers a range of applications of the relationships that have
been discovered through experiment and calculation, including those used in
modern technology. An experimental and investigative approach is used to develop
knowledge and understanding of physics concepts. This Course will enable learners
to develop a deeper understanding of physics concepts and the ability to describe
and interpret physical phenomena using mathematical skills. They will develop
scientific methods of research in which issues in physics are explored and
conclusions drawn.
2.
Description of the Course
The general aim of this Unit is to develop skills of scientific inquiry, investigation and
analytical thinking, along with knowledge and understanding of our dynamic
universe, particles and waves, and electricity. Learners will apply these skills when
considering the applications of our dynamic universe on our lives, as well as the
implications on society/the environment. This can be done by using a variety of
approaches, including investigation and problem solving.
Physics: Our Dynamic Universe (Higher)
The Unit covers the key areas of kinematics, dynamics and space-time. Learners
will research issues, apply scientific skills and communicate information related to
their findings, which will develop skills of scientific literacy.
Physics: Particles and Waves (Higher)
The Unit covers the key areas of particles and waves. Learners will research issues,
apply scientific skills and communicate information related to their findings, which
will develop skills of scientific literacy.
Physics: Electricity (Higher)
The Unit covers the key areas of electricity, and electrical storage and transfer.
Learners will research issues, apply scientific skills and communicate information
related to their findings, which will develop skills of scientific literacy.
Researching Physics (Higher)
The general aim of this Unit is to develop skills relevant to undertaking research in
Physics. Learners will collect and synthesize information from different sources, plan
and undertake a practical investigation, analyse results and communicate
information related to their findings. They will also consider any applications of the
physics involved and implications for society/ the environment.
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3.
Entry Requirements for the Course
N5 Physics Grade A or B
AND
N5 Maths Grade A or B.
4.
Learning Experiences
Learning and teaching occurs through a variety of experiences which include:Investigations, Individual work, Group work, Whole Class Discussions, Debates,
Presentations, Self & Peer Assessment, Reading, Writing, Carry out Practical Work
and using a range of Revision Strategies and Cooperative Learning to identify
personal learning styles and develop targets. Learners will be able to develop their
communication, collaborative working and leadership skills, and be able to apply
critical thinking in new and unfamiliar contexts to solve problems.
5.
Why Study the Course / What can pupils gain from doing the Course?
Advances in physics mean that our view of what is possible is continually being
updated. This Course allows learners to deepen their understanding of the
processes behind scientific advances, and thus promotes awareness that physics
involves interaction between theory and practice.
The Course will therefore enable learners to become scientifically literate citizens
who will recognise the impact physics makes on their lives, the environment and
society, and be able to appreciate topical scientific debate. Learners will develop
skills for learning beyond Higher and for employment.
6.
How is the Course assessed?
Internal SQA Assessments
• Investigation
• 4 Unit Assessments
External SQA Assessments
• Assignment (30 marks) (worth 23% final grade)
• 2 ½ Hour Exam (100 marks) (worth 77% final grade)
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7.
Careers
You can follow many career options through the study of Physics.
Health Related:
Medicine, Vet Medicine, Physiotherapy, Radiography, Dentistry,
Nursing,
Engineering:
Electrical, Chemical, Biomedical, Biomechanical, Aeronautical,
Civil, Mechanical, Photonics, Nuclear, Agricultural, Marine,
Building Trades:
Electrician, Plumbers, Joiner
Electronics:
Electrician, Mechanic, Installation, Electrotechnical,
Instrumentation
Many pupils choose to study Physics as they enjoy the subject. It could be that they
do not specifically require Physics for their future career.
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CfE Physics Advanced Higher- S5/S6 Subject Information Sheet
1.
Aims of the Course
The purpose of the Course is to build on the knowledge and skills developed by the
learner in the Higher Physics Course and to use their mathematical knowledge and
skills to analyse and solve problems in real-life contexts.
The study of Advanced Higher Physics should also foster an interest in current
developments in and applications of physics, the willingness to make critical and
evaluative comment, and the acceptance that physics is a changing subject. Positive
attitudes, such as being open-minded and willing to recognise alternative points of
view, are promoted.
2.
Description of the Course
The general aim of the course is to develop skills of scientific inquiry, investigation
and analytical thinking, along with knowledge and understanding of rotational motion
and astrophysics. Learners will use these skills when considering how the
applications of rotational motion and astrophysics, quanta and waves, and
electromagnetism can impact on our lives, as well on /the environment/society. This
application and development of skills can be achieved using a variety of
approaches, including investigation and problem solving.
Physics: Rotational Motion and Astrophysics (Advanced Higher)
The Unit will cover the key areas of kinematic relationships, angular motion,
rotational dynamics, angular momentum, rotational kinetic energy, gravitation,
general relativity, and stellar physics.
Physics: Quanta and Waves (Advanced Higher)
The Unit will cover the key areas of introduction to quantum theory, particles from
space, simple harmonic motion, waves, interference and polarisation.
Physics: Electromagnetism (Advanced Higher)
The Unit will cover the key areas of fields, circuits and electromagnetic radiation
Investigating Physics (Advanced Higher)
The general aim of this Unit is to develop skills of scientific inquiry, investigation,
analytical thinking, independent working and knowledge and understanding of
investigating physics.
The Unit offers opportunities for independent learning set within the context of
experimental physics. Learners will develop skills of planning, experimental design
and analysis of recorded data.
There is no specified content in this Unit, and the topic chosen will determine the
physics knowledge that learners will develop.
3.
Entry Requirements for the Course
CfE Higher Physics Grade A or B recommended AND
CfE Higher Maths Grade A or B recommended
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4.
Learning Experiences
The course is delivered using a variety of methods including formal lectures and
tutorials. This course is seen as a bridge between school and University.
Heriot-Watt University has developed an interactive teaching website- Scholar. This
should be used weekly by pupils to develop their understanding.
5.
Why Study the Course/What can pupils gain from doing the Course?
Many pupils study Physics, as it is required for their future area of study or career
path.
Physics qualifications provide valuable skill sets recognised by employers and
universities for entry into other courses or careers.
A qualification at AH level in Physics could allow direct entry into the 2nd year of
some University Science or Engineering courses.
6.
How is the Course Assessed?
At the end of each unit an internal examination takes place, which students must
pass in order to sit the final exam.
An external exam takes place in May covering all the Units of work
The Investigation is worth 20% of the final marks.
7.
Careers
You can follow many career options through the study of Physics.
Medical: Medicine, Dentistry, Ophthalmic Optician, Radiography, Physiotherapy,
Veterinary Science, Nursing, etc.
Building Trade: Electricians, Plumbers and Joiners
Engineering: Physics is required in all types of Engineering courses at College and
University and for all types of Physical Science degrees.
Non numerate courses at College or University: Many pupils use Physics as a
numerate subject at this level if their curriculum is based on literary subjects to
provide a balance.
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83
RMPS Department
RMPS Higher- S5/S6 Subject Information Sheet
1.
Aims of the Course


2.
To develop a knowledge and understanding of a range of religious, moral and
philosophical issues.
To develop skills in critical thinking, analysis and evaluation.
Description of the Course
The course is divided into three units:
1 World Religion
In this unit you will study some of the key beliefs and practices of either Buddhism or
Islam.
2 Morality and Belief
In this unit you will explore how we go about making moral decisions, by focusing on
a number of religious and secular perspectives. You will then go on to study one of
the following moral issues in depth:
• crime and punishment
• medical ethics
• war and peace
3 Religious and Philosophical Questions
In this unit you will examine one of the following religious and philosophical
questions in depth:
• How can we explain the origins of the universe?
• How can we explain the existence of evil and suffering?
There is also an opportunity for you to personalise your learning by carrying out a
piece of independent research into a religious, moral or philosophical issue of your
own choice. This independent research will form the basis of the Higher
Assignment (see below).
3.
Entry Recommendations for the Course
Higher RMPS is a suitable course for you if you have already achieved a Grade C
pass at National 5 in English, any of the social subjects and/or RMPS.
4.
Learning Experiences
These will include:
• class discussions
• debates
• individual investigations/research
• group work
• role play
• essay writing
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5.
Why Study the Course / What can pupils gain from doing the Course?
Are you are someone who is interested in questions about life, its meaning (if
indeed it has any) and what others believe? Are you interested in some of the
religious, moral and philosophical issues in the description above? If so, then this is
most likely the course for you.
By studying RMPS you will gain an opportunity to fully engage with some of life’s
most challenging questions, while at the same time equipping yourself with valuable
skills in critical thinking, analysis and evaluation.
6.
How is the Course assessed?
Internal Assessment
• There is an internal assessment for each of the three units.
External Assessment
• An assignment task, which is based on a piece of independent research of
your choice, is worth 30 marks. This is completed in school but is externally
assessed.
• The final exam consists of a 2 hour 15 minute question paper worth 60
marks.
7.
Careers
Higher RMPS can be an extremely useful qualification to have if you are interested
in a career in social work, psychology, community work, teaching, health care,
journalism, broadcasting, law, politics, charity work or just about anything else.
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Philosophy Higher- S5/S6 Subject Information Sheet
1.
Aims of the Course


2.
To develop a knowledge and understanding of various philosophical issues.
To develop skills in critical thinking, analysis and evaluation.
Description of the Course
The course is divided into three units:
1 Arguments in Action
In this unit you will develop your ability to analyse and evaluate arguments. You will
develop a knowledge and understanding of argument structure, philosophical
technique and how to identify errors in reasoning.
2 Knowledge and Doubt
In this unit you will analyse and evaluate different theories of knowledge. You will
develop a knowledge and understanding of rationalism and empiricism, by focusing
on the work of philosophers Descartes and Hume.
3 Moral Philosophy
In this unit you will develop skills in analysing and evaluating several moral theories.
You will develop a knowledge and understanding of Utilitarianism and Kantian
ethics, by focusing on the work of philosophers Bentham, Mill and Kant.
There is also an opportunity for you to personalise your learning by carrying out a
piece of independent research into a philosophical question/issue. This
independent research will form the basis of the Higher Assignment (see below).
3.
Entry Recommendations for the Course
Ideally you will have achieved at least a Grade C pass at Higher in English.
Higher Philosophy is a particularly useful course for anyone considering the option
of further study at university.
4.
Learning Experiences
These will include:
• class discussions
• debates
• individual investigations/research
• group work
• essay writing
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5.
Why Study the Course / What can pupils gain from doing the Course?
Are you are someone who is interested in argument and debate? Are you
interested in some of the philosophical issues in the description above? If so, then
this is most likely the course for you.
By studying philosophy you will gain an opportunity to fully engage with some
extremely challenging questions, while at the same time equipping yourself with
valuable skills in critical thinking, analysis and evaluation.
6.
How is the Course assessed?
Internal Assessment
• There is an internal assessment for each of the three units.
External Assessment
• An assignment task, which is based on a piece of independent research of
your choice, is worth 30 marks. This is completed in school but is externally
assessed.
• The final exam consists of a 2 hour 15 minute question paper worth 60
marks.
7.
Careers
Higher Philosophy can be an extremely useful qualification to have if you are
interested in a career in teaching, journalism, broadcasting, law, politics or just about
anything else.
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Checkpoint

Overall, as with S4, think very carefully about your options.

Remember that there are very real and viable alternatives to school –
avoid drifting back because you cannot think of anything else to do.
Invariably, if you do, then you will lack motivation, focus and interest
and S6 will be a wasted year.

If you do return for S6 make sure you are committed to academic study.

Extra-curricular activities are also an exciting and rewarding aspect of
Class 6 and you should try and get involved in at least one of the
activities on offer.

As always, you will have the opportunity to discuss your plans with your
Pupil Support Teacher and Careers Advisor.
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