CURRICULUM FOR EXCELLENCE
S3 CURRICULAR PATHWAYS
2014-2015
CONTENTS
INTRODUCTORY INFORMATION
CORE
ENGLISH LITERATURE AND LANGUAGE
MATHEMATICS AND NUMERACY
PERSONAL AND SOCIAL EDUCATION
PHYSICAL EDUCATION
RELIGIOUS & MORAL EDUCATION
ELECTIVES
ADMINISTRATION AND IT
ART AND DESIGN - CREATIVITY AND ACTIVE LEARNING
BIOLOGY
BUSINESS MANAGEMENT
CHEMISTRY
CRAFT DESIGN & TECHNOLOGY
DRAMA
FRENCH
GEOGRAPHY
HISTORY
HOME ECONOMICS
MODERN STUDIES
MUSIC - PLAY, CREATE AND PRODUCE
PERFORMANCE PHYSICAL EDUCATION
PHYSICS
SKILLS FOR LIFE
SKILLS FOR SUCCESS
SPANISH
APPENDIX 1
SELKIRK HIGH SCHOOL ............................................ S3 CHOICE SHEET 2014/15
APPENDIX 2
SELKIRK HIGH SCHOOL…………..……… S4-6 CHOICE SHEET 2014/15
2
Dear Parent/Carer
Curriculum for Excellence – S3 Course Choice
The purpose of this booklet is to give you information that will help support your child in
making S3 course choices. The booklet is also used as a source of information for students.
The booklet 
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Describes the aim of the S3 curriculum and how S3 courses build on what your child
has studied in S1&2
Explains how S3 courses link to the senior curriculum
Provides a description of each course
Explains the choice of course process, and how the school will support your child in
making their choices.
Includes a draft of the 2014/16 S4-6 curriculum plan so that you can see what options
will be available to your child as they progress in to the senior phase.
I hope that, in addition to information shared at the S2 Parents‟ Evening on 29th April, you find
what follows useful.
Over the next few weeks, if you have any queries regarding your child‟s course choices,
please do not hesitate to contact your child‟s Pastoral Teacher.
W. Burgon
Course Choice: progression from and preparation for Throughout S1 and S2 your child has studied a range of subjects from the following curricular
areas –
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Expressive arts
Languages and literacy
Health and wellbeing
Mathematics and numeracy
Religious and moral education
Sciences
Social Studies
Technologies
Developing skills for learning, life and work, including the promotion of literacy, numeracy and
health and wellbeing will also have been an important feature of their S1 and S2 experiences.
The above will continue to be an integral part of their S3 curriculum.
In S3 an element of curricular choice is being introduced to provide an opportunity for your
child to study subjects that they are good at, are interested in, and want to explore in more
depth. The S3 curriculum will also prepare students for certification in six subjects at the end of
3
S4 as detailed in appendix 2. Your child will be well supported in making appropriate course
choices as they progress through S3, S4, 5 & 6 and parents will continue to be fully involved.
Supporting Course Choice Appendix 1 provides you with a copy of our S3 choice sheet. This shows that students will
continue to study English, Mathematics, Religious and Moral Education, Physical Education,
and Personal and Social Education. Students will then make 7 choices, one from each
column.
It is important that we work together to support students to make choices that ensure a
balanced curricular programme that reflects:
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Personal strengths
Personal interests
Future plans
In school, over the next few weeks, the choice process will be the main focus of Personal and
Social Education lessons. Following a Choices Assembly, where course choice information will
be shared with your child, their Pastoral Teacher will help them to decide which subjects they
will study in S3.
Your child will be advised not to make final choices until they have considered information that
will be made available to them:
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In their S2 report
In this booklet
During the Course Choice assembly
During the S2 Parents‟ Evening
During 1:1 interviews with their Pastoral Teacher
During PSE lessons
We would ask that you discuss all of this information with your child, encouraging them to tell
you what is being said about the choice process in school, and to share with you their reasons
for their preferred choices. By asking the right questions, you will help make sure that choices
are being made for the right reasons.
The deadline date for handing the completed Choice Form in to the School Office is 1st May
Beyond 1st May if for any reason we cannot offer your child their first choice of course, any
changes will be made with the help of their Pastoral teacher and with your involvement.
Your child‟s second choice and their subject choices listed in priority order will be used in the
unlikely event that changes have to be made.
Appendix 2 shows a draft S4-6 course choice sheet so that you can map how your child might
progress through the senior phase. This exercise will also enable you to see what
qualifications your child will have accumulated by the end of S4 and, if they stay on, S5 and 6.
4
ENGLISH LITERATURE AND LANGUAGE
Course Aims
To continue to develop reading, writing, talking and listening skills from S1 and S2 and to
provide a foundation for further development towards a national certificate. Literacy skills will
form a central part of the course, leading to certification in Literacy as well as English.
Course Outline
The S3 English course will follow a similar structure to the courses followed in S1 and S2 and this
should be familiar to our students. The year will be divided into five units, running from
(approximately) August- October, November-December, January-mid February, February-March,
April-May. These units will each contain a balance of activities providing opportunities to develop
and to practice skills in reading, writing, talking and listening. Two of the units are core, while in
the others the teacher has a degree of choice in order to match work with student ability. Units
are titled with reference to their writing component, but will also contain work on literature.
Imaginative
(core)
Non-fiction
Reflective
(core)
Discursive
Media
Assessment of progress is made by compiling a portfolio of best work in English and in Literacy,
and by using agreed assessments in the core units. Students‟ work will be evaluated continuously
and formatively through self-assessment, peer-assessment or assessment by the class teacher.
Homework
In English, homework may be expected regularly, usually on a weekly basis. While some
homework may be written, this will mostly consist of work begun in school (essays, close
reading exercises). Occasionally students will be asked to redraft written work at home. Other
homework will involve students in reading literature texts or in researching information for use in
class. Talk exercises are given each year, and homework may involve students researching,
writing or practising these.
Skills
Communication skills in Reading, Writing, Talking and Listening
Assessment
Primarily on-going based on work produced in class and a folio of best work. The department
use a variety of strategies including self, peer and teacher assessment
Progression
National 3/4/5 and Higher will be available in the Senior Phase
5
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MATHEMATICS AND NUMERACY
Course Aims
To develop the student‟s skills in using mathematical language, to explore mathematical ideas
and to develop mathematical skills relevant to learning, life and work in an engaging and
enjoyable way.
Course Outline
June :
Number work with whole numbers, decimals and integers.
Aug – Oct: Algebra – Brackets, Simplification and Equations
Money – Bills, Interest, Hire Purchase, Foreign Exchange etc.
Pythagoras‟ Theorem
Oct – Dec : Number work with and without a calculator
Speed, Distance and Time
Angles
Circles
Jan – Mar : Trigonometry
Statistics
Fractions and Percentages
Proportion
April – May : Statistics
Measurement
Homework
A homework exercise at the end of each topic – roughly every 2 weeks.
One research project on (a) a famous mathematician or (b) mathematics in the workplace.
Skills
Students should be able to:
Problem solve, Communicate clearly, Investigate, Explain, Compare, Interpret Information,
Listen, Work collaboratively, Work independently, Evaluate, Use IT.
Assessment
Students will be assessed using a mixture of Observation, Peer Assessment and regular
Summative Assessments (October, February and April).
Progression
National 3/4/5 and Higher will be available in the Senior Phase
6
PERSONAL AND SOCIAL EDUCATION
Course Aims
To provide knowledge and skills to enable students to Maintain emotional, social and physical wellbeing and therefore successful learning.
 Maintain positive relationships with a variety of people.
 Make informed personal choices which promote healthy and safe lifestyles.
 Develop skills and attributes to achieve and sustain positive destinations beyond school.
Course Outline & Skills
Unit
Study Skills
Content
Develops personal study strategies such as
organisation of time, note taking, learning
Styles, memory techniques and exam
techniques.
Skills
Organisation and time
management
Reading and writing
Reflecting and Remembering
Setting realistic targets
Respect
Explores the issues of power in relationships,Showing respect in relationships.
domestic violence, racial hate crime and
Equality and non-violent ways of
getting support and help with situations
dealing with problems.
involving abuse.
Effective discussion skills.
IT skills.
Substance
Investigates the serious physical, mental,
Working as an effective member
Misuse
emotional, social and legal consequences of a team.
of the misuse of legal and illegal
Research and presentation skills.
substances.
Peer and self-assessment.
Choices and
Prepares pupils for S4 choices.
Reviewing
Careers
Setting realistic targets
Relationships, Explores sexual behaviour amongst young Positive in lifestyle choices
sexual health people, gender stereotyping, the influence Respecting other beliefs, feeling
and
of media, peer pressure and family on
and opinions.
parenthood
sexual behaviour, contraception &
contraceptive services and sexually
transmitted infections.
Mind Yer
Deals with the promotion of positive
Listening and Talking, Evaluating
Heid
mental health through tasks addressing
and developing an informed view.
how to cope with difficult situations, selfesteem issues, sexuality and young
carers.
Homework
PSE homework will involve, when necessary, the completion of unfinished tasks.
Assessment
Pupils are assessed in a variety of methods which includes formative, peer, self and summative
assessment.
7
CORE PHYSICAL EDUCATION
Course Aims
To promote challenge and enjoyment in Physical Education
Through a range of activities students will continue to develop  Skills and techniques to enhance performance
 Personal fitness through practical experiences
 An ability to cooperate and communicate effectively with others
 An ability to analyse personal strengths and development needs in relation to performance
Course Outline
This course will cover the Level 3 and 4 Curriculum for Excellence Experiences and Outcomes and
will build on work covered in first and second year while also broadening student‟s experiences with
some new activities.
Activities – Acrogymnastics, Athletics, Badminton, Basketball, Cross Country, Fitness,
Football, Hockey, Lacrosse, Rugby, Social Dance, Striking/Fielding Games, Tennis
Homework
No formal homework. Pupils are also encouraged to watch and learn from local and international
sporting events e.g. Selkirk/Borders activities, Olympics, World Cups, Commonwealth Games
etc.
Skills
By the end of S2 PE students will have developed their ability in  Physical coordination and movement skills and techniques
 Problem solving
 Communicating and listening
 Working effectively in independent, cooperative and competitive learning contexts
 Evaluating performances
 Using ICT to enhance performance
Assessment
 Professional Judgement
 Criteria based on Model Performers
 Question and Answers (Teacher to Pupil on teaching points)
 Self Assessment/Peer Assessment
 Fitness Test Results
8
CORE RELIGIOUS & MORAL EDUCATION
Course Aims
 To continue to learn about and from the beliefs, values, practices and traditions of Christianity, the
world religions selected for study and viewpoints independent of religious belief
 To continue to develop an understanding of the place of beliefs and values in Scotland and the world
 To continue to develop student‟s beliefs, attitudes, values and practices through reflection, discovery
and critical evaluation
 To encourage students to make a positive difference to the world by putting their beliefs and values
into action
Course Outline
Unit 1: Issues of Belief – An Introduction
In this introduction unit students develop their understanding of the nature of belief and through
investigating one particular belief are equipped to reflect upon the importance of their beliefs and the
consequences of putting them into action.
Unit 2: The Existence God
In this unit students apply the skills they have learnt in the introduction unit to consider arguments
for and against the existence of God. Through reflection, discussion and debate students are equipped to
explain a range of beliefs which people hold on this topic.
Unit 3: Life After Death
Students apply their skills this time to consider the 3 main options regarding life after death –
reincarnation; resurrection (heaven and hell) and annihilation. Again through reflection, discussion and
debate students are equipped to explain a range of beliefs which people hold on this topic.
Unit 4: Investigating a person of the student’s own choice
Students choose a person and investigate how that person puts their beliefs into action. They go on to
reflect upon the consequences of putting their own beliefs into action.
Homework
Students will have to maintain their jotters and folders and complete work they have missed or not
finished in class at home. Opportunity will also be given to do extension work outwith class time.
Skills
The key skills that we seek to develop in S3 RME are:
 a knowledge and understanding of the topics and issues covered
 the development of enquiry and critical thinking skills
 evaluation and debating skills
 the ability for personal reflection
Other more generic skills which are developed in RME are literacy skills, the ability to work well
independently and in groups, research/investigative skills, ICT skills, presentation skills.
Assessment
Students are assessed using self, peer and teacher assessment.
Progression
Higher RMPS will be available in the Senior Phase
9
Administration & IT
Course Aims
To develop further the ICT and Administration skills from S1 and S2 and to provide the basis for
progression towards a National Certificate 4 or 5 in Administration and IT in S4.
Course Outline
Throughout the course students will be learning about the work undertaken by an Administrator in
business. Students will also learn how technology is used in modern businesses and different
ways in which documents should be presented.
Students will produce documents using professional software, eg: word processing,
spreadsheets, databases, powerpoints, publisher, email, electronic calendar, and the internet for
investigating information to help finalise documents. Throughout the course students will be
encouraged to produce work up to business standard, taking personal responsibility to ensure
that the quality of every piece produced meets the required standard.
Administration and IT will help to develop students personally: they will be expected to work with
others, make presentations, research information and produce documentation, and evaluate their
work so that everything is up to business standard. Students will use ICT throughout the course
enabling them to expand their skills, as they select appropriate software to support their activities.
Homework
Homework will be used to widen and deepen the understanding of the content being studied.
It will be used to carry out independent study to further investigation skills. Some may be
written/produced on the computer (whole task or finishing off exercises), whilst other types of
homework will involve investigating (via Websites/from newspapers, magazines, business
literature, etc).
Skills
Students will continue to develop ICT Skills - using/managing business software packages;
proofreading; researching and presenting information. They will also develop further their life skills
– working independently and collaboratively to research information; analyse it; make
presentations, reflect on their progress.
Assessment
Assessment will continue to be formative as in S2, but there will be a move towards more formal
and summative assessment in preparation for Nationals e.g. end of unit assessment, or S3 exam.
Progression
National 3/4/5 and Higher will be available in the Senior Phase.
10
ART AND DESIGN
Course Aims: To develop Creativity through Creative Thinking
The importance of creative and divergent thinking is increasingly recognised in education. The
ability to think creatively will be of enormous benefit to students whatever their chosen career path
on leaving Selkirk High School.
The primary aims of this course are to encourage students to –
 Develop the capacity to “think creatively”
 Express their ideas, thoughts and feelings as an individual
 Develop their own creative solutions to design problems
 Foster the ability to communicate an informed and well considered opinion to others
 Embrace current and new technologies such as Photoshop and digital imaging.
There are many career and college opportunities related to Art and Design.
Course Outline
Critical Appreciation
This aspect of the course will help students develop the ability to interpret information and
communicate visually and orally to others. Students will investigate the social and cultural
contexts of Art and Design.
Expressive
Students will be encouraged to express and communicate their ideas using a range of media
and techniques.
Design
Practical experience of design will foster the development of skills that encourage creative
solutions to problems that shape our lives.
Homework
Homework will be issued as and when supportive of work in class.
Skills
Drawing from observation will be a core skill
Assessment
Various approaches to assessment will be employed as appropriate such as teacher observation,
review of work, tests, end of unit appraisal, self/group assessment
Progression
National 3/4/5 and Higher will be available in the Senior Phase
11
BIOLOGY
Course Aims
To develop
 curiosity, interest and enthusiasm for Biology;
 an appreciation of the input of Biology to society including utilisation of resources;
 a broad, versatile and transferable skills set targeted on CfE capacities in students;
 the skills of scientific enquiry, investigation and presentation.
Course Outline
Cells
A general introduction to animal, plant and microbial cells
Biodiversity and Balance
 species diversity, distribution and adaptation for survival
 importance of maintaining a balance of gases in the air , discussing the cellular processes of both
respiration and photosynthesis
RegulationSurvival and Growth
 Homeostatic processes
 Animal behaviour
 Growth and Development of organisms
 Sexual and Asexual reproduction
Genetics and Society
 Inheritance and Variation
 Mutations and Inherited conditions
 Understanding cancer
 Stem Cell Research
 DNA profiling and Genetic Screening
Biotechnology
 Plant propagation and commercial application
 Aerobic Respiration and experimental design
 Risks and benefits of utilising different energy sources to meet current society energy needs
 Use of enzymes and microbial cells in Industrial application
Homework
Appropriate homework will be given regularly throughout the course.
Assessment
Students will be assessed using a variety of approaches including;
Observation, Peer, Formative, Summative and Practical assessment. Similarly, pupils are given regular
opportunities to evaluate their learning.
Progression
National 4/5 and Higher will be available in the Senior Phase
National Science will also be an option.
12
BUSINESS MANAGEMENT
Course Aims
To develop further the Enterprise, Business and ICT skills from S1 and S2 and to provide the
basis for progression towards a National Certificate 4 or 5 in Business Management in S4.
Course Outline
Throughout the course students will develop their understanding of small and medium-sized
businesses and will learn about the purposes and features of different types of organisations
which exist in Britain today – Sole Traders, Partnerships, Private Limited Companies, Franchises,
Public Sector Organisations, Charitable Organisations. They will learn about the impact
Stakeholders have on each of these organisations and how Customer Service can be improved.
Students will also have an opportunity to develop their knowledge of the importance of planning in
any organisation by learning about the different types of finance available, preparing Job Costing
sheets, working out Break-even points and preparing Cash Budgets to aid forward planning. All of
this will then be tied together when they study and prepare formal Business Plans.
In the third term the students will have the opportunity to put everything they have learned into
action by taking part in a „Dragon‟s Den‟ type competition, working in a team to come up with and
develop a business idea which they present to judges.
Throughout the course students will investigate how technology is used in modern businesses
and how businesses try to be more environmentally and socially responsible.
Business Management will help to develop students personally: they will be expected to work with
others, make presentations, research and analyse information, and evaluate their work. Students
will use ICT throughout the course enabling them to expand their skills, as they select appropriate
software to support business and entrepreneurial activities.
Homework
Regular homework will be included as part of the S3 course. Some may be written/produced on
the computer (whole task or finishing off exercises), whilst other types of homework will involve
investigating (via Websites/on the High Street/from newspapers and news programmes, etc).
Skills
Students will be able to demonstrate their knowledge and understanding through factual descriptions
and explanations. They will research and analyse information, work as part of a team, work
independently,
further develop their IT skills and presentation skills.
Assessment
Assessment will continue to be formative as in S2, but there will be a move towards more formal
and summative assessment in preparation for Nationals e.g. end of unit assessment, or S3 exam.
Progression
National 3/4 Business, National 5 Business Management and Higher will be available in the Senior
Phase.
13
CHEMISTRY
Course Aims
To develop
 curiosity, interest and enthusiasm for Chemistry;
 an appreciation of the input of Chemistry to society including utilisation of resources;
 a broad, versatile and transferable skills set targeted on CfE capacities in students;
 the skills of scientific enquiry, investigation and presentation.
Course Outline
Chemistry is the study of matter and the changes it can undergo in the world around us.
The course will be centred on 5 units of work and will involve a variety of activities.
1. Rate / Chemical reactions
 Chemical properties and reactions
 Collecting and analysing data in chemical reactions
2. The Atom and Periodic table
 The periodic table
 Structure of the atom
3. Acids
 Changing pH
 Environmental impact
 Uses in food and drinks
4. Fuels
 Crude Oil (fossil fuels)
 Combustion and pollution
 Alternative fuels
5. Metals
 Properties, Reactivity and corrosion
 Extraction of metals from natural resources
 Chemical cells
 Alloys
Homework
Appropriate homework will be given regularly throughout the course.
Skills
Through practical work students will be able to;
Problem Solve, Communicate, Investigate, Plan, Explain, Compare, Interpret, Listen, Work Collaboratively, Work
Independently, Evaluate, Use ICT and Manipulate scientific equipment.
Assessment
Students will be assessed using a variety of approaches including;
Observation, Peer, Formative, Summative and Practical assessment. Similarly, pupils are given regular
opportunities to evaluate their learning
Progression
National 4/5 and Higher will be available in the Senior Phase
National Science will also be an option.
14
Craft, Design and Technology (CDT)
Course Aims:
To let pupils design, make and then evaluate solutions to problems. In doing so they will make
projects in wood, metal and plastic developing skills in the safe use of hand tools, power tools,
and machines. During the year pupils will present their designs in design brief form using a variety
of manual and computer graphic techniques.
Course Outlines:
The course will consist of 3 units of work
Unit 1: Woodworking Skills
Unit 2: Design and Make
Unit 3: Graphics
Unit 1
Pupils will further develop their skills gained in S1 and S2 by making a project in wood using
manual and power tools. This unit is aimed at building practical skills and the safe use of hand and
power equipment in the workshop.
Unit 2
Pupils will work through a range of design projects in wood, plastic and metal geared
towards developing their existing designing and practical skills. During the unit they will be given
everyday problem situations which they will solve by working through a design process. They will
then make and evaluate their own solutions.
Unit3
Pupils will work through a project which will develop their skills in manual and computer
graphics.
The manual work will involve sketching, manual drawing, manual rendering and model making.
Computer work will involve 3D modelling, computer drawing, rendering and desktop publishing.
Homework:
In our Design and Make and Graphics units, homework will be given to coincide with the course
projects unless catch up work is required due to absence etc. No homework will be given in the
Woodworking Skills
Assessment
All projects will be assessed by teachers, peers or pupils depending on their project. Assessment
will be in the form of homework exercises, class tests, teacher observations and end of session
examinations.
Progression
National 4/5 and Higher in Design and Manufacture will be available in the Senior Phase
National 4/5 and Higher in Graphic Communication will be available in the Senior Phase
National3/4/5 Practical Woodworking will also be an option
15
DRAMA
Course Aims
Throughout the course we will aim to develop:
 responding to stimuli when creating drama

working with others to share and use drama ideas

developing awareness of social and cultural influences when creating drama

exploring drama form and structure

gaining understanding of basic production skills

using basic drama and production skills when presenting

using reflective skills within the creative process
Course Outline
Drama Skills
The course is largely experiential, and drama skills will be learned through games, improvisation
and short scripted tasks. Pupils will learn to respond to stimuli and will be encouraged to be
creative and expressive. Pupils will work mainly in groups to create and perform in a supportive
and non-threatening environment. We will read a text and choose some scenes to perform to a
selected audience in May.
Some written work will be undertaken, including writing short scripts and development of
improvised ideas.
Pupils will be encouraged to identify areas in which they need to improve, and learning to give
constructive comments to others.
Production Skills
Pupils will begin to explore basic production skills through workshops, using them to communicate
ideas. Pupils will have opportunities to experiment with lights, stage make up, props and costume.
Pupils will also reflect on their own work and the work of others within the creative process.
Homework
Homework may be given to support learning. Homework may include short research tasks,
creating props, bringing in a particular costume or prop or finding a stimulus. Occasionally, pupils
may be asked to complete written work started in class.
Skills
See course outline.
Pupils will be encouraged to take part in our school productions, either on a performing basis or
on the production side.
Assessment
Assessment will be formative and regular, and may include interviews, feedback checklists and
written feedback.
Progression
Successful completion of this course can lead to studying N4/5 Drama in S4.
16
FRENCH
Course Aims

To deepen knowledge about French language and culture.
This course will provide the basis for further progression towards a National Certificate 4 or 5 in
French in S4.
Course Outline
During this course students will examine different aspects of life in French speaking countries.
Throughout third year, the focus will be on society and culture. Learning will take place in the
contexts of different aspects of:




Media (film, television and internet)
Holidays
Customs and celebrations
Lifestyles and relationships
In all topics students will practise and extend the four skills of Reading, Listening, Writing and
Talking.
Homework
Homework will be expected once or twice a week and will focus on practising and consolidating
the four skills of Reading, Listening, Talking and Writing, and extending vocabulary knowledge.
An A4 folder and French dictionary will be required by all students studying this course.
SKILLS
• Talking
• Listening
• Reading
• Writing
• Working and interacting
with others
• Using and managing
resources
• Following instructions
• Analysing information
• Using a bilingual
dictionary
• Using ICT
• Labelling
• Transferring information
• Evaluating
• Appreciating other
cultures
•
•
•
•
•
•
Creating
Making and delivering a
presentation
Reflecting
Investigating
Planning
Organising information
Assessment
Pupils will be assessed in all key skill areas by means of self-evaluation, peer and teacher
assessment in preparation for possible future National assessments.
Progression
National 3/4/5 and Higher will be available in the Senior Phase
17
GEOGRAPHY
Course Aims
 To continue to develop Geographical skills and knowledge.
 To widen the context of the topics studied to a world scale.
Course Outline
Rich World Poor World - Ghana/Japan
The two countries will be studied and the contrasts between them will be highlighted to show the reasons
for the failure of Ghana to develop and why Japan is so successful.
Globalisation/International issues. (Fashion or Football?)
This will take the form of an investigation of one of the above subjects to show how it is a global industry.
Emphasis will be on the exploitation of the developing world by multinational companies.
Earth Forces
A study of landscapes created by earth forces and how they affect people who live in the present day
active zones, i.e. how people cope with living under the threat of earthquakes or volcanic eruptions.
Settlement
The development of settlements and the study of the zonal nature of cities and the reasons for the different
zones. Knowledge of the nature of the land uses in the zones. Local studies of different land use zones in
Selkirk.
Energy
Looking at traditional fossil fuel and the alternatives that are now being introduced. The moral and ethical
arguments and issues that surround these.
Weather
The definition of weather elements. The methods of measuring and recording the weather. Analysis of
different weather systems and their affect on the population.
Rivers, Ice
How rivers and ice have shaped the Scottish landscape. How they have affected land use indifferent
parts of the country.
Homework
Homework will be used to widen and deepen the understanding of the content being studied.
It will be used to carry out independent study to further investigation skills.
Skills
 Mapwork
 Investigative Skills,
 Presentation,
 Decision Making,
 Working in Groups
Assessment
 Formative peer and teacher marked class work
 End of lesson facts checks.
 Class tests of factual information learned over a short period.
 Feedback on project work undertaken – what is good and what needs improvement.
 Summative end of unit assessments.
Progression
National 3/4/5 and Higher will be available in the Senior Phase
18
Home Economics
Course Aims
The purpose of this course is to allow students to develop their practical cookery and
technological skills within a broad based general course. Students will have the opportunity to
develop their understanding of ingredients, healthy food choices, nutrition, food safety and
current food issues.
Course Outline
This course will be delivered as 4 units of work, which develops practical food preparation skills,
whilst dealing with safe and hygienic practices.
Areas to be covered in these units include: Healthy eating- current dietary advice, nutrition and diet- related disorders
 Food product development- recipe development and sensory testing
 Safe and hygienic practices – safe storage, preparation and cooking of food.
 Food and the consumer – food choice, technological development , food labelling and
legislation
 Practical cookery skills will be developed and monitored throughout the course.
Homework



Written homework will be given regularly and pupils will also have homework
assignments to complete.
Pupils must be prepared for each practical lesson and must bring a suitable
container for taking food home.
Pupils will have to pay a proportion of the cost of the food.
Skills
 Pupils will build upon their S1/S2 knowledge and acquire a wide range of practical skills.
Assessment
 On-going assessment will be used to gather and bank evidence which can be used in
S4.
 Assessment will also establish proposed entry level for Nat 4/5 courses
Progression
This course has been developed as a stepping stone for either: National 4/5 Health and Food Technology - which offers progression to Higher Health
and Food Technology
 National 4/5 Hospitality – Practical Cookery
19
HISTORY
Course Aims
 To develop a knowledge of people/societies in the past and their relevance today
 To develop the skills of evaluation, analysis and research
 To develop independent learning and critical thinking skills
 To support literacy skills
Course Outline
In S3, students will study 2 units of work and complete an assignment of their choice.
Unit 1; The Era of the Great War 1914-18
A study of the causes and consequences of the First World War and its impact on Scotland;
• Causes of the War
• Trench warfare on the Western Front
• The Home Front; society and culture, industry and economy, politics
• Keeping the Peace; Versailles and the League of Nations
Unit 2; The Making of Modern Britain, 1880-1951
A study of the last 150 years of Scottish/British history;
• Divided society
• Liberal reforms 1906-14
• Social Impact of World War II
• Welfare State 1945-51
Assignment
Students can choose an area of the course to investigate, use a variety of sources and present their
findings in a variety of ways. This is an opportunity to independently apply the skills which they have
developed over the course.
Homework
Homework will be given regularly to build up student‟s subject knowledge and practise their source
skills. All formal homework will be assessed to help students and their parents monitor their progress
and plan next steps.
Skills
In S3, pupils will begin to develop the skills necessary for study at National 4/5 and Higher; building up
their factual knowledge of different contexts, describing, explaining and analysing the importance of
historical events. They will also build on S2 source skills, to be able to evaluate, compare and put a
variety of historical sources into their wider context. In addition, they will be required to research
independently and present their conclusions.
Assessment
Assessment will continue to be formative as in S2, but there will be a move towards more formal and
summative assessment in preparation for Nationals e.g. end of unit assessment, or S3 exam
Progression
National 3/4/5 and Higher will be available in the Senior Phase
20
MODERN STUDIES
Course Aims
 To continue to develop an understanding of Scottish society and compare this with contrasting
societies in the world
 To consider the role of international organisations in keeping the world we live in
safe and secure
 To continue to develop the skills required to analyse and evaluate different source materials
 To explore different types of evidence with a view to investigating, researching, presenting an
informed view
Course Outline
Unit 1: Assignment: Living in the Poor World
Focussing on ONE poor country of their choice, students will apply the knowledge and skills acquired
during their study of the Poor World in S2 to investigate their chosen country.
This will involve planning their investigation, setting aims for what they want to find out, using research
skills to find relevant information (written and visual), selecting information from a variety of sources to
include in a final report and deciding on an appropriate method of presenting their information to others.
Unit 2: Contrasting Societies
Building on their knowledge of democracy in Scotland, acquired during S1/2, students will compare life in
Scotland with other contemporary societies – focussing on the USA (another democracy) and China (a
non democratic state), allowing them to further develop their understanding of the differences between
these societies.
Unit 3: International Organisations
This unit will focus on TWO areas related to keeping us safe and secure in today‟s world: Students will examine the role of International Organisations (NATO; EU; UN) which have
protected the lives of people in Scotland, Europe and the rest of the World since the end of
World War 2, focussing on what they do and how effective they are
 Using examples of recent international crises which threaten our safety and security, students will
examine how effectively these organisations and others have responded to the threats we face.
Homework
Regular homework will be included as part of the S3 course.
This will involve students: completing tasks to display their factual knowledge and understanding of the content areas covered
 Interpreting and evaluating source evidence based on issues relevant to their studies.
Skills
 Demonstrate Knowledge and Understanding of the issues covered through factual
description/explanation
 From a range of sources of information, draw conclusions, justify decisions, identify and explain
bias/exaggeration or selective use of facts
 Apply research, investigation and presentation skills, using information from a variety of sources, to
complete an assignment on a contemporary issue
Assessment
 Continuous assessment, including both knowledge and skills questions, at end of each section/unit.
 Teacher/Self - assessment of Assignment
 Formal S3 exam
Progression
National 3/4/5 and Higher will be available in the Senior Phase
21
MUSIC - PLAY, CREATE AND PRODUCE
Course Aims: To further develop skills through the delivery of experiences and outcomes, and to provide
a pathway to further study of music.
Students will –
 Apply knowledge and understanding of musical features imaginatively and sensitively
 Present/ Perform/Listen/Create
 Plan, make decisions, work collaboratively, evaluate and identify next steps
 Be encouraged to work independently and take responsibility for their own learning
 Use ICT
 Think creatively
Course Outline
Students will further develop their playing on their chosen instruments through solo and/ or group music making.
Students can choose the music they want to play- there is a wide variety of music to choose from in the music
dept. and / or they can bring in their own music or download from the internet. Students can choose how they learn.
Students can learn with tab, notation, by ear from a CD, from a DVD, from on line tutorials or by copying- whatever
suits them.
Students will learn basic recording skills using music technology
Students can use music technology to create and produce their own original music
At the end of the year students will take home a creative product in the form of a quality recording of their
playing and / or original music.
August- October.
In consultation with their teacher select and organise a programme of music for themselves and where appropriate,
others, and begin to learn to play/sing it.
Students who choose to make their own original music will decide on the structure of their music and begin to
experiment with melodic, rhythmic and harmonic ideas.
October- December.
In consultation with their teacher reflect on progress and identify areas for improvement. Continue to practice chosen
programme of music.
Learn recording/ sound production skills using ICT and experiment.
Students who have chosen to make their own original music will, after reflection and review, develop their ideas with
regard to melody, rhythm and harmony.
January- March
Produce creative product using chosen form of ICT. In consultation with their teacher reflect on progress and identify
areas for improvement.
March- May Present their product to others (class and family). Evaluate product and process.
Homework:- Homework will consist of open ended tasks.
 Where students have access to instruments at home, they will be expected to practise regularly.
 Where students have internet access at home they will be expected to select/download suitable music to play
Students will be expected to listen to music on their own I pods, phones, to enhance their learning.
Skills
In addition to musical skills students continue to develop learning skills such as reflecting, evaluating, creating and
applying and life skills such as enthusiasm and motivation for learning, working collaboratively, respect for others and
openness to new ideas.
Assessment
A variety of assessment methods are used throughout the year…. Self -assessment, peer assessment, continuous
assessment by teacher and graded assessment. Assessments are shared and inform next steps.
Progression
National 3/4/5 and Higher will be available in the Senior Phase
National Progression Awards in Performing
Performing Units at a variety of levels
22
PERFORMANCE PHYSICAL EDUCATION
Course Aims
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To improve skills and performance in physical activities
To develop and demonstrate knowledge of factors that affect performance
To develop team building skills and enhance their ability to compete and co-operate with
each other
To build the skills and knowledge required for National 4, National 5 and Higher PE courses
To develop broad, generic skills based on the SQA‟s Skills Framework: Skills for Learning,
Skills for Life and Skills for Work
Course Outline
The main purpose of the course is to develop and improve Practical Performance and in learning the skills
and knowledge required for this.
There are 2 main units
1. Performance
 Students will participate in a range of activities , developing a range of movement and
performance skills
 Look at how different aspects of fitness affects their performance
2. Factors Impacting on Performance
 Through analysing and reflecting on their own and others performance students will
talk and write about knowledge of factors which affect their own and others performance
in physical activities
 ICT , mainly through video analysis of practical work will be used to support and enhance
learning and performance
Assessment
 Both units are internally assessed by staff on a pass/fail basis.
 Self and peer assessment will also be used to inform learners on progress and performance
development
Homework
There is a theory element to the course and some written work and homework will be used to reinforce and
consolidate learning.
Skills
This course will further develop student‟s skills from core Physical Education (S1-3).
The main focus will be for students to develop their
 Analytical skills – strengths and areas for development within their performances.
 Activity specific skills.
Assessment
Students will be assessed in the following areas
 Practical performance
 Factors Impacting on Performance
 A competitive context (Preparation, Performance and Evaluation)
Progressions
National 3/4/5 and Higher will be available in the Senior Phase
23
PHYSICS
Course Aims
To develop
 curiosity, interest and enthusiasm for Physics;
 an appreciation of the input of Physics to society including utilisation of resources;
 a broad, versatile and transferable skills set targeted on CfE capacities in students;
 the skills of scientific enquiry, investigation and presentation.
Course Outline
Electricity and Electronics
 Furthering our understanding of simple circuits to allow us to design and build automatic circuits to
control appliances in our everyday life.
Light and Sound
 Studying the properties of waves to further our understanding of light and sound, so we can
understand the practical applications of sound recording and space exploration.
Transport
 Using computers for data capture we will study the motion of objects. Allowing us to understand
the way in which they move and how we can compare the motion of vehicles. This can lead to
improvements on the design of vehicles.
Matter
 By studying the basic properties of matter we look at how objects can float and others sink.
Project
 Researching different energy needs will allow us to understand our energy demands and how they
may change in the future.
 Speed and Acceleration
 Electricity and Electronics
 Space Physics
 Energy
Homework
Appropriate homework will be given regularly throughout the course.
Assessment
Students will be assessed using a variety of approaches including;
Observation, Peer, Formative, Summative and Practical assessment. Similarly, pupils are given regular
opportunities to evaluate their learning.
Progressions
National 4/5 and Higher will be available in the Senior Phase
National Science will also be an option.
24
SCIENCE
Course Aims
To develop
 curiosity, interest and enthusiasm for Science;
 an appreciation of the impact of Science to society and the environment;
 a broad, versatile and transferable skills set targeted on CfE capacities in students;
 the skills of scientific enquiry, investigation and presentation.
Course Outline
Science is vital to everyday life and allows us to understand and shape the world in which we live and
influence its future. Scientists play a key role in meeting society‟s needs in areas such as medicine,
energy, industry, material development, the environment and sustainability.
The course will be centred on 7 topics and will involve a variety of activities.

The Living Environment

Electrical Safety

Plastics

Health

Fossil Fuels

Forces

Water
Homework
Appropriate homework will be given regularly throughout the course.
Skills
Through practical work students will be able to;
Problem Solve, Communicate, Investigate, Plan, Explain, Compare, Interpret, Listen, Work Collaboratively, Work
Independently, Evaluate, Use ICT and Manipulate scientific equipment.
Assessment
Students will be assessed using a variety of approaches including;
Observation, Peer, Formative, Summative and Practical assessment. Similarly, pupils are given regular
opportunities to evaluate their learning
Progression
National 2 Science in the Environment and National 3/4 Science will be available in the Senior
Phase.
National Environmental Science may also be available.
25
SKILLS FOR LIFE
Course Aims
This course is offered jointly by Pastoral and Additional Needs
The aims of the course are to enable students to develop
 skills that will support them towards independence.
 an ability to work with others
 communication skills
 thinking skills
 horticulture skills
 enterprise and Organisational skills
Course Outline
The course will consist of a number of units that will be delivered by members of school staff and
other professionals.
It will include activities that take place within the school and the wider community.
Examples of the types of topics that may be included
 personal picture frame
 healthy eating
 organising events
 understanding communication
 community awareness
Homework
The amount and type of homework given will depend on the nature of any particular topic.
Examples of homework activities include: carrying out pieces of research, completing tasks that
require contact with organisations out with school hours, or attending activities that take place out
with the school day.
Skills
The main focus of the course will be to develop skills which improve student‟s ability to work as
part of a group/team
Assessment
Students will be entered for a number of SQA Personal Development units and Horticulture
Units. Assessment will be continuous and involve self-assessment, peer assessment and group
discussion
Progressions
No formal progressions however students are developing skills for learning, life and work
26
SKILLS FOR SUCCESS
Course Aims
To develop skills in Literacy, Numeracy and Health and Wellbeing and to support learning
across the curriculum.
Course Outline
In Skills for Success students have 3 periods in a small group with an Additional Needs
teacher. Students will be supported and guided in their learning and in the development of their
skills, confidence and self-esteem.
The small group setting allows more access to teacher support and provides students with an
environment where they feel nurtured, safe and ready to learn. Students will improve their
ability to communicate, collaborate and build relationships.
The Additional Needs teacher will help students by having close communication with their class
teachers. Any barriers to learning can be identified and appropriate strategies put in place.
Students will produce summary notes for their courses and be given strategies to prepare for
assessments e.g. using IT, mind-maps or creating posters.
Time will be given to completing cross-curricular, projects, unfinished class-work and filling
gaps in learning created through absence.
Homework
Students will be encouraged to carry out homework tasks independently at home. However,
they will be given time and support to complete homework in Skills for Success when required.
Skills
Students are expected to take responsibility for their own learning and to bring appropriate work
to complete in Skills for Success, improving their skills in planning, prioritising and organising
time and materials. Students will reinforce skills developed in curricular areas by taking time to
consolidate their learning.
Students will be given opportunities to develop and practise essential numeracy and literacy
skills.
Assessment
Monitoring of work undertaken on record sheets by pupils
Progressions
No formal progressions however students are developing skills for learning
27
SPANISH
Course Aims
Pupils continue to develop the key language skills of listening and talking, reading and writing as
outlined in the Modern Languages Experiences and Outcomes at Third and Fourth levels. They
will use and extend their prior knowledge and skills to learn a new language.
Course Outline
Major topics to be covered during this course are:
 „self‟ and „family‟ (term 1)
 „home‟ and „town‟ (term 2)
 „free time‟ and „food‟ (term 3)
In all topics pupils will practise and extend the four skills of Reading, Writing, Listening and
Talking.
Additionally, pupils will examine aspects of Spanish speaking culture.
Homework
Homework will be expected once or twice a week and will focus on practising and consolidating
the four skills of Reading, Listening, Talking and Writing. Pupils are required to bring in a folder
and dividers.
An English-Spanish dictionary will also be required by all students studying this course.
Skills
 Talking
 Listening
 Reading
 Writing
 Working and interacting
with others
 Using and managing
resources
 Following instructions



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


Analysing information
Using a bilingual dictionary
Using ICT
Labelling
Transferring information
Evaluating
Appreciating other cultures






Creating
Making and delivering a
presentation
Reflecting
Investigating
Planning
Organising information
Assessment
Pupils will be assessed in all key skill areas by means of self-evaluation, peer and teacher
assessment in preparation for possible future National assessments.
Progressions
National 4/5 and Higher will be available in the Senior Phase.
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SELKIRK HIGH SCHOOL S3 CHOICE SHEET 2014/15
NAME: …………………………………………………CLASS : ……… PASTORAL TEACHER: ……………………………
Col A/Col B
4 periods each
English – Col A
Maths – Col B
Other Core
PE x2
Col C
3 periods
Col D
3 periods
Col E
3 periods
Col F
3 periods
Col G
3 periods
Col H
3 periods
Col I
3 periods
French
Craft Design &
Technology
Art & Design
Business
Management
Art & Design
Geography
Administration
Biology
Craft Design &
Technology
Home
Economics
History
Biology
Business
Management
French
History
Chemistry
Modern
Studies
Home
Economics
Skills For
Success
Physics
Science
1 x RME, 1 x PSE
1st Choice
Drama
Chemistry
Music
Modern
Studies
Music
Home
Economics
Physical
Education
Skills For
Life
Physics
Spanish
Please number your 1st
choices in order of
priority.
nd
2
Choice
Please return this sheet to your Pastoral teacher
Pupil signature _______________________________________Parent/Carer signature
Pastoral signature
___________________________________________
___________________________________________
29
Provisional option Senior Phase sheet for 2015/16
Higher
Col A
Col B
Col C
Col D
Col E
Col F
Art & Design
Business
Management
Chemistry
Biology
Administration
& IT
English
Art & Design
Chemistry
History
French
Geography
Music
RMPS
Graphic
Communication
Mathematics
Physical Education
Biology
Music
Mathematics
Spanish
Design &
Manufacture
English
Physics
Modern Studies
National
Art & Design
Biology
Music
Physics
Physical Education
Science
CSL/Leisure Games
Business
Management
Chemistry
Health & Food
Technology
Mathematics
Practical
Woodworking Skills
Spanish
Biology
Design &
Manufacture
English
Hospitality
Administration
& IT
English
Art & Design
French
Geography
History
Creative Fashion
(Interest)
Hospitality
Modern Studies
Drama
Business
Management
Chemistry
Graphic
Communication
Mathematics
Music
S4
S5
S6
Other Options
Including Advanced Highers
30