NOTRE DAME HIGH SCHOOL
Curriculum for Excellence
S3 Options
S4 Subject/Course
Information for Parents
Geography
2015/2016
CONTENTS
Section 1
Introduction
Outcomes and Experiences
The Options Process
Careers Information
Curriculum Areas/Subjects
Mathematics
English
Languages
Spanish & French
Expressive Arts
Music
Art & Design
Health & Wellbeing
Physical Education
Health & Food Technology
Science
Chemistry
Biology
Physics
Science
Social Subjects
History
Modern Studies
Geography
Business (Admin & IT)
Business (Accounting)
Business Management
Computing
Technologies
Graphic Communication
Design and Manufacture
Practical Woodworking
Page
2
3-5
6
7
Nat 4/Nat 5
9 - 10
11 - 12
13 - 16
17 - 19
20- 21
22 - 23
24 - 25
26 - 28
29 - 30
31 - 32
33 - 34
35 - 36
37 - 39
40 - 42
43- 44
45 - 46
47 - 48
49 - 50
51
52
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Introduction
Students currently in S3 have been at the forefront of significant changes in Scottish
education. This handbook has been designed to help both students and parents/carers to
both understand those changes and to guide them through the next steps of
“personalisation and choice” which will prepare students for the final year of their broad
general education.
Throughout the first two years of their time in Notre Dame High School students will have
been working towards the Outcomes and Experiences published for each Curriculum Area at
Level 3 and as they prepare to move towards work at Level 4 in S3 they will have the
opportunity to specialise in particular subjects or curricular areas in which they have shown
good progress or have a particular interest. That “personalisation” of the curriculum will
prepare them for entry into the Senior Phase in S4 where they will prepare for presentation
in the New National Qualifications.
Details of the Curriculum Areas and Levels are given in the pages following and Section 2
details Level 4 Experiences and Outcomes. Also outlined in the handbook are details of the
Senior Phase (S4 – S6) and the New National Qualifications.
Broad General Education: The Curriculum Areas
The experiences and outcomes are set out in lines of development that describe progress in
learning. They are organised into the eight curriculum areas:
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Expressive arts
Health and wellbeing
Languages
Mathematics
Religious and moral education
Sciences
Social studies
Technologies
Curriculum Levels
The Curriculum Levels are outlined in the table below:
Level
Stage
Early
The pre-school years and P1 or later for some
First
To the end of P4 or later for some
Second
To the end of P7, but earlier or later for some
Third and Fourth
S1 to S3, but earlier for some
(The fourth level broadly equates to SCQF Level 4)
Senior Phase
S4 to S6 and college or some other means of study
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Outcomes and Experiences – Level 3 & Level 4
Experiences and outcomes recognises the importance of the quality and nature of the
learning experience in developing attributes and capabilities and in achieving active
engagement, motivation and depth of learning. An outcome represents what is to be
achieved.
In the early stages of secondary education the curriculum is designed to provide a broad,
general education designed to meet the needs of all young people. In first year pupils follow
a common course with appropriate balance of time allocated to each curriculum area and
subjects within curriculum areas. Opportunities for personalisation and choice will be
within subject areas.
The broad general education will continue into S3. By the beginning of this stage it is
expected that every young person will have received their entitlement to all of the
experiences and outcomes at the third level. In order to provide further opportunities for
personalisation and choice and in preparation for the senior phase, it is anticipated that
every young person will then have the opportunity to study eight discreet subjects (in
addition to PE/RE/PSE) chosen from across the curriculum areas.
Third level curriculum experiences and outcomes need to be interpreted as a
minimum entitlement for all young people. It is our ambition that all young people
will be secure in their learning through to third level outcomes in all curricular
areas by the end of S3 and some young people up to fourth level in some
curricular areas. Schools will want to offer learners opportunities for
personalisation and choice, while ensuring that they have the opportunity to cover
experiences and outcomes in all eight curriculum areas, using a variety of
approaches, including interdisciplinary learning.
Curriculum for Excellence – S1–S6 Progression: ‘A Coherent Learning Experience” (2009)
The Senior Phase
The Senior Phase will be the period when most young people engage with the qualifications
framework. During the senior phase, they are supported to extend and deepen their
education as they build their portfolio of qualifications which recognises their learning,
enabling them to continue to develop skills and offering pathways to the next stage –
whether that is further or higher education, training or employment.
S4: New National Qualifications
The New National Qualifications replaced existing Standard Grade Courses in May 2014.
The table below details the qualification equivalences.
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SCQF level
Current
New National Qualifications
7
Advanced Higher
National 7
6
Higher
National 6
5
Intermediate 2/SG Credit
National 5
4
Intermediate 1/SG General
National 4
3
Access 3/Foundation
Access 3
2
Access 2
Access 2
1
Access 1
Access 1
Assessment of the New National Qualifications
Subject teachers will assess National 4 internally using a range of assessment
methodologies, retaining evidence of that assessment for verification and moderation.
Similarly, the assessment at National 5, Higher (N6) and Advanced Higher (N7) will include
units internally assessed by schools, however, for these qualifications, students will also
have to pass an additional Course assessment which will be marked externally by the SQA.
Assessments may be carried out by one of two methods, for example a question paper
and/or an assignment. The SQA have approved seven methods of assessment which are
outlined in the next section.
Added Value Assessment
Added value is what makes the Course more than the sum of its parts.
Added value assessment combines different elements of a Course into overall assessment
which learners are required to pass in order to achieve a Course at National 4 to Advanced
Higher.
For instance, learners studying National 4 Practical Woodworking will work on three distinct
Units - Flat Frame Construction, Carcase Construction and Machining and Finishing - during
their studies.
The learners will also be required to pass an additional Added Value Unit - Making a Finished
Product from Wood - which requires them to produce a finished product which provides
evidence of some of the skills, knowledge, understanding they have acquired throughout
their Course.
In another example, learners studying National 5 Geography will also work on three Units –
Global Issues, Human Environments and Physical Environments.
These learners will have the opportunity to apply the knowledge and skills they have
learned while studying these three Units in their Course assessment.
Added value in Courses will be assessed using seven broad methods:
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Assignments
Structured problem-solving exercise with clear guidelines.
Case studies
Stimulus-based assessment of learners' ability to analyse and draw conclusions.
Practical activities
Direct application of learners' skills to making or building something.
Performances
Practical demonstration of learners' skills, eg in Music or Drama.
Portfolios
Collection of learners' work assembled over the period of learning.
Projects
Open-ended task with support appropriate to the SCQF level requiring
investigative/research skills.
Question papers/tests
Examination of knowledge and understanding via written responses. SQA uses the term
"question papers" to refer to external examinations for Course assessment and "tests" when
we are talking about Unit assessment.
Further Information
Further information on Curriculum for Excellence and New National Qualifications can be
found at:
www.ltscotland.org.uk/parentzone/index.asp
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The Options Process
In order to help you decide which course is best for your child, it is important that you are
aware of the whole options process. Your son or daughter is following a seven part
programme of induction as follows:-
1.
2.
3.
4.
5.
6.
7.
Self assessment techniques.
Decision making - subjects and exams.
Equal Opportunities.
Finding out about courses and careers.
Group meeting with Miss J Mulholland the Careers Adviser, including the use of ICT
to access Careers Scotland websites.
Options procedures in Notre Dame.
Individual interview with their Guidance Teacher.
The final page of this options handbook consists of a copy of the options which are available
in Notre Dame for session 2015/2016. This copy is for information only. The options form,
which we will ask you to sign, will be given to your son/daughter by the Guidance Teacher
who conducts the individual interview.
During the interview, the guidance teacher in question will:
 Advise your son/daughter as to the best option choices based on their achievements
and performance to date;
 Discuss with them possible progression routes post-school;
 Recommend a course on the basis of all the information available.
If you are happy with the course recommended, all you have to do is sign the form and
return it to the school as soon as possible. If you are unhappy or if you wish to discuss the
matter further, then contact the guidance teacher who interviewed your child. You may
also ask to see one of the senior staff including Mr McGovern, Head Teacher, if you wish.
You are very welcome to attend the Options Interviews and you will be informed when
these are taking place.
The S3 Parents’ Information Evening is on Thursday 25 February 2016. Please try to attend
as this will give you an opportunity to discuss your child’s progress with his/her class
teachers to assist both you and your son/daughter to make the option choices best suited
for them.
The Options interviews begin on Friday 26 February 2016 and will be conducted over the
following week or so.
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Careers Information
The entitlement for all students to access a broad general education until the end of S3 does
not mean that they should not give consideration at this stage to possible career paths they
might wish to follow. Consequently students are given access to information from Ms Julie
Mulholland, Careers Adviser, as part their S3 PSE course.
The advice and information given may include the following:
 If a broad field has been chosen e.g. scientific - check the requirements of careers in
this group. For many scientific careers, more than one science subject may be
needed.
 Pupils should check all prospective subjects are acceptable for entry to the
courses/careers of their choice.
 If university or college is being considered, make sure there is a good, broad
foundation of subjects.
For further advice on entry requirements for careers, you have the opportunity to meet Julie
Mulholland our Careers Adviser during the Parents’ Evening on Thursday 25 February.
Helpful information is also readily available from the following websites:
www.myworldofwork.co.uk
www.planitplus.net
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Notre Dame High School
S4 Subject/Course Information
Curriculum Subjects
Mathematics
English
Spanish
French
Music
Art & Design
Physical Education
Health & Food Technology
Chemistry
Biology
Physics
History
Modern Studies
Geography
Administration & IT
Accounting
Business Management
Computing and Information Science
Graphic Communication
Design and Manufacture
Practical Woodworking
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Mathematics Department
S4 Course: Mathematics
Mathematics courses aim to provide progression from the Numeracy and Mathematics
experiences and outcomes to develop an understanding of Mathematical processes and be
able to apply them in different contexts.
NATIONAL 5
Course Units
Unit 1:
Unit 2:
Unit 3:
Expressions and Formulae
Relationships
Applications
Added Value Units
Added Value Units in Mathematics will be assessed through a question paper providing
breadth and challenging applications of Maths in Problem Solving contexts.
Assessment
To gain the Course Award pupils must pass all 3 Internal units and the External Course
Assessment.
Internal Assessment
Students must pass the 3 Unit assessments.
External Exam
All Mathematics exams will be in two parts:
 non-calculator paper ;
 calculator paper.
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NATIONAL 4
Course Units
Unit 1
Unit 2
Unit 3
Expressions and Formative
Relationships
Numeracy
Internal Assessment
Passing of 3 Unit Assessments and Value Added Tests.
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NATIONAL 3
Course Units
Unit 1
Unit 2
Unit 3
Money and Data
Shape and Measurement
Numeracy
Internal Assessment
Passing of 3 Unit Assessments.
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English Department
S4 Course: English
Course Aims
The purpose of all the Courses is to:
 provide learners with the opportunity to develop the skills of listening and talking,
reading and writing which are essential for learning, life and work;
 develop their ability to communicate their thoughts and feelings and respond to
those of other people;
 use different media effectively for learning and communication.
 foster a genuine appreciation of language awareness and of a wide range of
literature including Scotland’s literary and linguistic heritage.
National 4 Course Units
Unit 1:
Unit 2:
Unit 3:
Unit 4:
Analysis and Evaluation
Creation and Production
Literacy
Added Value Unit - Research Project
The structure of the course enables students to focus on skills required to understand and
use language and so listening and talking, reading and writing will be integrated across the
units.
Added Value Unit
Research Project
Learners will develop their ability to plan and research a chosen topic in the context of
language, literature or media using their reading and writing skills. They will present their
findings, either in an essay or as an Individual Talk Presentation. They will be expected to
answer questions on their chosen subject.
There will be greater focus on skills and applying learning and this unit will offer students
personalisation and choice with regard to their chosen topic.
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Assessment
National 5
Building on literacy skills, National 5 develops understanding of more advanced language
through the study of a wide range of texts. Learners will develop and extend a wide range of
skills including communication, independent learning, critical literacy, team working and
creative thinking.
NATIONAL 5 LITERACY
This unit can be undertaken by pupils who have completed their Nat 4 Unit assessments but
are not ready to sit the Nat 5 Examination.
The aim of this Unit is to develop the learners’ reading, writing, listening and talking skills in
a variety of forms relevant for learning, life and work.
Learners will develop the ability to understand and respond to ideas and information
presented orally and in writing. Learners will also develop the ability to communicate ideas
and information orally and in writing.
Learners who complete this Unit will be able to:
1.
2.
3.
4.
Read and understand complex word-based texts.
Listen to and understand complex spoken communication.
Write complex, technically accurate, texts
Talk to communicate, as appropriate to audience and purpose
The four skills of reading, listening, writing, and talking are of equal importance.
Internal Assessment
Unit 1:
Unit 2:
Analysis and Evaluation
Creation and Production
Added Value allows time for preparation for assessment and the compilation of their
Portfolio of Writing.
External Exam
Component 1
Question Paper
70 marks
Section 1: Close Reading paper (30 marks)
Section 2: Critical Reading Paper (40 marks – One essay on literature studied.)
Component 2
Portfolio
Questions on their Scottish set text)
30 marks
Pupils will produce two pieces of Writing of a broadly Creative/Discursive nature.
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Modern Languages Department.
Modern Languages for Life and Work Award Levels 3 and 4:
Spanish and French
This course develops learners’ language and employability skills, through studying one or
two modern languages in practical and relevant contexts for life and work. The award aims
to enable learners to:
* Develop talking and listening skills in one or two modern languages in the contexts
of life and work
* Develop knowledge of one or two modern languages in the contexts of life and
work
* Develop employability skills
Three Units together comprise an award at each level:
* Building Own Employability Skills (BOES)
* Modern Languages for Work Purposes (MLWP)
* Modern Languages for Life (MLL)
Language Units can be done in different languages
Building Own Employability Skills: Levels 3 / 4
Aim:
To provide learners with the opportunity to acquire the skills needed in order to gain
employment, by:
* Finding out about job opportunities and employers
* Finding out about the skills needed to apply for a job
* Combining these skills with language skills from one or both language Units
Outcome 1
Learners will build their employability skills by:
1.1 Finding information about suitable employment opportunities
1.2 Practising the skills needed to apply for a job
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Modern Languages for Work Purposes: Level 3
Aim:
* To provide learners with the opportunity to develop basic skills in talking and
listening in practical and relevant contexts using the language studied
* Learners explore the culture and everyday life in countries where the modern
language is used
Outcome 1
Learners will take part in job-related discussions in the modern language
Outcome 2
Learners will demonstrate understanding of simple vocational texts spoken in the modern
language
Modern Languages for Work Purposes: Level 4
Aim:
* To provide learners with the opportunity to develop the skills in talking and reading
needed to communicate in any vocational context using the language studied
* Encourages learners to reflect on the skills required for employability
Outcome 1
Learners will take part in job-related discussions in the modern language
Outcome 2
Learners will demonstrate understanding of straightforward vocational texts written in the
modern language
Modern Languages for Life: Level 4
Aim:
* To provide learners with the opportunity to develop skills in talking and listening in
practical and relevant contexts using the language studied
* Learners explore the culture and everyday life in countries where the modern
language is used
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Outcome 1
Learners will take part in straightforward conversations in the modern language related to
culture and everyday life
Outcome 2
Learners will understand straightforward language spoken in the modern language related
to culture and everyday life
All course work is internally assessed. There is no external exam.
National 4 Course – Spanish / French
This course provides learners with opportunities to acquire and develop skills in Listening
and Talking, Reading and Writing, as well as skills for learning, skills for life and skills for
work. National 4 Modern Languages Courses develop literacy skills by giving learners
opportunities to read, listen, talk and write in a modern language and to reflect on how this
relates to English. These Courses enable learners to understand and use a modern language,
to apply their knowledge of a modern language, and to develop planning, research and la
The Course offers learners the opportunity to develop straightforward language skills in the
meaningful real-life contexts of society, learning, employability, and culture.
This Course is made up of three mandatory Units.
Course Units
Modern Languages: Understanding Language (National 4)
The purpose of this Unit is to provide learners with the opportunity to develop reading and
listening skills in the modern language and to develop their knowledge of straightforward
language in the contexts of society, learning, employability, and culture.
Modern Languages: Using Language (National 4)
The purpose of this Unit is to provide learners with the opportunity to develop talking and
writing skills in the modern language, and to develop their knowledge of straightforward
language in the contexts of society, learning, employability, and culture.
Added Value Unit: Modern Languages: Assignment (National 4)
The purpose of this Added Value Unit is to provide learners with the opportunity to apply
their language skills to investigate a chosen topic in a familiar context in the modern
language.
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National 5 Course – Spanish / French
In this Course, and its Units, there will be an emphasis on skills development and the
application of those skills. The main purpose of the Course is to develop the skills of reading,
listening, talking and writing in order to understand and use Spanish or French. The Course
offers learners opportunities to develop and extend a wide range of skills. In particular, the
Course aims to enable learners to develop the ability to:
* read, listen, talk and write in a modern language
* understand and use a modern language
* apply knowledge and understanding of a modern language
The Course contributes towards the development of literacy skills by providing learners with
opportunities to read, listen, talk and write in a modern language, and to reflect on how this
relates to English.
This Course is made up of three mandatory Units.
Modern Languages: Understanding Language The purpose of this Unit is to provide learners
with the opportunity to develop reading and listening skills in the modern language, and to
develop their knowledge and understanding of detailed language in the contexts of society,
learning, employability, and culture.
Modern Languages: Using Language The purpose of this Unit is to provide learners with the
opportunity to develop talking and writing skills in the modern language, and to develop
their knowledge and understanding of detailed language in the contexts of society, learning,
employability, and culture.
Performance Unit.
Internal Assessment
This will consist of Speaking. The student will make a presentation on a chosen topic and will
then have a conversation with the teacher on at least one other topic.
Course assessment structure
The structure of this Course assessment is as follows:
Component 1 — question paper 1: Reading and Writing 50 marks
Component 2 — question paper 2: Listening 20 marks
Component 3 — performance: Talking 30 marks
Total marks 100 marks
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Music Department
S4 Course: Music
The 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. The Course enables learners to develop skills in performing, creating and
understanding music in a wide variety of contexts. It provides the opportunity for learners
to develop and consolidate a general interest in music.
The main aims of this Course are to enable learners to:
 perform a variety of music on their selected instruments or instrument and voice
 develop skills in creating music, using compositional methods and music concepts
 develop their musical literacy through an understanding of a range of music
concepts and ideas
 develop skills in musical analysis and to discriminate between a range of styles and
genres of music
 reflect on and evaluate their own work and that of others
Course Units
1. Music: Performing Skills
2. Music: Composing Skills
3. Understanding Music
Performing, creating and understanding music is the essence of this Course. The Course can
meet the needs of learners with a wide range of musical interests; an integrated approach
to delivery will be taken to promote effective learning.
All the Units in the Course include practical learning activities and supporting contextual
knowledge of music concepts and music literacy. The Course has been designed to provide
scope to broaden learners’ awareness and understanding of a wide range of music styles
and forms. It includes opportunities to develop awareness of a wide range of music and
music styles.
Learners will listen to a variety of music during the Course and will develop discriminatory
awareness of a progressive range of music and stylistic concepts. These concepts will form
the basis for the study and exploration of music across the Course.
Added Value Units
 preparing and performing a programme of music on two chosen instruments or
instrument and voice. This activity will be underpinned by knowledge and
understanding of music
 demonstrating a depth of knowledge and understanding of music, music concepts,
and musical literacy developed across the Units and the Course.
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Assessment
National 5
The Course assessment will consist of two Components:
Component 1 – Performance (60% of overall mark)
 The purpose of this performance is to allow learners to demonstrate practical
performing skills on their two chosen instruments, or on a chosen instrument and
voice, in a prepared programme of music.
 The performance can be solo and/or in a group.
 The programme of music should last eight minutes in total and should contain a
minimum of two contrasting pieces of music of an appropriate standard/level of
difficulty.
The Performance Assessment will be conducted by an external visiting assessor from the
SQA and the mark achieved will contribute 60% towards the candidate's overall grade for N5
Music. Evidence will be submitted to SQA for external marking. All marking will be quality
assured by SQA.
Component 2 – Question Paper (40% of overall mark)
 The purpose of this question paper is to test learners’ knowledge and understanding
of music concepts and music literacy.
 Learners will demonstrate conceptual knowledge and understanding of music by
responding to questions that relate to musical excerpts in a range of musical styles.
 A range of question types will be used in the question paper, allowing scope for
assessing a variety of thinking skills and understanding of music literacy.
 All questions in the question paper are compulsory.
 This question paper will be set and marked by SQA, and conducted in centres under
conditions specified for external examinations by SQA.
Course assessment will provide the basis for grading attainment in the Course award. The
Course assessment is graded A–D. The grade is determined on the basis of the total mark for
all Course assessments together. A learner’s overall grade will be determined by their
performance across the Course assessment.
National 4
All Units will be internally assessed and the SQA will provide rigorous external Quality
Assurance.
 In the Composing Skills Unit, evidence will be required that the learner has
developed a limited range of skills in composing or arranging or improvising, in order
to create their own original music.
 In this Understanding Music Unit, evidence will be required that the learner can
demonstrate knowledge and understanding of music, a limited range of music
concepts, and musical literacy.
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 In the Performing Skills Unit, evidence will be required that the learner, through
regular practice/rehearsal and reflection, has developed simple technical and
musical performing skills on their chosen instrument(s)/voice while exploring a range
of music.
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Art & Design
S4 Course: Art & Design
National 4
Learners who complete this course will be able to:
 Communicate personal thoughts, feelings and ideas using art and design media,
materials, techniques and/or technologies.
 Demonstrate knowledge, understanding and appreciation of art and design practice.
 Work imaginatively and develop individual creativity, developing skills and problem
solving, critical thinking and reflective practice.
 Understand the social and cultural influences on artists and designers and their
work.
Course Units
Unit 1:
Unit 2:
Unit 3:
Expressive with Critical Activity
Design with Critical Activity
Practical Activity.
In order to gain a course award at National 4 pupils will be required to produce a final
Expressive work and a final Design work developed from their initial Expressive and Design
folios.
The composition of the course will be 30% Critical activity and 70% Practical activity.
Assessment – National 4
Continuous assessment will allow students to plan and manage their learning. Key dates
will be issued for completion of discrete stages. All units will be internally assessed.
Unit 1 – Art and Design: Expressive with Critical Activity
Pupils will be assessed in two activities: Expressive Practical and Expressive Critical. These
will be internally assessed.
Unit 2 – Art and Design: Design with Critical Activity
Pupils will be assessed in two activities: Design Practical and Design Critical. These will be
internally assessed.
Unit 3 – Added Value Unit, Art and Design: Practical Activity
Pupils will be assessed on two outcomes: Expressive Activity and Design Activity. These will
be internally assessed.
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National 5
Learners who complete this Course will be able to:
 Communicate a range, of personal thoughts, feelings and ideas using art and design
media, materials, techniques and/or technologies.
 Demonstrate knowledge, understanding and appreciation of a range of art and
design practice.
 Work imaginatively and develop individual creativity developing a range of skills and
problem solving, critical thinking and reflective practice.
 Understand the social and cultural influences on a range of artist and designers and
their work.
Course Units
Unit 1:
Unit 2:
Unit 3:
Art and Design: Expressive with Expressive Art Studies
Art and Design: Design with Design Studies
Added Value Unit
In order to gain a course award at National 5 pupils will be required to produce a final
Expressive work and a final Design work developed from their initial Expressive and Design
folios.
In Units 1 and 2 the time allocated to Practical Activity is 70% while Art and Design Studies is
30%. Art and Design Studies is assessed via an external SQA Question Paper.
Assessment – National 5
Continuous assessment will allow students to plan and manage their learning. Key dates
will be issued for completion of discrete stages. The allocation of marks is:
 80% Portfolio; and
 20% SQA Question Paper: Art and Design Studies.
The Portfolio will consist of all the work generated for Course units 1, 2 and 3
The SQA Question Paper will consist of a one hour exam in Expressive Art Studies and
Design Studies.
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Physical Education Department
S4 Course: Physical Education
National 5
Learners who complete this Course will be able to:
 Develop and demonstrate understanding of the principles and factors underpinning
and impacting on physical performance.
 Explain factors which impact positively and negatively on engagement and
performance in physical activities.
 Build capacity to enhance effective performance.
 Examine and analyse performance to inform and influence personal improvement.
Course Units
Unit 1:
Unit 2:
Unit 3:
Performance
Factors Impacting on Performance
Added Value Unit
These units will be integrated through chosen activities.
Assessment
60% Practical, 40% Theory
Unit 1 -Performance
Pupils will be assessed in two activities. This will be internally assessed but externally
validated and moderated by SQA.
Unit 2 -Factors Impacting on Performance
Pupils will be assessed in one activity. This will be internally assessed.
Unit 3 –Added Value Unit
One Portfolio, the format of which has still to be confirmed by SQA. All Portfolios will be
externally marked for at least first three years.
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National 4
Learners who complete this Course will be able to:
 Develop and demonstrate knowledge of the principles and factors underpinning and
impacting on performance.
 Describe factors which impact positively and negatively on engagement and
performance in physical activities.
 Build capacity to enhance effective performance.
 Reflect on and monitor performance to inform and influence personal improvement.
Unit 1 -Performance
Pupils will be assessed in two activities. This will be internally assessed.
Unit 2 -Factors Impacting on Performance
Pupils will be internally assessed in one activity.
Unit 3 –Added Value Unit
One Practical Performance in a non-routine situation, e.g. Tournament/ Competition,
Athletics Match, Swimming Gala, etc. This will be internally assessed.
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Health & Food Technology Department
S4 Course:
Health and Food Technology
The purpose of this Course is to allow learners to develop and apply practical and
technological skills and to make informed food, lifestyle and consumer choices which will
have a positive effect on their own health and that of others.
The Course has five broad and inter-related aims:
 to allow learners to develop knowledge and understanding of the relationships
between health, nutrition and the functional properties of food.
 to enable learners to make informed food, lifestyle and consumer choices.
 to allow learners to develop the skills to apply their knowledge in practical contexts.
 to allow learners to develop and apply safe and hygienic practices in practical food
preparation.
 to develop learners’ organisational and technological skills to contribute to their own
and others’ health and nutritional needs.
Course Units
Unit 1:
Unit 2:
Unit 3:
Food for Health
Food Product Development
Contemporary Food Issues
These units will be taught as integrated through project and practical work.
Added Value
National 4: Portfolio
The portfolio which will allow the learner to demonstrate breadth and application.
The learner will:
Investigate a piece of current dietary advice/contemporary food issue or lifestyle issue and
an associated food product development process by:
 Identifying and outlining a piece of current dietary advice/contemporary food or
lifestyle issue.
 Investigating products currently available which address the advice/issue.
 Generating ideas for the development of food product(s) which address the
advice/issue.
 Selecting appropriate ideas for food products which address the advice/issue.
 Explaining ways in which the product(s) address(es) the advice/issue.
 Reflecting on what they have learned from investigating the advice/issue and the
related process of food product development.
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National 5 - Internal Assessment: Unit assessment
All Units are internally assessed against the requirements shown in the Unit Specification.
To gain the award of the Course, the learner must pass all the Units as well as the Course
assessment.
The course assessment will consist of two components:
Component 1 — Technological Assignment
The assignment will have 50 marks (50% of the total mark).
The purpose of this assignment is to assess the application of knowledge, understanding and
skills from across the Units through a problem-solving approach. Learners will identify,
explain and investigate the issues raised in the brief, devise a solution and create a new food
prototype to meet specified needs.
This assignment will give learners an opportunity to demonstrate the following knowledge,
understanding and skills:
 using problem-solving skills to investigate a health or consumer issue and the food
product development process.
 using organisational skills to research, plan, prepare and evaluate products and
processes.
 applying knowledge, understanding and skills to create a food prototype to meet
specified needs.
 evaluating the impact of diet, health and consumer issues on the food product
development process .
Component 2 — Question Paper
The question paper will have 50 marks (50% of the total mark).
This question paper will give learners an opportunity to demonstrate the following
knowledge, understanding and skills:
 integrating and applying skills, knowledge and understanding of the relationships
between health, diet, nutrition and lifestyle choices and safe and hygienic food
practices
 integrating and applying skills, knowledge and understanding of the food product
development process
 integrating and applying skills, knowledge and understanding of contemporary food
issues, food industries and issues affecting consumer food choices
The question paper will consist of scenario-based and restricted response questions.
Questions will assess applied knowledge, understanding and evaluation skills.
Added Value
At National 5 the added value will be assessed in the course assessment.
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Science Department
S4 Course: Chemistry
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. As the importance and application of science continues to grow and develop,
more trained scientists will be required. It is also important that everyone has an informed
view of science.
Chemistry, the study of matter and its interactions, has contributed essential knowledge
and understanding across all aspects of our lives. Chemistry explains the links between the
subatomic particles and their forces and the macroscopic properties of the world.
Chemistry research and development is essential for the introduction of new products.
An experimental and investigative approach is used to develop knowledge and
understanding of chemistry concepts.
The Course develops learners’ curiosity, interest and enthusiasm for chemistry in a range of
contexts. 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. This will enable learners to become
scientifically literate citizens, able to review the science-based claims, which they will meet.
Due to the inter-disciplinary nature of the sciences, learners will benefit from studying
Chemistry along with the other science subjects, as this enhances their skills, knowledge and
understanding.
The Chemistry courses will allow learners to:
 acquire and apply knowledge and understanding of chemistry concepts
 develop scientific and analytical thinking skills in a chemistry context
 develop experimental, investigative and applied problem solving skills in a chemistry
context
 develop an understanding of chemistry’s role in scientific issues
 develop understanding of how and why chemical products are formed
 develop understanding of relevant applications of chemistry in society
National 4
Course Units
1. Chemical Structure & Changes
Atomic structure and bonding, properties of materials, acids and bases.
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2. Nature’s Chemistry
Fossil fuels, foods/plants
3. Chemistry in Society
Properties of metals, properties of materials, sustainable chemistry
4. Added Value Unit
Investigate a topical issue in chemistry and how it affects our society/the
environment.
Assessment
To achieve the Chemistry National 4 Course, learners must achieve a pass in all of the Units,
including the Added Value Unit.
All unit assessments are set and assessed internally within the school.
Added Value Unit
To complete the Added Value Unit learners will complete an assignment. The Assignment
will be set within the school under SQA guidelines and carried out under a high degree of
supervision and control.
The Assignment will be internally marked and verified and externally verified by SQA.
National 5
Course Units
1. Chemical Structure & Changes
Rates of reactions, atomic structure and bonding relating to properties of materials,
formulae and reaction quantities, acids and bases
2. Nature’s Chemistry
Homologous series, chemical reactions, energy from fuels
3. Chemistry in Society
Metals, properties of plastics, ceramic materials, energy changes of chemical reactions,
agrochemicals, chemical analysis, nuclear chemistry.
Assessment
To gain the award of the Course, the learner must pass all the Units as well as the Course
assessment. This assessment constitutes the Added Value Unit for National 5. The Course
assessment will consist of two Components:
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 Question Paper (80%); and
 Assignment (20%)
The Question Paper will be set by SQA and sat in school under exam conditions. The papers
will be marked by SQA.
The Assignment will be set by the SQA and will be carried out under a high degree of
supervision and control. Evidence will be submitted to SQA for external marking and quality
assurance.
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Science Department
S4 Course: Biology
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. As the importance and application of science continues to grow and develop,
more trained scientists will be required. It is also important that everyone has an informed
view of science.
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 have
made this varied subject more exciting and relevant than ever.
An experimental and investigative approach is used to develop knowledge and
understanding of biology concepts. The Courses develop learners’ interest and enthusiasm
for biology in a range of contexts. The skills of scientific inquiry and investigation are
developed, throughout the Courses, by investigating the applications of biology. This will
enable learners to become scientifically literate citizens, able to review the science-based
claims, which they will meet.
Due to the inter-disciplinary nature of the sciences, learners will benefit from studying
Biology along with the other science subjects, as this enhances their skills, knowledge and
understanding.
The Biology courses will allow learners to;




develop scientific and analytical thinking skills in a biological context
develop understanding of biological issues
acquire and apply knowledge and understanding of biological concepts
develop understanding of relevant applications of biology in society
National 4
Course Units
1. Cell Biology
Cell processes, cell uses, micro-organisms and biological basis of inheritance
2. Life on Earth
Interdependence of organisms at local and global levels, adaptations for survival, and
factors affecting distribution of organisms, energy and nutrient cycles and learned
behaviour in response to stimuli linked to survival of species, and behavioural
adaptations.
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3. Multicellular Organisms
Cells in organisms, biological processes, defence mechanisms and reproduction
4. Added Value Unit
Investigate a topical issue in biology and how it affects society and/or the environment.
Assessment
To achieve Access 3 biology learners must achieve a pass in units 1-3.
To achieve the National 4 Biology Course, learners must achieve a pass in all of the Units,
including the Added Value Unit.
All unit assessments are set and assessed internally within the school on a pass or fail basis.
Added Value Unit
The Added Value Unit will involve learners completing an assignment that investigates a
topical issue in biology and how it affects our society/the environment. Learners will have
to communicate their findings using a method of their choice.
The Assignment will be set and assessed within the school.
National 5
Course Units
1. Cell Biology
Cell structure, transport across cell membranes, producing new cells, DNA, production
of proteins and genetic engineering and chemical energy in cells
2. Multicellular Organisms
Cells, tissues and organs, control of biological processes, reproduction and inheritance,
the need for transport and health and disease
3. Life on Earth
Biodiversity and the distribution of life, techniques used to study organisms and the
environment, adaptation, natural selection and the evolution of species, behaviour and
food security and ethical issues
Assessment
To gain the National 5 Biology award, the learner must pass all the units as well as the
Course Assessment.
The Course assessment will consist of two components, an externally assessed exam paper
(80%) and an assignment (20%).
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Science Department
S4 Course: Physics
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. As the importance and application of science continues to grow and develop,
more trained scientists will be required. It is also important that everyone has an informed
view of science.
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. The Course develops learners’ interest and enthusiasm
for Physics in a range of contexts. Skills of scientific inquiry and investigation are developed
throughout the Course by investigating the applications of Physics. This will enable learners
to become scientifically literate citizens, able to review the science-based claims which they
meet.
Due to the inter-disciplinary nature of the sciences, learners will benefit from studying
Physics along with the other science subjects, as this enhances their skills, knowledge and
understanding.
The Physics courses will allow learners to:
 develop and apply knowledge and understanding of physics concepts
 develop understanding of the role of physics in scientific issues and relevant
applications of physics in society
 develop scientific inquiry and investigative skills
 develop scientific analytical thinking skills in the context of physics
 use technology, equipment and materials safely in practical scientific activities
 develop problem solving skills in a physics context
 establish the knowledge and skills for more advanced learning in the sciences
 use and understand scientific literacy in everyday contexts to make scientifically
informed choices
 develop the knowledge and skills for more advanced learning in the sciences
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National 4
Course Units
1. Space
Forces and gravity, information from space, the position of earth in our universe
2. Technology
Waves, nuclear radiation, motion
3. Energy
Energy conversation, heat, electricity
4. Added Value Unit
Investigate a topical issue in physics and how it effects our society/the environment.
Assessment
To achieve the National 4 Physics Course, learners must achieve a pass in all of the Units,
including the Added Value Unit.
All unit assessments are set and assessed internally within the school.
Added Value Unit
The Added Value Unit will involve learners completing an assignment that investigates a
topical issue in physics and how it affects our society/the environment.
Learners will have to communicate their findings using a method of their choice.
The Assignment will be set and assessed within the school.
National 5
Course Units
1. Space
Forces, projectile motion, cosmology
2. Technology
Waves, nuclear radioactivity, motion and application
3. Energy
Energy conservation, heat energy and gas laws, electricity and applications.
Assessment
To gain the national 5 Physics award, the learner must pass all the units as well as the
Course Assessment.
The Course assessment will consist of two components, an externally assessed exam paper
(80%) and an assignment (20%).
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S4 Course: Science
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. As the importance and application of science continues
to grow and develop, more trained scientists will be required. It is also important that
everyone has an informed view of science.
An experimental and investigative approach is used to develop knowledge and
understanding of science key areas. The Courses develop learners’ interest and enthusiasm
for science in a range of contexts. The skills of scientific inquiry and investigation are
developed, throughout the course, by investigating the applications of science. This will
enable learners to become scientifically literate citizens, able to review the science-based
claims, which they will meet.
The aims of this Course are for learners to:
♦ develop and apply knowledge and understanding of science
♦ develop an understanding of science’s role in scientific issues and relevant applications of
science in society and the environment
♦ develop scientific inquiry and investigative skills
♦ develop scientific analytical thinking skills in a science context
♦ develop the use of technology, equipment and materials safely in practical scientific
activities
♦ develop problem solving skills in a science context
♦ use and understand scientific literacy in everyday contexts to communicate ideas and
issues
♦ develop the knowledge and skills for more advanced learning in sciences
National 4
Course Units
1. Fragile Earth
Learners will focus on two choices from the following four:
♦ energy
♦ metals
♦ water
♦ food
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They will investigate these resources through activities related to their source, origin,
production and/or extraction. Uses and benefits will be explored. Conflicts and also possible
local, national, or global solutions will be identified. Learners will gain knowledge of how
science is involved in environmental issues.
2. Human Health
In this Unit, learners develop an understanding of factors which contribute to a healthy
lifestyle, through a personal, community-based and global approach. Learners cover
procedures to measure physical fitness, investigate mental/social health issues and research
media reports of national/international health areas.
3. Applications of Science
In this Unit, learners explore science’s contribution to communication technologies and the
impact that these have had on the environment/society. Learners research the production
and use of new materials. They cover how science helps the understanding of risk and how
it can be reduced in modern life.
4. Added Value Unit
In this Unit, learners will draw on and extend the skills they have learned from across the
other Units and demonstrate the breadth of knowledge and skills acquired, in unfamiliar
contexts and/or integrated ways.
Assessment
To achieve National 3 biology learners must achieve a pass in units 1-3.
To achieve the National 4 Science Course, learners must achieve a pass in all of the Units,
including the Added Value Unit.
All unit assessments are set and assessed internally within the school on a pass or fail basis.
Added Value Unit
The Added Value Unit will involve learners completing an assignment that investigates a
topical issue in science and how it effects our society/the environment. Learners will have
to communicate their findings using a method of their choice.
The Assignment will be set and assessed within the school.
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History and Modern Studies Department
S4 Course: History
The purpose of the Course is to open up the world of the past for learners. History provides
learners with insights into their own lives and of the society and the wider world in which
they live.
The main aims of the Course are to:
 develop learners understanding and foster their ability to think independently in
order to reach balanced conclusions
 encourage learners to apply a historical perspective in order to more fully
understand modern society
 enable learners to acquire breadth and depth in their knowledge and understanding
of the past
 analyse a range of straightforward historical sources
 encourage learners to draw reasoned conclusions on the basis of evidence
Course Units
Unit 1:
Unit 2:
Unit 3:
The Atlantic Slave Trade 1770 - 1807
The Great War, 1914–1918
Hitler and Nazi Germany 1919 -1939
These units will be taught as discrete units. The History Course should be seen as a coherent
study of historical events/themes across Scottish, British and European and World contexts.
There will be opportunities throughout the Course to reinforce and deepen learning by
making links between aspects of knowledge and understanding across Units.
Added Value
The added value consists of:
 extension and application of the knowledge and skills they have learned during the
Course. This will be assessed by a question paper and an assignment. Over the
Course assessment there will be parity between the assessment of skills and
knowledge and understanding.
 demonstration of breadth of skills, knowledge, understanding and skills from across
the Units of the Course. The question paper will sample knowledge and
understanding from across all three Units of the Course and will require application
of skills in any context drawn from across all three Units of the Course.
 demonstration of challenge and application related to an appropriate History topic
or issue.
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Assessment
National 5
The Course assessment will consist of two Components:
Component 1 — question paper
The question paper will have 60 marks (75% of the total mark).
The question paper will have three Sections that mirror the Units that the learners will
undertake.
Each Section will have 20 marks. Each Section will be made up of short answer/extended
response questions requiring the learner to draw on the knowledge and understanding and
apply the skills acquired during the Course.
Component 2 — Assignment
The assignment will have 20 marks (25% of the total mark).
The assignment will give learners an opportunity to demonstrate the following skills,
knowledge and understanding:




research an appropriate history topic and process the information gathered
show knowledge and understanding of the topic
analyse the question, identifying different points of view
reach a well-supported conclusion
Course assessment will provide the basis for grading attainment in the Course award. The
Course assessment is graded A–D. The grade is determined on the basis of the total mark for
all Course assessments together.
National 4
Assignment
The assignment will give learners an opportunity to demonstrate the following skills,
knowledge and understanding:





research an appropriate history topic
process the information gathered
show knowledge and understanding of the topic
analyse the question, identifying different points of view
reach a well-supported conclusion
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History and Modern Studies Department
S4 Course: Modern Studies
The purpose of Modern Studies is to develop learners’ knowledge and understanding of
contemporary political and social issues in local, Scottish, United Kingdom and international
contexts
The main aims of this Course are to enable learners to:
 engage as active and informed members of society and local and global citizens
 have an appreciation of the changing nature of modern society
 understand and respect human and legal rights and responsibilities as well as
democratic modes of government
 understand the democratic process and the ways in which people are informed
about, and participate in, society
 have an awareness of social and economic issues at local, Scottish, national and
international levels and ways of addressing needs and inequalities
 be aware of different views about the extent of state involvement in society be
aware of the nature and processes of conflict resolution at all levels
Course Units
Unit 1:
Unit 2:
Unit 3:
Crime and the Law
Democracy in Scotland and the UK
International Issue
These units will be taught as discrete units. Through the Course, learners will undertake a
coherent study of contemporary society with concepts and themes being revisited and built
upon across Units. It will develop the skills to help learners interpret and participate in the
social and political processes they will encounter now and in the future.
Modern Studies makes a distinctive contribution to the curriculum. There will be
opportunities throughout the Course to reinforce and deepen learning by making links
between aspects of knowledge and understanding across Units.
Added Value Units
The added value consists of:
 Extension and application of the skills, knowledge and understanding they have
learned during the Course. This will be assessed by a question paper and an
assignment.
 Demonstrating breadth of skills, knowledge and understanding from across the Units
of the Course in the question paper. The question paper will sample knowledge and
understanding from across all three Units of the Course and will require application
of skills in any context drawn from across all three Units of the Course.
 Demonstrating challenge and application related to an appropriate Modern Studies
topic or issue in the assignment.
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Assessment
National 5
The Course assessment will consist of two Components:
Component 1 — Question paper
The question paper will have 60 marks (75% of the total mark).
The question paper will have three Sections that mirror the Units that the learners will
undertake.
Each Section will have 20 marks. Each Section will be made up of short answer/extended
response questions requiring the learner to draw on the knowledge and understanding and
apply the skills acquired during the Course.
Component 2 — Assignment
The assignment will have 20 marks (25% of the total mark).
The assignment will give learners an opportunity to demonstrate the following skills,
knowledge and understanding:
 research an appropriate Modern Studies topic or issue
 evaluate the effectiveness of two research methods used, commenting on their
strengths and weaknesses where appropriate
 show knowledge and understanding of the topic or issue studied
 present a reasoned and well-developed conclusion, supported by evidence and
taking account of alternative evidence, about the topic or issue studied.
Course assessment will provide the basis for grading attainment in the Course award. The
Course assessment is graded A–D. The grade is determined on the basis of the total mark for
all Course assessments together.
National 4
Assignment
The assignment will give learners an opportunity to demonstrate the following skills,
knowledge and understanding:
 research an appropriate Modern Studies topic or issue
 evaluate the effectiveness of two research methods used, commenting on their
strengths and weaknesses where appropriate
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 show knowledge and understanding of the topic or issue studied present a reasoned
and well-developed conclusion, supported by evidence and taking account of
alternative evidence, about the topic or issue studied.
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Geography
National 5
The purpose of Geography is to develop your understanding of our changing world and to
provide opportunities for you to deepen your knowledge of the key issues facing our society
today.
Within the course you have the opportunity to study local, national and global issues.
Geography draws upon the social and natural sciences: interdisciplinary learning is therefore
fundamental to your geographical study and encourages links with other disciplines.
Practical activities, including fieldwork, are essential.
The main aims of Geography are to enable you to:
 Appreciate the ways in which people and the environment interact in
response to physical and human processes at local, national and global
scales. This involves investigating and visiting national parks, looking at
changes within Glasgow and visiting the area to conduct surveys as well as
studying global change issue such as climate change and reasons for the
control of diseases e.g. aids or Ebola .
 Be aware of spatial relationships and develop an understanding of the
changing world in a balanced, critical and sympathetic way.
 Acquire a geographical perspective on environmental and social issues such
as the impact of a natural disaster on the local people.
 Develop an interest in, and concern for, the environment leading to
sustainable development.
The Course is in three main Units:
 Physical Environments
 Human Environments
 Global issues
These units develop a range of both thinking skills and practical skills. Geography courses
encourage active learning, including fieldwork, in the process of developing an
understanding of geographical issues. The theme of sustainability will permeate the Course
as appropriate. Learners will continue to develop cognitive skills and apply relevant
knowledge as well as evaluating, investigating and analysing skills, at an appropriate level, in
order to understand and explain geographical issues.
To help you to develop an awareness of geographical information systems you will use ICT.
Added Value
The added value consists of:
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 Extending and applying your knowledge and skills gained during the course.
 Demonstrating the breadth of skills, knowledge and understanding from
across the Units of the Course. The question paper will sample knowledge
and understanding from across all three Units of the Course and will require
application of skills in any context drawn from across all three Units of the
Course.
 Demonstration of challenge and application related to an appropriate
Geography topic or issue.
National 4
Assignment
The assignment will give you an opportunity to demonstrate the following skills to :
 research an appropriate geographical issue i.e.
environmental hazards, spread of disease.
 process the information gathered.
 show knowledge and understanding of the topic.
 analyse the question, identifying different points of view.
 reach a well-supported conclusion.
climate
change,
National 5
The Course assessment will consist of two Components:
Component 1 — Question paper
The question paper will have 60 marks (75% of the total mark). This paper assess knowledge
and understanding as well as geographical skills.
The question paper has three Sections that cover the units that you will study in the course.
Each Section is worth 20 marks and is made up of short answer/extended response
questions
Component 2 — Assignment
The assignment will have 20 marks (25% of the total mark).
The assignment will give you an opportunity to demonstrate the following skills, knowledge
and understanding:
 research using fieldwork an appropriate geographical /environmental issue or
topic
 process the information gathered
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 show knowledge and understanding of the topic or issue
 present a reasoned and well developed conclusion supported by evidence
Course assessment will provide the basis for grading attainment in the Course award. The
Course assessment is graded A–D. The grade is determined on the basis of the total mark for
all Course assessments together.
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Business Education Department
S4 Course:
Administration and IT
Business is an integral part of society. The Administration and IT course is designed to
develop pupils’ understanding of the way in which businesses operate through activities
relating to enterprise, events management and customer care. This will help pupils to
develop skills for work which cuts across the entire economy and are suitable for personal
benefit.
The Administration and IT course contains a significant practical component with emphasis
on skills development and application of those skills. This involves experiential learning and
uses real-life contexts to make it relevant to the world of work. The course uniqueness lies
in developing IT skills in an administration related context but which will also stand pupils in
good stead regardless of the career path they ultimately choose.
The courses aim to enable learners to:
 develop an understanding of administration in the workplace and key legislation
affecting both organisations and employees
 develop an understanding of good customer care and its benefits to organisations
 develop IT skills and use them to perform administrative tasks
 acquire organisational skills in the context of organising and supporting events
(including meetings)
Course Units
Unit 1:
Unit 2:
Unit 3:
Administrative Practices
IT Solutions for Administrators
Communication in Administration
These units will be taught as discrete units.
Added Value Units
At National 4 pupils will undertake an internally-set and marked ‘Administration in Action’
Added Value Unit which consists of an IT-based practical assignment. The purpose of this
Unit is to draw on the knowledge, understanding and skills developed in the other three
Units. It will involve a range of straightforward tasks related to organising and supporting
small-scale events (including meetings).
At National 5 the added value will be assessed in the Course assessment.
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Assessment
National 5
Internal Assessment
All Units are internally assessed. They will be assessed pass/fail.
External Exam
National 5 pupils will undertake a Course assessment which is externally set and marked by
the SQA. This IT-based assignment is worth 100 marks and is completed within 4 hours in
class under supervision. The context is the planning and preparation of an event and to
complete follow-up tasks as appropriate. To gain the award of the Course, the learner must
pass all the Units as well as the Course assessment. The National 5 Course Award will be
graded A-D based on performance in the Course assessment.
National 4
Internal Assessment
To achieve the Administration and IT (National 4) Course, learners must pass all of the
required Units, including the Added Value Unit.
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Business Education Department
S4 Course:
Accounting – National 5
Accounting is a key function in all organisations. The course will enable learners to
understand, and make use of, financial information so that they can prepare accounting
statements and analyse, interpret and report on an organisations financial performance. It
combines practical and theoretical aspects of learning related to accounting and will allow
learners to use ICT when completing both computer and paper-based tasks.
The course may be of greatest appeal to those learners who enjoy, or wish to take
advantage of numeracy based learning opportunities. Recommended entry is for those
learners that have already attained the skills, knowledge and understanding required for
National 4 Mathematics.
The course aims to enable learners to:
 develop an awareness of the important function accounting performs in industry and
society
 develop accuracy in the preparation, presentation, interpretation and analysis of
accounting information and apply a systematic approach to solving financial
problems
 Apply relevant accounting concepts and techniques when preparing financial
information
 Develop an awareness of a range of sources of finance available to organisations and
when to use the most appropriate ones
 Apply information technology in accounting related tasks
Course Units



Preparing Financial Information
Preparing Management Information
Analysing Accounting Information
Course Assessment
Internal assessment
All units are internally assessed. They will be marked as a pass or fail.
External assessment
Exam Question Paper – 100 marks
Assignment – 50 marks
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You will be required to work through a series of tasks to prepare accounting information
and financial statements using a spreadsheet. You may be required to use this information
to aid decision making, analyse the organisations financial position or make
recommendations for the future.
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Business Education Department
S4 Course:
Business (National 4)
Business Management (National 5)
These Courses are suitable for all learners interested in entering the world of business —
whether as a manager, employee or self-employed person — as they give learners
knowledge of the business environment.
The Courses bring a greater understanding of how people contribute positively to business
success. As a consequence, learners will be better informed about business and be able to
make a strong contribution to society as consumers, employees, employers or selfemployed people. The combination of practical and theoretical aspects and ICT-based
learning will enable learners to apply their skills and knowledge to real-life business
contexts.
By developing many transferable skills, the Courses prepare learners for everyday life, the
world of work, or further study of business and other business-related disciplines. They
deepen understanding of businesses and highlight a range of business-based career
opportunities that are available within all business sectors.
The Courses aim to enable learners to develop:
 knowledge and understanding of the way society relies on business to satisfy our
needs;
 an insight into the systems organisations use to ensure customers’ needs are met;
 enterprising skills and enterprising attributes by participating in activities in realistic
business situations, and an understanding of financial awareness through a business
context;
 an insight into how organisations organise their resources for maximum efficiency;
 an understanding of the steps taken by organisations to improve their overall
performance;
 an awareness of how external influences impact on organisations, including
economic impact.
Course Units
Business (National 4)
Business in Action
Influences on Business
Business in Practice (Added Value Unit)
Business Management (National 5)
Understanding Business
Management of People and Finance
Management of Marketing and Operations
These units will be taught as discrete units.
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Added Value Units
At National 4 Business the Added Value Unit (Business in Practice) involves the learner being
assessed by an assignment. This requires the learner to draw on and extend business skills,
knowledge and understanding acquired in the component Units of the Course. Learners will
research and communicate findings on a business-related assignment, drawn from the
Course.
At National 5 Business Management the added value will be assessed in the Course
assessment.
Assessment
Business Management (National 5)
Internal Assessment
All Units are internally assessed. They will be assessed pass/fail.
External Exam
National 5 Business Management pupils will undertake a Course assessment which is
externally set and marked by the SQA. The Course assessment consists of an externally
assessed exam question paper (70 marks - 70%) and a business-related assignment (30
marks - 30%), where the pupil has to prepare a proposal to improve an aspect of business
operations. To gain the award of the Course, the learner must pass all the Units as well as
the Course assessment. The National 5 Course Award will be graded A-D based on
performance in the Course assessment.
Business (National 4)
Internal Assessment
To achieve the Business (National 4) Course Award, learners must pass all of the Units,
including the Added Value Unit.
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Computing Department
S4 Course: Computing and Information Science
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.
Course Units
Unit 1:
Unit 2:
Unit 3:
Software Design and Development
Information System Design and Development
Computing and Information Science Project (Added Value Unit)
An appropriate balance of teaching methodologies will be used in the delivery of the
Course. Whole-class, direct teaching opportunities will be balanced by activity-based
learning on practical tasks. An investigatory approach will be used, with learners actively
involved in developing their skills, knowledge and understanding by investigating a range of
real-life and relevant information systems, problems and solutions.
Learning will be supported by appropriate practical activities, so that skills are developed
simultaneously with knowledge and understanding. Practical activities and investigations
will use group work where possible.
Added Value Units
The added value unit consists of an assignment which requires learners to demonstrate
aspects of challenge and application in a practical context. Learners will apply knowledge
and skills from the Units to solve an appropriately challenging, practical computing and
information science problem.
In this Course assessment, added value will focus on the following:
 breadth — drawing on knowledge and skills from across the Course
 challenge — requiring greater depth or extension of knowledge and/or skills
 application — requiring application of knowledge and/or skills in practical or
theoretical contexts as appropriate
National 5
To gain the award at National 5, the learner must pass all the units as well as the course
assessment. All units at national 5 are internally assessed on a unit by unit basis or by
combined assessment. They will be assessed on a pass/fail basis within centres.
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Course assessment will provide the basis for grading attainment in the course award. The
course assessment will be externally assessed and will be graded A-D. The learners overall
grade will be determined by their performance across the course assessment.
The Course assessment will consist of two Components: a question paper and an
assignment, titled ‘Developing a Computing and Information System Solution’. The question
paper will have two Sections.
National 4
To gain the award at National 4, the learner must pass all the units. All units at national 4
are internally assessed on a unit by unit basis or by combined assessment. They will be
assessed on a pass/fail basis within centres.
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Technical Education
National 4/5 Graphic Communication
The Graphic Communication course looks at how manual and computer graphics inform the
production of publication standard documents and manufacturing drawings. The
coursework focuses on Desk Top Publishing and CAD modelling to develop the skills that are
needed to work in the modern Graphics industry.
2D
The unit aims to introduce the candidate 2D orthographic
sketches and drawings, 2D computer-aided designed
production drawings, preliminary 2D designs and illustrations
for a multi-page promotional document. Through their course
work the candidate will have to interpret information from
sources and create their own solution to a brief.
3D and Pictorial
Following on from the 2D unit candidate will learn to Produce
and interpret pictorial sketches1 and drawings, produce 3D
computer-aided designed models and associated production
drawings, produce pictorial and 3D illustrations of geometric
forms and everyday objects and Plan and produce pictorial
and/or 3D models for promotional purposes. The candidate
will be set a series of tasks that will help to evaluate the skills
that they are developing through continuous assessment of
their unit work.
Assessment
The course is split into the 2 units above and helps the
candidate develop towards the final course award. The
National 4 assessment is an added value project where the
candidate must react to a brief and design a solution to the
problem.
The National 5 assessment combines an assignment like the
National 4 along with a written paper. In this case the folio and
written paper all have an equal weighting of 1/2 each counting
towards a final grade.
Progression
Graphic Communication gives progression to both the Higher
Graphic Communication and Higher Design & Manufacture.
Graphic Communication gives an insight to the design and
publication world. The skills developed in the course give
insight into Engineering, Graphic Design, Interior Design,
Product Development, Architecture and many other courses in
Universities and Colleges. There is also progression to many
apprenticeship opportunities through the interpretation of
drawings and production skills that are developed over the
course.
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Technical Education
National 4/5 Design & Manufacture
The Design & Manufacture course looks at the development of product from the design
stage to final construction. The coursework focuses on Evaluation of Products, Developing a
Design Proposal from a given brief and Material and Process knowledge and construction of
prototype models.
Course Units
Design - The candidate will be given a brief and their role is to research the design factors
that will influence their specification. From this specification the candidate will then design
the product using sketching, modelling skills and the material and process knowledge they
have built throughout the course. The focus of the Evaluation is taking a hand held electrical
object and focusing on the Design factors that are most prominent. The candidate will
create a strategy to evaluate the product and carry out the investigation.
Materials & Manufacture - The investigation and selection of materials for a design and the
manufacture of a prototype are covered in this unit. Candidates are graded on their marking
out, cutting and shaping, assembly and finishing. The accuracy to which they complete the
tasks determines the level that they will complete.
Assessment
The course is split into the 2 units above and helps the candidate develop towards the final
course award. The National 4 assessment is an added value project where the candidate
must react to a brief and design and manufacture a solution to the problem.
The National 5 assessment combines an assignment like the National 4 along with a written
paper. In this case the folio and model have 60% weighting and the question paper 40%. The
paper will include knowledge and understanding of how design factors influence products,
the use of tools and machinery and also materials and processes.
Progression
Design & Manufacture gives progression to both the Higher Design & Manufacture and
Practical Wood Work or Metal Work. It also gives a solid foundation for apprenticeships and
college courses in Design and construction.
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Technical Education
National 4-5 Practical Woodworking
The practical woodworking course looks to give the candidate an experience of woodwork
in a practical situation. The candidates gain knowledge of tools, equipment and materials
through the completion of woodworking projects.
Flat frame construction
This Unit helps learners develop skills in the use of
woodworking tools and in making woodworking joints and
assemblies commonly used in flat-frame joinery. Tasks will
involve some complex features. Learners will also be able to
read and use drawings and diagrams depicting both familiar
and unfamiliar woodwork tasks.
Carcase Construction
This Unit helps learners develop skills in making woodworking
joints and assemblies commonly used in carcase construction
Tasks will involve some complex features and may include
working with manufactured board or with frames and panels.
The Unit includes the use of working drawings or diagrams,
including unfamiliar contexts that require some interpretation
on the part of the learner.
Machining and Finishing
This Unit helps learners develop skills in using common
machine and power tools. It also helps learners develop skills
in a variety of woodworking surface preparations and finishing
techniques.
Assessment
The course is split into the 3 units above which must be
completed. The Candidates are then assessed through their
added value unit which consists of a model that incorporates
all of the knowledge that has been gained through the
completion of the unit coursework. This model provides the
final grade for the candidate.
Progression
Due to the nature of the coursework candidates are provided
with a hands on approach that will mirror work completed in
an apprenticeship or college course.
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