Grove Academy
Course Choice Booklet
S5/6
New Higher (N6)
Advanced Higher
2014/15
CONTENTS
Courses
Page Nos
Art and Design
Art & Design
Photography
Portfolio Course
3-5
5-6
7
Biology
Biology
Human Biology
Managing Environmental Resources
8-9
9-10
11-12
Business Studies
Accounting
Administration and IT
Business Management
13-14
14-15
15-16
Chemistry
Chemistry
17-18
Classical Studies
Classical Studies
19-20
Computing Studies
Computing Science
Digital Media
National Progression Award
Web Design Fundamentals
National Progression Award
Computer Games Development
Computing
21-22
22-23
23-24
24-25
25-26
Design and Technology
Product Design
27
Design and Manufacture, Graphic Communication
Engineering Science & Technological Studies
28
Drama
Drama
29
English
English
Media Studies
30-32
32
Geography
Geography
Managing Environmental Resources
Travel and Tourism
33-35
35
35
History
History
36
Home Economics
Health & Food Technology
Fashion & Textile
37-38
38
Maths
Maths
39-40
Modern Languages
Modern Languages
41-42
Modern Studies
Modern Studies
Sociology
Politics
43-44
45
46
Music
Music with Performing
Music with Technology
47-49
49-51
Physical Education
Physical Education
52-53
Physics
Physics
54-55
Religious, Moral &
Philosophical Studies
RMPS
Philosophy
56-60
60-61
Scottish Baccalaureate in
Science and Languages
62
Core Skills
62
ART and DESIGN
PT MRS E CHISHOLM
Advanced Higher
Art and Design
Recommended Entry
Higher Art & Design at A, B or C
Pupils will be required to undertake a significant amount of work generated out-with the classroom.
This course is appropriate for pupils wishing to apply for an Art and Design course at University or
College. If this applies they will also be advised to take the portfolio course and/or Higher
Photography offered in school. It is also recommended to attend life drawing classes in the evenings
at either Duncan of Jordanstone College of Art and Design or Dundee College (there is a personal
cost involved in this).
Course Description
The course is divided into four main elements
1
2
3
4
Enquiry: Expressive Activity (80 Hours) and Design Activity (40 Hours)
or
Enquiry: Design Activity (80 Hours) and Expressive Activity (40 Hours)
or
Enquiry: Expressive Activity (80 Hours) and Art & Design Studies: Visual Arts (40 Hours)
or
Enquiry: Design Activity (80 Hours) and Art & Design Studies: Design (40 Hours)
Expressive Activity is a practical course based on identification of a theme of personal interest;
investigation of a variety of sources and stimuli; creative development of lines of thought; resolution
of ideas and interpretation into finished art works of variety and high quality, where materials and
processes are handled confidently.
Design Activity is a practical course based on identifying a design problem; considering a range of
design issues; researching and developing a range of approaches and possibilities; formulating and
communicating through visual means an appropriate design solution.
Art and Design Studies is a written study which is closely linked to the pupils’ practical work. Based
on the area of study chosen in the practical enquiry, pupils research the work of appropriate artists
or designers. This supports the enquiry and adds to their depth of knowledge, understanding and
gives insight into the working practice methods and influences of practitioners.
Assessment
Unit assessment and interim review as well as external assessment of the folios
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Progression
HNC/HND courses.
Degree courses.
Employment in – graphic design, illustration, film, video and television industries, textile
industry, interior design, architecture, journalism and publishing, product design, furniture design,
theatre, fashion industry, computer special effects, teaching, lecturing, museums.
* Pupils are required to pay £10 towards the cost of mounting card.
New Higher
Art and Design Course outline
Mandatory Units
Art and Design: Expressive Activity (Higher)
This Unit helps learners to develop their personal thoughts and ideas in visual form. In the Unit,
learners will develop critical understanding of artists’ working practices and the social and cultural
influences affecting their work. They will select stimuli and produce investigative drawings and
studies. They will develop and refine their expressive ideas and artwork, experimenting with and
using a range of materials, techniques and/or technology in 2D and/or 3D formats in response to the
stimuli.
Art and Design: Design Activity (Higher)
In this Unit learners will plan, research and develop creative design work in response to a design
brief. They will develop their creativity, problem solving and critical thinking skills as they consider
complex design opportunities, and work to resolve design issues and constraints. In the Unit,
learners will develop critical understanding of designers’ working practices and the social and
cultural influences affecting their work. They will develop and refine their design ideas by
experimenting with and using a range of materials techniques and/or technology in 2D and/or 3D
formats.
Recommended entry
Entry to this Course is at the discretion of the centre. However, learners would normally be expected
to have attained the following:
The purpose of the Course is to provide a broad practical experience of art and design and related
critical activity. The Course provides opportunities for learners to be inspired and creatively
challenged as they explore how to visually represent and communicate their personal thoughts,
ideas and feelings through their work.
Learners will analyse the factors influencing artists’ and designers’ work and practise. They will use
this understanding when developing and producing their own creative and personal expressive art
and design. The skills that learners gain successfully completing the course will be valuable for
learning life and work. Learners will investigate and analyse how artists and designers have used
materials, techniques and/or technology in their work.
Learners will then develop their own ideas for creative and expressive impact.
They will develop creativity and complex problem solving skills when experimenting with materials,
techniques and / or technology and experimenting with different ways to realise their creative ideas.
Learners will also develop their creative thinking and reflective skills when reviewing and refining
their work.
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The aims of the Course are to enable learners to:
materials, techniques and/or technology
l factors on
artists and designers and their work
Progression
This Course or its Units may provide progression to:
Assessment
Units will be assessed on a pass/fail basis within centres. To gain the award of the Course, the
learner must pass all of the Units as well as the Course assessment. The controlled course
assessment project is submitted to the SQA for external marking.
*Depending on the chosen outcome (eg product design or jewellery) there may be a cost to pupils
to cover materials.
Higher Photography – This course is for S6 pupils only
Mandatory Units
Photography: Image Making
In this Unit, learners will develop knowledge and understanding of camera techniques and controls
and will investigate and analyse the factors which influence photographers and their work. They will
apply their knowledge of light and image formation when creating photographic images. They will
use exposure times, composition and framing in creatively for photographic effect, organise their
files and output their photographic images.
Photography: Contextual Imagery
In this Unit, learners will explore and experiment with using a variety of photographic techniques,
technology and processes. They will use their understanding of the social and cultural interplay
between photographers and society when developing their own personal, creative approaches to
photography. They will plan, produce and present photographic images in different styles and
genres.
Recommended entry
Entry to this Course is at the discretion of the department. However, learners would normally be
expected to have attained the skills, knowledge and understanding required by the following:
• National 5 Art and Design
The Course is practical and experiential, with an integrated approach to learning. Learners will
develop practical skills in photography, drawing on their knowledge and understanding of
photographic media, camera techniques and processes when developing their creative practice.
They will produce investigative research before planning, developing and realising their ideas for
photography.
In the Course, learners will demonstrate technical photography skills and show imaginative and
personal creative responses when photographing a variety of subjects. They will also evaluate their
photographic work and practice.
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This Course encourages learners to be creative, reflective practitioners, who are critically self-aware
and who can express themselves and use photography in visually imaginative ways.
Learning in the Course will include: active involvement in creative photographic tasks and activities;
and understanding how contemporary culture and social factors influence photographers and their
work. The Course will also provide opportunities for learners to: explore and creatively use
photographic media, camera techniques and processes; critically reflect on learning; develop
personal autonomy and critical thinking skills when negotiating the context and the content of their
photographic work.
The aims of the Course are for learners to:
• communicate personal thoughts, feelings and ideas using photography
• develop technical and creative skills in using photographic media, techniques and processes
• develop knowledge and understanding of a range of photography practice
• develop skills in problem solving, critical thinking and reflective practice
• analyse the impact of social and cultural influences on photographers and their work
• become critically self-reflective autonomous learners
Skills, knowledge and understanding
These are:
• applied knowledge and understanding of the properties of light and image formation
• applied use of camera controls and a range of photographic techniques and processes
• investigation and analysis of the major historical, scientific, social and cultural factors influencing
photographers and their work
• the ability to produce investigative research for photography and to plan, shoot, print and develop
photographs
• exploration and experimentation with a range of photographic media, manipulation techniques
and processes
• producing creative and technically proficient photographs
• effective management and storage of photographic images
• critically self-reflecting and evaluating their own work and the photographic work of others
Assessment
To gain the award of the Course, the learner must pass all of the Units as well as the Course
assessment. All Units are internally assessed against the SQA requirements. The controlled course
assessment project is submitted to the SQA for external marking.
PROGRESSION - HND course
NOTE – PUPILS ARE REQUIRED TO PAY £30 TOWARDS THE COST OF MATERIALS FOR THIS COURSE
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Non Certificated Course
Portfolio Course
If a career in Art & Design is being considered then it is strongly recommended that pupils take this
course in addition to Advanced Higher Art & Design.
Course Description
This non certificated course is designed to provide pupils with a wide range and balance of activities
which will generate work suitable for a portfolio for entrance to a University course in Art & Design.
Portfolio production is very time consuming and pupils must invest a considerable amount of their
own time too. The course will comprise short units in both the expressive and design areas. These
will cover graphic design, product and 3D Design, portraiture and still life.
Progression
HNC/HND courses
Degree courses
* Pupils are required to pay £10 towards the cost of mounting card.
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BIOLOGY
PT MRS A COWIESON
Advanced Higher
Biology
Recommended Entry
Students should have a pass in Higher Biology
Course Description
The content of the two mandatory units reflects the importance of cell and molecular biology and
environmental biology as fundamental areas of science, which form the basis for further study or
employment in areas related to biology.
The Advanced Higher course comprises two mandatory units and one optional unit together with an
investigation unit.
Unit 1 Cell and Molecular Biology
Unit 2 Environmental Biology
(40 hours)
(40 hours)
Optional Unit
Physiology, Health & Exercise
(20 hours)
Investigation
(20 hours)
Assessment
To gain the award of the course, the candidate must pass all unit assessments as well as the external
assessment.
Internal Assessment
Each mandatory unit assessment (NAB test) has a pass mark of 26/40. The optional unit assessment
has a pass mark of 13/20 plus the completion of one Learning Outcome 3 report.
External Assessment
The examination will consist of one paper of 2 hours and 30 minutes. This will contribute to 80% of
the total marks. The paper consists of multiple choice questions, structured questions, data
handling questions and extended response questions. The remaining 20% of the total mark will be
awarded for the investigation report.
New Higher
Biology
Purpose and aims of the Course
The purpose of the Higher Biology course is to develop learners’ interest and enthusiasm for biology
in a range of contexts. The skills of scientific inquiry and investigation are developed, throughout the
Course, by investigating the applications of biology. The Course is a broad and up-to-date selection
of concepts and ideas relevant to the central position of life science within our society.
Recommended entry
Entry to this course in S5/6 will be for learners who are secure (course award at A or B grade) in their
attainment of the National 5 Biology Course or an equivalent qualification.
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Course outline
The Course allows learners to develop deeper understanding of the underlying themes of biology:
evolution and adaptation; structure and function; genotype and niche. Within each of the Units, the
scale of topics ranges from molecular through to whole organism and beyond. In addition, to
increase the relevance of the Course, within each Unit the most relevant applications of biological
understanding are highlighted.
Mandatory Units
 DNA and the Genome
 Metabolism and Survival
 Sustainability and Interdependence
The 3 mandatory units which will be assessed during the year. The assessments are Pass/Fail. There
will be one re-assessment opportunity per assessment.
Course Assessment
Component 1 — Question paper,
The question paper will have two sections, 100 marks (77% of the total mark)
Section 1, titled ‘Objective Test’- 20 marks.
Section 2, titled ‘Paper 2’, restricted and extended response questions -80 marks.
Component 2 — Assignment
A topic will be chosen by the learner, who will investigate/research the underlying biology and the
impact on society/the environment. The assignment will assess the application of skills of scientific
inquiry and related biology knowledge and understanding.
The assignment will have 30 marks (23% of the total marks).
By setting the acquisition of knowledge and skills in the context of Higher Biology, a stimulating,
relevant and enjoyable curriculum prepares learners for further education, training or employment,
in areas associated with life sciences.
Progression
This Course or its Units may provide progression to:
 Advanced Higher Biology
 other qualifications in Biology or related areas
 further study, employment and/or training
Higher
Human Biology - This course is for S6 pupils only
Recommended Entry
S6 pupils with:
Standard Grade Biology with Knowledge and Understanding and Problem Solving at Credit level
Intermediate 2 Biology
Higher Biology
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Course Description
The course provides a clear articulation with the areas of study at Standard Grade and at
Intermediate 2 through to Advanced Higher. Topics give emphasis to important, developing areas of
human biology including molecular biology, genetics, immunology, control mechanisms, human
behaviour and the impact of an increasing population on the environment. Health issues are
highlighted where appropriate throughout the course, with emphasis being placed on the health of
human populations rather than on aspects of personal health.
The course has three 40 hour units:
Cell Function and Inheritance
 The Role of Enzymes in Cell Metabolism
 Protein Synthesis
 Energy Transfer
 Cell Transport
 Cellular Response in Defence
 Inheritance
The Continuation of Life
 Reproduction
 Development
 Transport Mechanisms
 Delivery of Materials to Cells
 Removal of Materials from the Blood
 Regulating Mechanisms
Behaviour, Populations and the Environment
 Nervous System and Memory
 Behaviour
 Population Growth and the Environment
Assessment
To gain the award of the course, the candidate must achieve all the component units of the course
as well as the external assessment.
Internal Assessment
Each unit assessment (NAB test) has a pass mark of 26/40 and the completion of one LO3 report
External Assessment
The examination will consist of one paper of 2 hours 30 minutes with a total of 130 marks. The paper
will consist of three sections:
Section A
This section will contain 30 multiple choice questions.
Section B
This section will contain structured questions and data handling questions with an allocation of 80
marks
Section C
This will have an allocation of 20 marks and will include extended response questions.
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Higher
Managing Environmental Resources - This course is for S6 pupils only
Recommended Entry
Standard Grade Biology, grade 1 or 2
Standard Grade Geography, grade 1 or 2
Intermediate 2 Biology
Course Structure
This course comprises three mandatory units:
Natural Resource Use (H)
Investigating Ecosystems (H)
Land Use in Scotland (H)
The course will promote an awareness of the environment and environmental issues. Consideration
of the importance of seeking an enduring balance between the production and consumption of
commodities and between material aspirations and the capacity of natural systems will help prepare
the candidates to become environmentally responsible citizens. This course, with its focus on
biodiversity, sustainable development and related concepts, will make a major contribution to
environmental education. It will develop knowledge and understanding which will encourage the
development of positive attitudes and enable informed judgements to be made on matters of actual
or potential environmental conflict.
Unit Investigating Ecosystems – will be taught by the Biology department.
Outcome 1
1
Ecosystems, habitat and communities.
2
Nature and properties of soils.
3
Dynamics of ecosystems
i.
Food chains, webs and pyramids
ii.
Energy conversion and transfer
iii.
Cycling of nutrients
iv.
Effects of abiotic factors
v.
Effects of biotic factors
vi.
Population dynamics
vii.
Succession.
4
Human activities, their effect on ecosystems and strategies for improvement.
Outcome 2
Problem-solving
Outcome 3
For outcome 3 investigations may be based wholly or in combination on:
 Practical work in the filed or classroom
 Research using relevant literature
 Survey of an appropriate topic using relevant sampling techniques.
The other two UNITS will be taught by the Geography department.
 Natural Resource Use (H)
 Land Use in Scotland (H)
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Assessment
To gain the award of the course, the candidate must achieve all the component units of the course
as well as the external assessment. External assessment will provide the basis for grading
attainment in the course award.
External Assessment
The instrument for external assessment will consist of a two and a half-hour paper worth
approximately 110 marks. The paper will consist of two sections:
Section A
This section will be made up of structured questions, with an allocation of approximately 80 marks,
testing knowledge and understanding, problem-solving and/or practical abilities. Candidates will be
expected to answer all questions.
Section B
This section will consist of four questions requiring extended responses, of which candidates will be
expected to answer two. Section B will have an allocation of 30 marks (15 to each question).
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BUSINESS STUDIES
PT MRS S KING
New Higher
Accounting
Accounting is a key function in all organisations. Without effective
accounting procedures and accountants to provide timely and
relevant information to management, organisations may perform
less successfully than they otherwise might. The main purpose of
the Course is to enable learners to understand, and make use of,
financial information so that they can prepare accounting
statements and analyse, interpret and report on an organisation’s
financial performance. A main feature of this Course is the
development of numeracy/IT and thinking skills.
The Course has 3 Units of work:
1. Preparing Financial Accounting Information
 Use knowledge and understanding of financial regulations to
explain factors affecting financial accounting procedures of
public limited companies
 Prepare extracts of period-end financial accounting statements
2. Preparing Management Accounting Information
 Use knowledge and understanding of management accounting
systems as a means of planning and control
 Evaluate a range of management accounting statements
3. Analysing Accounting Information
 Describe analysis techniques applied in accounting statements
 Evaluate business performance, based on accounting analysis,
to make business recommendations
Entry Requirements:
 N5 Accounting
 Direct entry as Crash Higher for S6 only – individual cases
considered by PT – H Maths pass A/B in S5 required.
Assessment:
 3 x Internal Assessments (one for each unit)
 Course Assessment (Internal Assignment and Exam Question Paper)
Homework:
 Approximately one formal piece of homework every 2 weeks
Progression:
 Advanced Higher Accounting (Campus)
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Possible career routes:
Financial Accountant
Tax & Treasury
Investment Banking
Payroll Assistants
Management Accountant
Finance
Financial Advisor
Invoice Clerk/Credit Controller
Corporate Finance
Banking
Insurance
Book Keeper
New Higher
Administration & IT
Administration is a growing sector which cuts across the entire economy
and offers wide-ranging employment opportunities. Moreover,
administrative and IT skills have extensive application not only in
employment but also in other walks of life. The key purpose of this
Course is to develop learners’ advanced administrative and IT skills and,
ultimately, to enable them to contribute to the effective functioning of
organisations in supervisory administrative positions.
The Course has 3 Units of work:
1. Administrative Theory & Practice
 Provide an account of the factors contributing to the
effectiveness of administrative functions
 Provide an account of customer care in administration
2. IT Solutions for Administrators
 Use complex functions of a spreadsheet to provide solutions
asked for in a task
 Use complex functions of a database to provide solutions asked
for in a task
 Use complex functions of word processing to provide solutions
asked for in a task
3. Communication in Administration
Communicate complex information to a range of audiences and
effectively manage sensitive information
Entry Requirements:
 N5 Administration & IT
 Int 2 Administration
 Direct entry as Crash Higher for S6 only – individual cases considered by PT – must have
minimum standard of IT skills.
Assessment:
 3 x Internal Assessments (one for each unit)
 Course Assessment (IT-based assignment and question paper)
Homework:
 Approximately one formal piece of homework every 2 weeks (either written or IT based)
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Progression:
 HND/Degree in Administration
Possible career routes:
Administration Supervisor/Manager
Clerical Work/Computer Operator
Hospitality and Catering
Events Management
Banking & Insurance
Customer Services
Human Resources
Call Centres
Receptionist
Travel & Tourism
New Higher
Business Management
Business plays an important role in society. We all rely on businesses to
create wealth, prosperity, jobs and choices. The key purpose of this Course
is to highlight the ways in which organisations operate and the steps they
take to achieve their strategic goals. A main feature of this Course is the
development of enterprising and employability skills. By developing many
transferable skills, the Course prepares learners for everyday life, the world
of work or further study of business and other business-related disciplines.
The Course has 3 Units of work:
4. Understanding Business
 Analyse the features, objectives and internal structures of large
business organisations
 Analyse the environment in which large organisations operate
5. Management of People & Finance
 Apply knowledge and understanding of how the management of
people can meet the objectives of large organisations
 Analyse how the management of finance contributes to the
effectiveness of large organisations
6. Management of Marketing & Operations
 Apply knowledge and understanding of how the marketing function
enhances the effectiveness of large organisations
 Apply knowledge and understanding of how the operations
function contributes to the success of large organisations
Entry Requirements:
 N5 Business Management
 Int 2 Business Management
 Direct entry as Crash Higher for S6 only – individual cases considered by PT – H English pass A/B
in S5 required.
Assessment:
 3 x Internal Assessments (one for each unit)
 Course Assessment (Internal Assignment and Exam Question Paper)
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Homework:
 Approximately one formal piece of homework every 2 weeks
Progression:
 Advanced Higher Business Management (Campus)
Possible career routes:
Banking & Insurance
Retail/Fashion Management
Events Management
Manufacturing
Human Resources/Personnel
Marketing & Advertising
Sales Executives
Hospitality Management
Procurement/Buying
Local Government
Transport, Distribution & Logistics
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CHEMISTRY
PT MR D PORTER
Advanced Higher
Chemistry
Recommended Entry
Higher A, B, C
Course Description
The course builds on the material covered at Higher.
The course consists of 4 units:
Electronic Structure and the Periodic Table (20 hours)
Principles of Chemical Reactions (40 hours)
Organic Chemistry (40 hours)
Chemical Investigation (20 hours)
In each of the first 3 units there are prescribed practical activities (PPA’s) relating to the course work
which should be carried out by all candidates. The fourth unit involves carrying out an individual
investigation on a chemical topic selected by the candidate after consultation with the teacher.
Assessment
For each of the first 3 units there is an assessment test which is sat at the end of each unit and 50%
has to be gained to pass the unit. At least one PPA also has to be completed and successfully written
up to pass the course.
There is an external exam in May/June which is worth 80% of the final mark. The remaining 20% of
the marks will be awarded for a report on the investigation.
To gain a course award at Advanced Higher a candidate must pass all the units of the course and
pass the external exam.
New Higher
Chemistry
Recommended entry
A pass at National 5 Chemistry at grade A or B. A pass at National 5 maths would be an advantage.
Course Details
Chemical Changes and Structure
This Unit covers the knowledge and understanding of controlling reaction rates and periodic trends,
and strengthens the learner’s ability to make reasoned evaluations by recognising underlying
patterns and principles. Learners will investigate collision theory and the use of catalysts in
reactions. Learners will explore the concept of electro-negativity and intra-molecular and
intermolecular forces. The connection between bonding and a material's physical properties is
investigated.
Nature’s Chemistry
This Unit covers the knowledge and understanding of organic chemistry within the context of the
chemistry of food and the chemistry of everyday consumer products, soaps, detergents, fragrances
and skincare. The relationship between the structure of organic compounds, their physical and
17
chemical properties and their uses are investigated. Key functional groups and types of organic
reaction are covered.
Chemistry in Society
This Unit covers the knowledge and understanding of the principles of physical chemistry which
allow a chemical process to be taken from the researcher's bench through to industrial production.
Learners will calculate quantities of reagents and products, percentage yield and the atom economy
of processes. They will develop skills to manipulate dynamic equilibria and predict enthalpy changes.
Learners will investigate the ability of substances to act as oxidising or reducing agents and their use
in analytical chemistry through the context of volumetric titrations. Learners will use analytical
chemistry to determine the purity of reagents and products.
Researching Chemistry
This Unit covers the key skills necessary to undertake research in chemistry. Learners will research
the relevance of chemical theory to everyday life by exploring the chemistry behind a topical issue.
Learners will develop the key skills associated with collecting and synthesising information from a
number of different sources. Equipped with the knowledge of common chemistry apparatus and
techniques, they will plan and undertake a practical investigation related to a topical issue. Using
their scientific literacy skills, learners will communicate their results and conclusions.
Assessment
Pupils will be assessed by a number of methods as they progress through the course.
Outcome 1 is the assessment of investigative skills. Pupils will have several opportunities to reach
the standard required and will build a portfolio of evidence to support this.
Outcome 2 will be assessed in various ways. Pupils will have to pass an end of unit knowledge test
where they demonstrate that they remember the key point of the unit and are able to make
accurate statements.
Pupils will also have to produce a report on an application of Chemistry and also a chemistry related
issue and its impact on the environment / society.
Pupils will sit written questions on problem solving.
The course is assessed with the added value unit which comprises of a question paper and an
assignment.
The written paper is worth 100 marks and the assignment worth 20 marks. Both of these are
externally marked by the SQA.
Progression
To Advanced Higher level
To Further Education
To Higher Education
To employment
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CLASSICAL STUDIES
MR G HAWE
Advanced Higher
Classical Studies
Entry Requirement
Pupils studying Advanced Higher Classical Studies should have a passing grade from Higher Classical
Studies or another social subject at Higher level.
Course Outline
The course is made up of two parts:
 A unit based on texts and evidence from the Classical World, in order to analyse certain
themes and values in the Classical and Modern Worlds
 An investigation unit which involves researching a chosen title and producing a dissertation
At Grove Academy pupils will study the topic of Heroes and Heroism. This unit involves analysis of
the depiction of the hero in classical literature and consideration of the qualities which characterise
heroism in the classical world, as well as making some comparison with the modern world. Particular
attention will be paid to the following themes and texts:
Themes:
• morality and the hero
• the changing nature of heroism
• Greek and Roman views of heroism
• the hero as role-model
• the hero and women
• heroes and anti-heroes
Texts:
• Homer, Iliad, Books 1, 6, 22, 24
• Homer, Odyssey, Books 1, 5, 6, 22
• Euripides, Trojan Women
• Virgil, Aeneid, Books 1, 2, 4, 12
• Ovid, Heroides,1,3,7
Assessment
The course will be assessed through an examination paper and a dissertation.
In the examination paper (3 hours, 200 marks), pupils will be required to comment with knowledge
and insight on a selection of passages and write two essays relating to the theme of Heroes and
Heroism.
The pupils are also assessed through a dissertation of about 4,000 words on a topic of their own
choosing and researched independently.
Pupils are also required to pass NABs for the two units – Heroes and Heroism and the dissertation.
Career Options
Advanced Higher Classical Studies provides a point of departure for further study at University or
College, with links to a wide variety of related courses such as Ancient History, Archaeology,
Comparative Literary Studies, Classics and History.
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New Higher
Classical Studies
Entry Requirement
 National 5 Classical Studies Course or relevant component Units
 National 5 in another social subject
 Higher in another social subject
Course Outline
Higher Classical Studies is made up of three units:
 Life in Classical Greece – which involves the study of life and aspects of society, such as
slavery, the role of women, justice and imperialism, in Ancient Athens during the 5 th Century
BC
 Classical Literature – which involves the study of one or more classical texts and the analysis
of several themes (Leadership, Fate versus Free Will, Heroism, Conflict and Women in
Society)
 Life in the Roman World - which involves the study of life and aspects of society, such as
slavery, the role of women, justice and imperialism, in Republican and Imperial Rome
The main aims of this Course are to enable pupils to develop:
 an understanding of the continuing impact and significance of the classical world today
 a range of skills including: analysing source of evidence, including archaeological evidence,
to compare and contrast the classical and modern worlds; analysing and responding to
issues raised by classical literature; evaluating the usefulness of sources of evidence; and the
ability to express detailed, reasoned and well-structured conclusions
 in-depth knowledge and understanding of religious, political, social, moral or cultural aspects
of life in classical Greek and Roman societies
 in-depth knowledge and understanding of universal ideas, themes or values revealed in
classical literature
Assessment
 The course is assessed in two parts - a question paper and an assignment.
 The question paper will be marked out of 60. It will be divided into three 20-mark Sections
and will last 2 hours and 15 minutes.
 The assignment is a chance for pupils to investigate and analyse a relevant topic. It will be
marked out of 30 marks and will be produced under exam conditions during 1 hour and 30
minutes, once pupils have completed their research.
Progression
 Advanced Higher Classical Studies
 Higher in another social subject
 Further education courses such as Ancient History, Archaeology, Comparative Literary
Studies, Classics and History.
 Employment based upon the skills developed within the course.
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COMPUTING STUDIES
PT MR K STEWART
The study of computing and digital media has an important contribution to make to the education of
young people. In particular, through creative and imaginative
approaches to learning and teaching about programming,
learners develop knowledge, understanding and skills in
structured problem solving and in working as a member of a
team. These are highly valued skills in the workplace and are
applicable in a wide range of contexts.
Figure 1: Extract from LTScotland website
To quote HMCI Frank Crawford ‘Programming is where you
have to solve problems using algorithms; this is big stuff (in terms of curriculum for excellence)
because it promotes higher order thinking skills’. In a recent survey it was revealed that Computer
Science graduates earn 13% more than other graduates on average.
New Higher
Computing Science
The purpose of this course is to build on the skills, knowledge and
understanding of Computing Science developed at National 5. At this level,
learners will be introduced to an advanced range of computational
processes and thinking, and learn to apply a rigorous approach to the design
and development process across a variety of contemporary contexts.
The Course offers learners creative opportunities to:
 develop and apply aspects of computational thinking in a range of
contemporary contexts
 extend and apply knowledge and understanding of advanced
concepts and processes in computing science
 apply skills and knowledge in analysis, design, implementation and
evaluation to a range of digital solutions with some complex aspects
such as dynamic relational databases.
 communicate advanced computing concepts and explain computational behaviour and the
impact of current trends clearly and concisely, using appropriate terminology
Course Content
This Course comprises the following mandatory Units:
 Software Design and Development
 Information System Design and Development
 Added Value unit
Assessment:
Internal assessments :
Software Design and Development
Information System Design and Development
These units will be assessed during class time and can be on a unit by unit
basis or by combined assessment. These unit assessments are Pass/Fail.
There will be one formal re-assessment opportunity for each assessment.
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External assessments:
Coursework assignment 60 marks
Question paper
90 marks
Total marks
150 marks
The coursework assignment (Added value unit) will be completed in class time. The Question Paper
will be set by SQA. The paper will consist of 90 marks (60% of total mark): The format of the paper
has not yet been published.
Homework
Regular homework in the form of written exercises, worksheets, background research and
completion of unfinished classwork will be given. Some homework tasks are online materials and
can be completed using a computer or mobile device. Homework will consolidate all learning,
including literacy and numeracy and will test knowledge and skills.
Progression
Pupils who successfully complete the National 6 (Higher) course can progress to:
 Computing Science (National 7 – Advanced Higher)
 Higher Education or Further Education or Employment
Digital Media
What is Digital Media:
We can now offer new courses in Digital Media. These courses have been developed to meet the
rapidly changing needs of the Technological skills market. Digital media courses let you learn about
using different types of media in a digital form. Some forms of digital media include:
Websites, internet, mobile phones, compact disc, digital video/TV, games & interactive media
National Certificate and National Progression Awards – Digital media Computing
All the units which make up each (NPA) course are linked to and count towards the National
Certificate for Digital Media Computing which is part of the SQA award structure. For more
information on the
NC – Digital Media look at
http://www.sqa.org.uk/files_ccc/Arrangements_NCinDigitalMediaComputing_SCQFlevel5.pdf
NPA (National Progression Award) Courses
We offer 1 NPA course –
 NPA Web Design Fundamentals SCQF level 5
 NPA Computer Games Development SCQF level 5
What will you learn in the digital media – NPA web design course?
 In web design, you will learn how to make websites using Hyper Text Mark-up Language
coding, and will also learn how to use Microsoft FrontPage, which is another useful piece of
software to create Web Pages.
 You will also learn about picture file formats e.g. gif, jpeg, bitmap, and find out their relative
strengths and weaknesses.
 You will learn how to produce a plan for the design and creation of a website to a client’s
requirements.
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Common Content in NPA courses:
 Throughout their study, candidates are also required to
undertake project work. Project work offers structured
learning experiences in which candidates can work at their
own pace. The units which make up these SQA National
Progression Awards (NPA courses) are linked to the
National Certificate for Digital Media Computing. Each
unit has an SQA credit rating and groups of these units
can lead to other awards such as PC Passport. In class you
will learn how to do everything and you can also catch up
on Glow for revising.
National Progression Award in Web Design Fundamentals at SCQF Level 5
Award No: G8HD 45
DM Course 1
Introduction to the Award
The National Progression Award (NPA) in Web Design Fundamentals at SCQF Level 5 was developed
to address a demand for an entry-level qualification in web design that may be gained through
short-course provision. In recent years, there has been rapid uptake of Higher National and
university degree level courses in multimedia, web design, media and related disciplines, to the
extent that multimedia qualifications are the third most popular in the Scottish Qualification
Authority’s catalogue of HN qualifications. This nationally devised course specifically addresses these
disciplines at an introductory level and allows natural progression to a higher level of study.
Main Skills
Need to know how to:Use the internet; Upload and Download Files; Use HTML and CSS;
Work with different file types and create and optimize graphics/animations
Need to be very good with design principles

Target Audience
This NPA in Web Design Fundamentals at SCQF Level 5 will offer a wide variety of candidates a
foundation in web design and provide a qualification, which is suitable to allow people to move on
to a higher level of study such as the National Certificate in Digital Media Computing. There may also
be opportunities for successful candidates to progress into employment at an entry level in the area
of web design and development, in a variety of businesses, public sector or voluntary organisations.
Structure of the award
On successful completion of the Award, candidates will receive the National Progression Award
(NPA) Certificate in addition to the three separate units listed below, endorsed on their Scottish
Qualifications Certificate (SQC). All units in the National Progression Award in Web Design
Fundamentals at SCQF Level 5 are mandatory *The Scottish Credit & Qualifications Framework
(SCQF) is a way of helping people understand and compare Scottish Qualifications, by giving them
credit points which shows how much learning has been achieved and a level on a scale of 12, to
show how demanding the learning is. Details can be found at www.scqf.org.uk .
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Unit Title
Code
SQA level
SCQF level
Website Design Fundamentals
F181 11
Intermediate 2
5
Web Design and Development
F182 11
Intermediate 2
5
Interactive Multimedia for Website Development
F180 11
Intermediate 2
5
Progression
another NPA
National Certificate Digital Media Computing
Higher Computing
Higher National and university degree level courses in multimedia,
web design, media and related disciplines
Note: Most of the Digital Media Course content was produced by Web Design pupils.
Pupil experiences / opinions (testimonies)
Why did you choose this course?
I chose this course because it looked interesting
and valuable and I thought it would be a good
qualification to have because of how much
computers are used in this age and in the future.
What did you like about the course?
I like the fact that we do lots of practical work so
we get to understand more instead of a teacher
talking and telling you what you would do, you
get to try it for yourself.
Would you recommend it to someone else?
Yes, it is an enjoyable subject and almost essential
in this age and would be a bonus qualification.
Examples of student work can be viewed at  http://grovetest.ea.dundeecity.sch.uk/
Note: Most of this Digital Media Course content was produced by Web Design pupils.
National Progression Award: Computer Games Development
Intro to NPA Computer Games Development
The overall aim of the course is for students to research, design and develop games whilst
investigating emerging technologies and their effects on the games market.
The National Progression Award in Computer Games provides a foundation in the knowledge and
skills of computer games development.
Course Description: There are 3 mandatory units:
1. Computer Games Development: Design (40 hours)
Students will acquire an understanding of the fundamental principles involved in digital gaming
planning and design.
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2. Computer Games Development: Media Assets (40 hours)
Students will acquire an understanding of the different types of media required for developing a
digital game.
3. Computer Games Development: Implementation (40 Hours)
Students will gain an understanding of the processes involved in the final stages of development
of a digital game. They will learn how to use their chosen game development environment to
bring together all the parts and produce a working game.
Progression
NC Digital Media
HNC/D course in Computing
Assessment
This is a National Progression Award (NPA) and is no substitute for a Higher Course award in a
National Qualification. The NPA is not graded and there is no overall course examination. This is not
a substitute for a Computing qualification - it should only be seen as a supplementary qualification.
Each module is assessed by creating a folio of work and a short test.
There are several reasons why this course may be chosen:
 This is your chosen vocation and you want extra experience before entering Further or
Higher Education.
 You have a personal interest in Computer Games and want to choose a motivating subject as
an option.
 This course may provide additional experience and skills for entry into other similar
Computing or Arts courses in the future.
What this course is not!
 It is not about playing games! Developing games is an extremely rewarding process but it is
time consuming and requires artistic, mathematical and scientific skills or knowledge. It also
demands teamwork, patience and rewards hard work.
Advanced Higher Computing
Recommended Entry
Higher Computing A, B or C
Course Structure
Two Mandatory Units:
i Software Development
The Software Development unit is designed to build upon your knowledge and understanding gained
at Higher level. It covers analysis and design and applying a design methodology to a problem.
ii Developing a Software Solution
The Developing a Software Solution This unit requires you to demonstrate an analytical approach to
a computing problem, research for information relevant to the problem and to implement a
solution.
One Optional Unit:
Artificial Intelligence
The Artificial Intelligence unit covers problem solving, knowledge domains, search methods and
expert system shells.
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This course includes 40 hours over and above the 120 hours for the units. This may be used for
induction, extending the range of learning and teaching approaches, support, consolidation,
integration of learning and preparation for external exams.
Progression
- Degree in applied computing, computer science and/or related subjects
- Employment in Computing, IT, Engineering, Science, Systems development careers
Assessment
i: Regular homework is used to assess progress throughout the course.
ii: Each unit is divided into two Learning Outcomes. The learning outcomes are assessed by a short
multiple choice end of topic test and a practical exercise.
iii: Your coursework grade is determined by your performance in the coursework project: This will
draw on work from the first two units, with much of the practical work being completed as part of
unit 2. The coursework project counts for 40% of the final mark
iv: The examination in May covers all three units and counts for 60% of your final mark.
Homework
Homework should take about an hour a week, and may be consolidation exercises, revision,
research, past paper questions or exam preparation.
Resources:
Scholar and Glow
Figure 2: Glow Survey
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DESIGN & TECHNOLOGY
PT MR R DONNACHIE
Advanced Higher
Product Design
Recommended Entry
Higher Product Design at A,B or C
There is a possibility of an Advanced Higher course in Product and Design if numbers merit this.
Further information is available from Mr Donnachie, Principal Teacher, Design and Technology
Department.
Higher
Product Design - This course is for S6 pupils only
Recommended Entry
Standard Grade Craft & Design, Art & Design or Graphic Communication at Credit level (grades 1, 2)
or Intermediate 2 Product Design
The study of or a qualification in Art and Design or Graphics will aid folio production, as will a good
level of English (Credit level recommended).
Course Descriptions:
1
Product Design: Design Analysis (40 hours)
2
Product Design: Developing Design Proposals (40 hours)
3
Product Design: Manufacturing products (40 hours)
For further information please contact the Principal Teacher.
Progression
Advanced Higher Product Design.
A Scottish Group Award in a related area at an appropriate level.
A degree or HND or HNC course in areas such as Product Design, Engineering, Interior Design
or Architecture.
Other university or art college course.
Employment in a wide range of occupations in fields such as engineering, construction or
design.
Assessment
To gain a course award at Higher a candidate must pass all the units of the course (see above) and
pass the external exam in May/June.
During the course each pupil will complete a ‘Design Assignment’ which is externally assessed and
worth 50% of the final award.
The external examination is worth 50% of the final award.
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New Higher
Design and Manufacture
Please refer to SQA website
New Higher
Graphic Communication
Please refer to SQA website
New Higher
Engineering Science
Please refer to SQA website
Advanced Higher
Graphic Communication
Recommended Entry
Higher Graphic Communication at A,B or C
There is a possibility of an Advanced Higher course in Graphic Communication if numbers merit this.
Further information is available from Mr Donnachie, Principal Teacher, Design and Technology
Department.
Advanced Higher
Technological Studies
Recommended Entry
Higher Technological Studies at A,B or C
There is a possibility of an Advanced Higher course in Technological Studies if numbers merit this.
Further information is available from Mr Donnachie, Principal Teacher, Design and Technology
Department.
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DRAMA
MR J WELSH (PT MISS R JACK)
New Higher
Drama
Recommended Entry
A pass at National 5 level in Drama is the entry requirement to progress to Higher.
Course Description
The Course consists of two mandatory Units and the Course assessment.
Each of the component Units of the Course is designed to provide progression to the corresponding
Unit at Advanced Higher.
Drama Skills (Higher)
In this Unit, learners will explore and develop complex drama skills and ways of communicating
thoughts and ideas to an audience. They will learn how to respond to text, including stimuli. They
will also learn how to develop character in a range of ways and develop understanding of form,
structure, genre and style when creating and presenting drama.
They will also learn how to evaluate their own progress and that of other learners.
Drama: Production Skills (Higher)
In this Unit, learners will develop complex production skills. They will use these skills to enhance
drama when presenting. Learners will use problem-solving skills in order to generate ideas for
presenting drama.
Final Assessment
Component 1 — 40 marks
Component 2 — performance 60 marks
Total marks 100 marks
Question paper
The question paper is worth 40 marks (40% of the total mark).
This question paper has two Sections.
Section A is worth 20 marks.
This section will deal with comment on the social, historical and/or theatrical contexts of the studied
prescribed text.
Section B is worth 20 marks.
This Section will take the form of a written analysis of a performance that the learner has seen. This
may be a live or, if necessary, a recorded theatrical performance.
Performance (60 marks)
The performance has two sections: a performance and a support log.
The weighting of marks across the two Sections is worth 50 marks for the performance in the chosen
role of acting, directing or design, and 10 marks for the support log.
Progression
This Course or its Units may provide progression to other qualifications in drama; further study,
employment or training.
29
ENGLISH
PT MISS K THOMSON
Advanced Higher
English
Recommended Entry
Higher A, B or C
Course Description
This is the candidates’ opportunity to explore literature in depth and challenge their
creative/analytical skills. They can choose some of the texts/topics which particularly capture their
interests. The teaching approach is more like that of a University tutorial – with candidates being
asked to plan and prepare material in advance of class to be presented and/or shared through
mediums such as GLOW. As a result, it is particularly helpful if candidates know their GLOW
username and password and refer to the Department and/or class GLOW Group(s) regularly in order
to keep up to date with work and events.
Specialist Study
This mandatory unit involves the production of a detailed (3500-4500 words) study of a topic chosen
by the candidate in consultation with the teacher. This will be assessed internally during the course
of its production, and will be submitted to the SQA for external assessment. Candidates will be
assigned a tutor from the Department to support them in this unit, although the bulk of the work is
done individually in the candidate’s study time and/or at home.
Literary Study
A wide range of texts is available to be studied, covering drama, prose and poetry, English and
Scottish Literature from all periods; this unit will be assessed internally and also by formal external
SQA examination in May. This unit is also mandatory.
Textual Analysis
This will also be studied by all candidates and allows for further depth of analysis of unseen poetry,
prose and drama texts, building on and using skills developed in the Literary Study Unit.
Creative Writing
This is an additional optional, free-standing unit for those who love to write! Candidates must
produce a range of pose, poetry and drama texts, before settling on a final two to edit and develop.
This is submitted to SQA in a Folio.
Examination
The Examination lasts a minimum of 1½ hours (3 hours for those doing the Textual Analysis Option)
and it is essay based. Candidates write one literature essay for the mandatory part of the paper.
Those who studied Textual Analysis produce an extended response to a piece of unseen prose
fiction/prose non-fiction/poetry/drama.
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New Higher
English
The main purpose of the Course is to provide learners with the opportunity to build on
the skills of listening, talking, reading and writing from National 5.
The Course offers learners opportunities to extend a wide range of skills and develop
their ability to:
 listen, talk, read and write, as appropriate to purpose, audience and context
 understand, analyse and evaluate texts as appropriate to purpose and audience in the
contexts of literature, language and media
 create and produce texts, as appropriate to purpose, audience and
context
 apply knowledge and understanding of language
Entry to this course in S5/6 will be for learners who have attained National 5 English.
Assessment:
Internal assessments
 Analysis and Evaluation Unit (Reading & Listening)
 Creation and Production Unit (Writing & Talking)
These units will be assessed during class time and may be on a unit by unit basis, or in a combined
assessment, which is designed to assess more than one skill concurrently.
These unit assessments are Pass/Fail. There will be one formal re-assessment opportunity.
External assessments
 Portfolio of Coursework – Writing (2 pieces: one Creative and one Discursive)
30 marks
 Question Paper – Reading for Understanding, Analysis and Evaluation
30 marks
Critical Reading (Scottish Text analysis and Critical Essay on a second text) 40 marks
The Portfolio of Writing is compiled in the course of the session. Learners will have the opportunity
to redraft their work, but it will be assessed by the teacher on a maximum of two occasions. The
Portfolio will be submitted to SQA for external marking.
The Question Paper will have two papers: Reading for UAE and Critical Reading. In the Reading for
UAE paper, learners will answer questions designed to test their understanding, analysis, evaluation,
summarising, inferencing and comparative skills. The passages will be non-fiction and previously
unseen. In the Critical Reading paper, there will be two sections: a section for analysis of one of the
set Scottish text studied in class and a critical essay on a different text from another genre studied in
class.
The final grade will be awarded on the overall mark attained in the Question Paper and the Folio of
Writing.
Homework:
Learners can expect to be doing at least 2 hours of homework per week. This may not always be set
written homework, but will include the following:
 Reading literary texts (and revising these)
 Completing /preparing notes and/or presentations
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


Producing Folio Writing pieces
Completing Reading for UAE exercises
Personal reading and/or research
When no homework is set by the class teacher, there is an expectation that learners will engage in
private study, revising literary texts and Reading for UAE skills and/or engaging in a variety of
personal reading, including broadsheet journalism as well as good quality fiction. The latter is an
essential aspect of the development of literary and linguistic skills.
Progression:
Learners who successfully complete English (Higher) may progress to:
 English (Advanced Higher)
 Media Studies (Higher)
 Higher or Further Education or Employment
New Higher
Media Studies
Please refer to SQA website
32
GEOGRAPHY
ACTING PT MRS M MACKENZIE
Advanced Higher
Geography
A one year course which is designed to develop:
 Greater maturity of outlook and to promote independent study.
 Creativity and initiative using complex geographical skills.
Recommended Entry
Higher Geography at A, B or C. Since Advanced Higher Geography involves essay writing,
summarising and evaluating complex sources, Higher Level English is an advantage.
Course Content
There are three units each taking 40 hours.
Unit 1: Geographical Methods and Techniques
There are three skill areas:
a
fieldwork methods and techniques (physical and human)
b
statistical awareness
c
production and interpretation of maps and diagrams.
Unit 2: Geographical Study
This will take the form of an in depth study of a research topic set in a local context showing
application of some of the skills specified in Unit 1. It must focus on processes of planning, research,
analysis, evaluating and presenting information. The report will have a maximum length of 25 sides
of A4 paper.
Unit 3: Geographical Issues
A Geographical issues essay will consist of the critical evaluation of at least three different sources
and the viewpoints contained therein. It will have a maximum length of 12 sides of A4 paper.
Unit 2 and Unit 3 together make up the Geographical Folio which is submitted to the SQA midMay. This counts for 70% of the final grade
Assessment
To gain a course award at Advanced Higher a candidate must pass all the units (see above) and pass
the external exam in May/June as well as completing the Folio.
Progression
Advanced Higher Geography is an excellent preparation for Higher Education. Students will find that
Geography is a useful subject for those going on to either an Arts or Science degree course, and
Geography itself can be studied as part of an M.A. or B.Sc. in many Universities. Pupils who opt to
study a B.Sc. will find that increasingly Geography can count as a second Science subject for course
entry, but obviously this should be checked with the prospectus of the Institution concerned before
applying.
33
New Higher
Geography
Geography opens up for learners the physical and human environment around them and the ways in
which people interact with the environment.
The purpose of this course is to develop the learner’s understanding of our changing world and its
human and physical processes. In the 21st century, with growing awareness of the impact of human
activity upon the environment and scarce resources, the study of Geography fosters positive lifelong attitudes of environmental stewardship, sustainability and global citizenship. This qualification
will furnish learners with the skills, knowledge and understanding to enable them to contribute
effectively to their local communities and wider society.
Skills Through the successful completion of this course, learners will develop a range of important
and transferrable skills including: using, interpreting, evaluating and analysing a wide range of
geographical information; interpreting and explaining complex geographical phenomena; using a
wide range of maps and other data to process and communicate complex geographical information;
and researching skills, including fieldwork.
Content
Physical Environments Unit
Learners will develop and apply geographic skills and a knowledge and understanding of physical
environments, the processes and interactions at work within physical environments on a local,
regional and global scale.
 Atmosphere-global heat budget, redistribution of energy by atmosphere and oceanic
circulation and cause and impact of the Intertropical Convergence Zone.
 Hydrosphere hydrological cycle within a drainage basin, interpretation of hydrographs.
 Lithosphere formation of erosion and depositional features in glaciated and coastal
landscapes.
 Biosphere properties and formation processes of podzol, brown earth and gley soils.
Human Environments Unit
 Population- methods and problems of data collection, consequences of population
structure, causes and
 Rural- rural land use conflicts and their management related to an upland or coastal
environment within the developed world the impact and management of rural land
degradation related to a rainforest or semi-arid area within the developing world.
 Urban - the need for management of an aspect of recent urban change in a developed world
city ( Dundee) and in a developing world city focusing on the management strategies
employed and the impact of the management strategies. (Aspects of urban change could
include: housing, transport, industry, retail).
Global Issues
 Development and health -development indicators, differences in levels of development
between developing countries, a water borne disease: causes, impact, management and
primary health care strategies
 Global climate change physical and human causes, local and global effects and management
strategies and their limitations.
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Assessment
Pupils will be required to pass unit assessments for each unit. Assessment will take many different
forms
Exam 60 marks (66% of total mark) consisting of one exam paper of 2 hours 15 minutes
Coursework/fieldwork assignment 30 marks
Final qualification graded A-D
Higher
Managing Environmental Resources – This course is for S6 pupils only
Recommended Entry
Entry is at the discretion of Geography/Biology Departments.
Biology, Geography, Physics or Chemistry is required.
At least a Credit level pass in (KU)
Course Description:
The course consists of 3 units
Unit 1 – Natural Resource Use – renewable and non-renewable resources; sustainable development
Unit 2 – Investigating Ecosystems – habitats; soils. Dynamic of ecosystems
Unit 3 – Land Use in Scotland – land and water uses; legislation
Units 1 and 3 will be taught by the Geography department, Unit 2 by the Biology department.
Higher Managing Environmental Resources was new to the senior school curriculum in 2008-2009.
The course will promote an awareness of the environment and environmental issues and help
prepare young people to become environmentally responsible citizens. It seeks to demonstrate the
interactions between humans and the environment through a scientific treatment of the principles
of ecosystems and contemporary resource use by society as a whole. The implications of these
interactions for the future wellbeing of the environment in its widest context will be a central theme
of the course. The course will provide a science based preparation for further and higher education
programmes in science, applied science and the land based sector. It will facilitate links with
business and industry and therefore enhance employment and career prospects.
Assessment
To gain a course award at Higher a candidate must pass all the units of the course (see above) and
pass the external exam in May/June. An investigation forms an integral part of the internal
assessment of the course.
Travel and Tourism
Available at College
35
HISTORY
PT MR S MORTON
Advanced Higher
History
Recommended Entry
Higher A, B or C
Higher English
Would students who are considering studying Advanced Higher History please speak to Mr Morton
before completing their Option Choices. The course is taught at the City Campus.
Course Description
The course consists of two mandatory units:
Historical Study
Historical Research
Field of Study
Soviet Union (1917-1953)
Britain at War and Peace (1939-1951)
Internal Assessment
There are two NABs to complete. One NAB is based on passing one essay and passing questions
based on a set of 4 sources from your period of study. The second NAB is designed to take learners
through the processes for completing a dissertation. These processes include planning, researching
and completing the dissertation. Learners are encouraged to reflect on what they have learned
about the skills involved in the research process.
External Assessment
One paper of 3 hours:
Part l will comprise of essay questions – candidates must answer 2 out of 6 questions.
Part ll will contain source based questions – pupils will be required to answer 3 questions.
In addition pupils are required to submit a 4000 word dissertation which is marked externally. This
has to be handed in by the end of March in the exam year.
Progression
Further Education or degree courses as for Higher
New Higher
History
Refer to SQA website
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HOME ECONOMICS
PT MISS D MCHARDY
New Higher
Health and Food Technology
Mandatory Units:
Health and Food Technology: Food for Health
Health and Food Technology: Food Product Development
Health and Food Technology: Contemporary Health Issues
The Course focuses on health, the influence of food and its nutritional properties, and the dietary
needs of individuals. It also focuses on the application of safe, hygienic and informed practices in
food preparation.
The Course develops understanding of the properties of food in relation to food production,
processing and the development of food products. Issues that influence food choices are
investigated to allow the consumer to make an informed decision.
Learners will;
 analyse the relationships between health, nutrition and food
 develop and apply understanding and skills related to the functional properties of food
 investigate contemporary issues affecting food and consumer choice
 use research, management and technological skills to plan, make and evaluate food
products to a range of dietary and lifestyle needs
 prepare food using safe and hygienic practices to meet specific needs
Assessment
All Units are internally assessed against the requirements shown in the Unit Specification.
They will be assessed on a pass/fail basis within centres. SQA will provide rigorous external quality
assurance, including external verification, to ensure assessment judgments are consistent and meet
national standards.
The Higher course includes an assessment in the form of an added value unit. The added value unit
is an assignment and a question paper. The assignment will require application of skills, knowledge
and understanding from across the Units. Learners will develop a product(s) to meet a given brief
issued by the SQA.
Entry requirements
Learners would normally be expected to have attained the skills, knowledge and understanding
required by one or more of the following or equivalent qualifications and/or experience:
 National 5 Health and Food Technology Course or relevant component Units
 Literacy Unit (National 5)
 Numeracy Unit (National 5)
Career Options
The understanding and range of skills developed in this Course prepare learners for learning, life and
work. Learners undertaking this Course will focus on health, food, lifestyle and consumer issues and
develop practical skills that are transferable to a range of contexts, including employment. These
include employment in health promotion, nutrition research, dietetics, teaching and the food
production industry.
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Progression from this Course includes opportunities for progression to the Advanced Higher Health
and Food Technology Course and other SQA qualifications in related fields.
New Higher
Fashion and Textile Technology
Mandatory Units
Fashion and Textile Technology: Textile Technologies
Fashion and Textile Technology: Fashion Item Development
Fashion and Textile Technology: Fashion and Textile Choices
This Course combines practical and experiential elements of fashion and textiles with knowledge and
understanding of the fashion/textile industry. This Course uses relevant contexts for developing
knowledge and understanding and a range of skills related to fashion, textiles and industry. Skills
development throughout the Course will encourage learners to apply their knowledge of textile
technologies, including the use of tools and equipment and the characteristics and properties of
fabrics; use problem-solving approaches; make informed decisions; and take responsibility for the
development of fashion/textile ideas through to completed items.
Learners will;
 apply knowledge and understanding of technological processes and skills in technological
processes in the production of fashion/textile items from design ideas to completed items
 analyse and apply understanding of textile properties and characteristics
 investigate issues which influence the fashion/textile industry and consumers
 demonstrate a range of textile construction techniques to make fashion/textile items
 independently and safely select and use tools and equipment
Assessment
All units are internally assessed against the requirements shown in the Unit Specification.
They will be assessed on a pass/fail basis within centres. SQA will provide rigorous external quality
assurance, including external verification, to ensure assessment judgements are consistent and meet
national standards.
The Higher course includes an assessment in the form of an added value unit. The added value unit
is an assignment and a question paper. The assignment will require the application of skills,
knowledge and understanding from across the units. Learners will develop a product(s) to meet a
given brief issued by the SQA.
Entry Requirements
Learners would normally be expected to have attained the skills, knowledge and understanding
required by the following or equivalent qualifications and/or experience:
 National 5 Fashion and Textile Technology Course or relevant component Units
Career options
The qualification is learner-centred and includes experiential learning with ample opportunities for
personalisation and choice.
It is particularly suitable for learners interested in entering further education, training or
employment in fashion and/or textiles or related sectors. In this Course, learners are provided with
opportunities to develop skills for learning, skills for life and skills for work.
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MATHEMATICS
PT MRS Y O’BRIEN
Advanced Higher
Mathematics
Recommended Entry
Higher Grade Maths at Grade A or B
Course Description
As with all Mathematics courses, Advanced Higher Mathematics aims to build upon and extend
candidates’ mathematical skills, knowledge and understanding, in a way that recognises problem
solving as an essential skill and enables them to integrate their knowledge of different aspects of the
subject. The aim of developing mathematical skills and applying mathematical techniques in context
will be furthered by exploiting the power of graphic calculators where appropriate.
The course offers candidates, in an interesting and enjoyable manner, an enhanced awareness of the
range and power of mathematics and the importance of mathematical applications to society in
general.
There are three units
Unit 1 includes advances algebra, differentiation and integration, the properties of functions and
systems of linear equations.
Unit 2 includes complex numbers, further differentiation and integration, sequences, series and
number theory and methods of proof.
Unit 3 focuses on vectors, matrix algebra, further sequences and series, differential equations,
further number theory and methods of proof.
Progression
HNC/D or degree courses in Mathematics or courses which require Mathematics (engineering or
science)
Assessment
To gain the award of the course the candidate must pass all three unit assessments as well as the
external assessment. External assessment provides the basis for grading attainment in the course
award.
The external assessment takes the form of an examination of three hours’ duration. Candidates sit a
paper assessing Mathematics 1 (AH), 2 (AH) and 3 (AH). The examination consists of a balance of
short questions designed mainly to test knowledge and understanding, and extended response
questions, which also test problem solving skills. These two styles of questions include ones which
are set in more complex contexts to provide evidence for performance at grades A and B.
New Higher
Mathematics
Entry to this course in S5/6 will be for learners who are secure in their attainment of the National 5
Mathematics Course or an equivalent qualification.
The main purpose of this course is to allow learners the opportunity to build on the skills learnt in
National 5.
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This Course aims to:
 motivate and challenge learners by enabling them to select and apply mathematical
techniques in a variety of mathematical situations
 develop confidence in the subject and a positive attitude towards further study in
mathematics and the use of mathematics in employment
 deliver in-depth study of mathematical concepts and the ways in which mathematics
describes our world
 allow learners to interpret, communicate and manage information in mathematical form;
skills which are vital to scientific and technological research and development
 deepen the learner’s skills in using mathematical language and exploring advanced
mathematical ideas
Course structure
There are 3 mandatory units which will be assessed during the year. The assessments are Pass/Fail.
There will be one re-assessment opportunity per assessment.
Mathematics: Expressions and Functions (Higher)
The general aim of this Unit is to develop knowledge and skills that involve the manipulation of
expressions, the use of vectors and the study of mathematical functions. The Outcomes cover
aspects of algebra, geometry and trigonometry, and also skills in mathematical reasoning and
modelling.
Mathematics: Relationships and Calculus (Higher)
The general aim of this Unit is to develop knowledge and skills that involve solving equations and to
introduce both differential calculus and integral calculus. The Outcomes cover aspects of algebra,
trigonometry, calculus, and also skills in mathematical reasoning and modelling.
Mathematics: Applications (Higher)
The general aim of this Unit is to develop knowledge and skills that involve geometric applications,
applications of sequences and applications of calculus. The Outcomes cover aspects of algebra,
geometry, calculus, and also skills in mathematical reasoning and modelling.
External assessments
There are two question papers.
Paper 1 is non-calculator and 40 marks in 1 hour
Paper 2 is calculator allowed and 50 marks in 1 hour 30 minutes
To gain the award of the Course, the learner must pass all of the Units as well as the external
assessment.
The external assessment will provide the basis for grading attainment in the Course award.
Progression
On successful completion of this Course, the learner could progress to:
 Advanced Higher Mathematics
 Advanced Higher Applied Mathematics (Statistics)
 Advanced Higher Applied Mathematics (Mechanics)
Mathematics has applications in many other subject areas, and skills developed in this Course can
support progression in other curriculum areas and employment.
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MODERN LANGUAGES
PT MR C EDWARDS
Advanced Higher
French
German
Recommended Entry
Higher Modern Languages at A, B or C
Course Description
There are two mandatory units:
1
Language - 80 hours. Three theme areas are covered:
Personal, Social and Cultural Issues
Topical and Cultural Issues
Environmental Issues
2
Extended Reading – 40 hours. This involves studying a novel or a play in the foreign language
and either a second novel or play or a background topic.
Progression
Specialising in the study of the language, literature and culture of the country or countries
concerned (e.g. study at Higher Education level)
Interacting at an appropriate level with speakers of the language within an employment
context.
Drawing on the acquired level of knowledge about language to learn a different foreign
language.
Assessment
To gain a course award at Advanced Higher a candidate must pass both the units of the course (see
above) and pass the external exam in May/June.
The external examinations will contain the following parts:
Paper 1
Paper 2
Speaking
Folio
Reading and Translation
Listening and Discursive Writing
Conducted by an external examiner
2 pieces of writing in English
each 500 words long
50 marks
70 marks
50 marks
30 marks
Why you should study a language in S5/6
Perhaps only a few will want to go on to study languages at University. For these students a good
pass at Higher is necessary and a pass at Advanced Higher is very desirable.
However a language can be part of many degree courses, for example Law with a Foreign Language
or Marketing with a Foreign Language. There are many opportunities at College and University to
spend a year or term abroad. Having a good working knowledge of the language of the country
concerned makes this much easier.
Being able to speak and understand a foreign language not only makes you more marketable to a
prospective employer, but opens up the world to you. In order to understand another culture, a
knowledge of its language is invaluable.
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New Higher
French, German, Spanish
Entry Requirement
Success at National 5 level in Modern Languages is the entry requirement to proceed to Higher.
Course Outline
There are two units to the course: Understanding Language and Using Language.
There are four contexts in which language is developed: Society, Learning, Employability and
Culture.
In Understanding Language, receptive skills are developed – listening and reading in the four
contexts.
In Using Language, productive skills are developed – talking and writing in the four contexts.
Course Assessment
There are two questions papers and one performance.
Paper 1:
Reading (30 marks) and Writing (10 marks)
One passage written in the Modern Language with questions to be answered in English. Part of the
text to be translated into English.
One essay to be written from a choice of four questions, one each on the four contexts.
A dictionary may be used.
Paper 2:
Listening (20 marks) and Writing (10 marks)
Two passages, one monologue and one conversation with questions to be answered in English.
One essay to be written in response to a stimulus arising from the Listening section.
A dictionary may be used.
Performance:
Talking (30 marks)
This will be done with the class teacher under exam conditions during the month of March.
Presentation (10 marks) on a topic from one of the four contexts.
Conversation (20 marks) on one or more of the four contexts.
Skills Development
Throughout the course, the key skills of reading, listening, talking and writing will be developed in
order to understand and use the Modern Language. Creative and critical thinking skills will be
developed in order the further improve language skills.
Progression
Successfully completing the Higher course can lead to the option of Advanced Higher in S6.
Thereafter there are many options to study Modern Languages at university as main or subsidiary
subjects. Employment opportunities and career prospects are greatly improved by having
qualifications in Modern Languages.
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MODERN STUDIES
PT MR M ROBERTSON
Advanced Higher
Modern Studies
Recommended Entry
Higher Modern Studies (A/B pass required).
Course Description
Pupils will study:
Practical Research
Pupils have the opportunity to produce a dissertation on their chosen theme from Crime and Law in
Society. Students gain a theoretical grasp of the principles of Social Science research methods and an
ability to apply these in practice. This requires contact with a range of external agencies from legal
professions ranging from Police to Community Education services and Probation services allowing
pupils to make valuable contacts for future careers.
Knowledge & Understanding
Pupils will study two of the following areas:
Context A – Rights and Responsibilities in Relation to Law and Order in the UK
Context B – The Causes and Effects of Crime in the UK
Context C – Responses to Crime in the UK
Context D – The Penal System
In studying the above contexts, pupils will consider a range of topics pertinent to Law and order in
the UK, evaluating current party policies, theory, the rights and responsibilities of citizens, the Police
and the Criminal Justice System, whilst making comparisons with the systems in other countries.
There are lots of opportunities for research, discussion and debate.
Home Learning
 Pupils will be required to take significant responsibility for their own learning
 Homework questions/research/essays at least every week (at least 1 hour 30min)
 Pupils should have an understanding and ability to discuss current affairs
 Regular consumption of news from quality sources is required
Assessment
 Dissertation, 5,000 words, 1/3 of total grade
 Prelim exam in February
 SQA exam in May, 2/3 of total grade
Progression
 Entry to a variety of University courses
Modern Studies is recognised by the Russell Group of the UK’s top 20 Universities as a ‘traditional
subject’ and is recommended for progression to law, humanities and social science university
courses and careers.
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Advanced Higher Modern Studies will be delivered at City Campus (Abertay University one afternoon
each week with 1 lesson in school to support dissertation) if numbers are not viable for a fully
timetabled class in Grove Academy.
New Higher
Modern Studies
Recommended Entry
Credit Standard Grade or
Intermediate 2 (A/B pass) or
National 5 (A/B pass).
Pupils who have not studied Modern Studies previously, but have achieved the recommended entry
in other literate subjects will be considered.
Course Description
Pupils will study:
 Devolved Decision Making in Scotland – The Scottish Parliament Political System
and Local Government within the UK.
 Electoral Systems, Voting and Political Attitudes – Our representatives make
important decisions on our behalf; however are our elections really ‘democratic’?
 Wealth and Health – Why does Modern Britain still have a huge gap between those
that have health, wealth and happiness and those who don’t? What is our
government doing to narrow this gap?
 The People’s Republic of China – An investigation into the world’s newest superpower, should we start learning Chinese now or is China a friendly giant?
 The USA – An international study of the social, economic and political super-power
that is the USA, is the most powerful country in the world in decline or set to entry a
new period of dominance?
Home Learning
 Homework questions/reports/research/essays at least every week (at least 1 hour)
 Pupils should have an understanding and ability to discuss current affairs
 Regular consumption of news from quality sources is required
Assessment
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
3 NABs (approx.. 1 each term) which must be successfully achieved in order to
receive a course award
Prelim exam in February
SQA exam in May
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Advanced Higher Modern Studies
Higher Sociology
Higher Politics
Other Higher Courses
Entry to a variety of University courses
Progression
Modern Studies is recognised by the Russell Group of the UK’s top 20 Universities as a ‘traditional
subject’ and is recommended for progression to law, humanities and social science university
courses and careers.
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New Higher – This course is for S6 pupils only
Sociology
Recommended Entry
Higher Modern Studies or other literate Higher pass
Recommended for S6 pupils.
Pupils without previous experience of Higher level study will only be considered in exceptional
circumstances
Course Description
Pupils will study:
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Social theory and Research – An introduction to world of Sociology, learn to use your
sociological sunglasses and also develop practical research skills essential for a Social
Science university course or career.
Education – Students will study a variety of theories concerning the sociology of
education including: What is the ‘hidden curriculum’? How does the education system
support economic development? How is ‘differential achievement’ explained?
Stratification – Why does our society have a top and a bottom? Is the class system in
the UK relative or absolute? Has the British class system become more mobile or
more closed?
Media – The media is the biggest growing service sector in the UK today in what way
does the vast array of modern media affect how we live are lives? Are we even aware
of the impact?
Home Learning
Homework questions/reports/research/essays at least every week (at least 1 hour)
Pupils should have an understanding and ability to discuss contemporary issues
Assessment
 3 NABs (approx. 1 each term) which must be successfully achieved in order to receive a
course award
 Prelim exam in February
 SQA exam in May
Progression
 Higher Politics
 Other Higher Courses
 Entry to a variety of University courses
Sociology is recognised by the Russell Group of the UK’s top 20 Universities as a ‘traditional subject’
and is recommended for progression to Sociology, humanities and social science university courses
and careers.
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New Higher – This course is for S6 pupils only
Politics
Recommended Entry
Recommended for S6 pupils.
Higher Modern Studies or other literate Higher pass.
Pupils without previous experience of Higher level study will only be considered in exceptional
circumstances.
Course Description
Pupils will study:
 Political Theory – Introduce the Concepts of Democracy, Power, Authority and Legitimacy
and the Ideologies of Liberalism, Conservatism and Socialism.
 Political Structures – A comparison of the contrasting political systems in the UK and USA
examining the respective Executive, Legislature, Judiciary and Constitutions.
 Political Representation – An investigation into Elections, Voting, Participation and
Representation in modern politics.
Home Learning:
 Homework questions/reports/research/essays at least every week (at least 1 hour)
 Pupils should have an understanding and ability to discuss current affairs
 Regular consumption of political news from quality sources is required
Assessment
 3 NABs (approx. 1 each term) which must be successfully achieved in order to receive a
course award
 Prelim exam in February
 SQA exam in May
Progression
 Higher Sociology
 Other Higher Courses
 Entry to a variety of University courses
Politics is recognised by the Russell Group of the UK’s top 20 Universities as a ‘traditional subject’
and is recommended for progression to Politics, law, humanities and social science university
courses and careers.
46
MUSIC PT
MISS R JACK
New Higher
Music with Performing
Research shows the benefits of studying and playing music are substantial.
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In addition to technical musical skills pupils will also have picked up some invaluable
transferable skills such as IT proficiency, communication skills, calmness under pressure and
the ability to reflect critically.
Solo performance is connected to self-esteem. Pupils learn to reach for their very best.
Children who study music are usually more motivated and less intimidated by new things.
Music enhances memory.
Music helps students transfer study, cognitive and communication skills from subject to
subject, particularly Maths and Languages.
Music increases problem solving, logic and thinking skills like analysis, evaluation and
organisation of ideas.
Music boosts independent and creative thinking.
The Higher Music Course is designed to provide a broad practical experience of performing and
creating music and develop related knowledge and understanding of musical concepts and musical
literacy. The course is designed to allow learners to work both individually and collaboratively with
others and to make decisions and take responsibility for their own learning.
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Progression into this Course.
Pupils will normally be expected to have attained National 5 or relevant component units.
This course comprises of three mandatory units plus a final course assessment:
1. Performing Unit
2. Composing Skills Unit
3. Understanding Music Unit
Performing Skills Unit
In this unit, pupils will develop performing skills on
two instruments or one instrument and voice.
Learners will, through practice and self-reflection,
develop their technical and musical performance
skills. These pieces can be presented in a solo and/or
group setting.
Composing Skills Unit
This part of the course allows pupils to apply their understanding
of music in a creative way. They will experiment and explore using
composing, arranging and improvisation techniques as
appropriate. They will analyse how musicians and composers
create music in different ways and how music styles are shaped by
social and cultural influences.
Understanding Music Unit
Pupils will develop their understanding and knowledge of music
concepts and literacy by listening to a wide range of musical styles and
genres. They will learn how to identify the key features of certain
musical styles and recognise concepts in excerpts in music. This unit all
develops understanding of musical literacy.
Course Assessment
Pupils will draw on, extend and apply skills already learned throughout the course and will be
assessed through a performance of a programme of music and a listening question paper.
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Assessment
Performance
Listening Question paper
60 marks out of 100
40 marks out of 100
Performance
 Pupils will be asked to prepare a performance programme on two instruments or one
instrument/voice. This will be performed to an SQA Visiting Assessor.
 The performance can be solo and/or group setting.
 The programme of music should last for 12 minutes. The performance time on either of the
selected instruments, must be a minimum of four minutes.
 The level of difficulty of the programme should be at Grade 4 or above.
Question Paper
This paper will test the pupil’s knowledge and understanding of the music concepts, musical literacy
and musical styles.
Progression
Pupils who successfully complete the Higher course at A-C level may progress to Advanced Higher.
Possible Career Paths
 Music Teaching
 Music Therapy
 Instrumental Teacher
 Sound Engineer
 Multimedia Developer
 Software Designer
 Music Journalist / Critic
 Audio Engineer
 Professional Performer
New Higher
Music with Technology
The purpose of the Higher Music Technology Course is
to enable learners to develop and further their
knowledge and understanding of music technology, and
of music concepts, particularly those relevant to 20th
and 21st century music, and to engage in the
development of technical and creative skills through
practical learning. This course will provide opportunities
for learners to develop their interest in music
technology and to develop skills and knowledge
relevant to the needs of the music industry.
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Music technology is an important part of many young peoples’ lives. iPads, laptops and mobile
phones have all made it possible for music to be created, mixed and shared with ease and
introduced music technology to many who may have not encountered it otherwise. This means
many young people may already have an interest and ability in using music technology.
This course will expand on those skills and introduce learners to the exciting world of digital
recording, composing, editing and mixing as well as build their understanding of the music, TV, film
and computer gaming industries.
There are four main aims of the Course:
Develop basic skills in the use of music technology hardware and software to capture and
manipulate audio.
Learners will learn to record musicians, mix performances and create tracks – all to a professional
standard. They will make use of industry standard hardware and software including Garageband, Pro
Tools, Audacity and Sibelius.
Use music technology creatively in sound
production in a range of contexts.
Recorded music surrounds us in everyday life – TV,
film soundtracks, radio, computer games and of
course, personal music collections.
Pupils will study how music is composed and
recorded in these industries and learn how to
create and produce their own music for one or
more of these mediums. There is great
opportunity for course personalisation here and
pupils have the chance to work on the type of
music which interests them the most.
Develop a broad understanding of the music industry, including a basic awareness of implications
of intellectual property rights.
Currently, a major issue affecting the music industry is that of intellectual property rights. While
exploring various aspects of the music industry, learners will gain knowledge of the legal situation
regarding the use of other people’s music and protecting their own.
Develop understanding of a range of 20th and 21st century musical styles and genres.
Learners will also study modern music – analysing and researching music and artists from a range of
styles including jazz, rock, rap and pop.
This will help improve their understanding of what makes an artist successful in the music industry
and widen their knowledge of popular musical history.
Course Assessment
At Higher level, assessment is carried out in two ways.
 Pupils submit an assignment which includes examples of work produced throughout the
year. This will comprise music, video games and film they have recorded, edited and mixed
and should provide evidence of planning, progress and evaluation. This includes the
audio/visual piece of work (on CD or DVD) and a written journal detailing the processes used
in the production of the assignment. This assignment will make up 70% of the overall course
mark.
 Pupils will also sit a question paper. This will assess their knowledge and understanding of
20th and 21st century musical styles, concepts and aspects of music technology. A range of
question types will be used and this paper will make up 30% of their overall mark.
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Progression
On successful completion of this course, learners can progress to Advanced Higher Music Technology
or further study, employment and/or training.
Careers in Music Technology
 Recording Engineer (Film, TV, Games or Radio)
 Sound Editor
 Live Sound Engineer
 Dubbing Editor
 Music Therapist
 Music Teacher
 Composer/Arranger
 Sound Effects Editor
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PHYSICAL EDUCATION
ACTING PT MR B BECKETT
New Higher
Physical Education
Information about typical learners who might do the Course
The Course is suitable for learners who have an interest in and enthusiasm for developing movement
and performance skills. It will broaden their learning experience and contribute to their own health
and wellbeing. The Course is also suitable for learners progressing from the National 5 Physical
Education Course, because it will give them the opportunity to develop the knowledge,
understanding and skills they need to pursue further study or a career in Physical Education.
On successful completion of the Course, learners will be able to progress to the Advanced Higher
Physical Education Course, to further or higher education courses or to training and employment.
General guidance on the Course
The main purpose of this Course is to develop and demonstrate a broad and comprehensive range of
complex skills in challenging contexts. Learners will develop the ability to use strategies to make
appropriate decisions for effective performance. They will also analyse a performance, understand
what is required to develop it and then apply this knowledge to their own performance.
The main aims of this Course are to enable learners to:
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develop a broad and comprehensive range of complex movement and performance skills,
and demonstrate them safely and effectively across a range of challenging contexts.
select and apply skills and make informed decisions to effectively perform in physical
activities.
analyse factors that impact on performance.
understand how skills, techniques and strategies combine to produce an effective
performance.
analyse and evaluate performance to enhance personal effectiveness.
Within the Course there are two Units and a Course assessment at SCQF level 6:
Physical Education: Performance Skills (Higher) Unit
In this Unit, learners will develop a broad and comprehensive range of complex movement and
performance skills through a range of physical activities. They will select, demonstrate, apply and
adapt these skills, and will use them to make informed decisions. They will also develop their
knowledge and understanding of how these skills combine to produce effective outcomes. Learners
will develop consistency, precision, control and fluency of movement. They will also learn how to
respond to and meet the demands of performance in a safe and effective way. The Unit offers
opportunities for personalisation and choice through the selection of physical activities used for
learning and teaching.
Activities covered will range from basketball, badminton, volleyball, football. There will also be a
fitness component which will be physically challenging.
Physical Education: Factors Impacting on Performance (Higher) Unit
In this Unit, learners will develop their knowledge and understanding of the factors that impact on
personal performance in physical activities. Learners will consider how mental, emotional, social,
and physical factors can influence effectiveness in performance. They will develop knowledge and
understanding of a range of approaches for enhancing performance and will select and apply these
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to factors that impact on their personal performance. They will create development plans, modify
these and justify decisions relating to future personal development needs.
Course assessment structure
Component 1 — performance 60 marks
Component 2 — question paper 40 marks
Total marks (to be determined) 100 marks
This Course includes six SCQF credit points to allow additional time for preparation for Course
assessment. The Course assessment covers the added value of the Course.
53
PHYSICS
PT MRS S ROGERS
Advanced Higher
Physics
Recommended Entry
Higher Physics, Higher Maths
Why Physics?
This course is designed to provide you with a deeper understanding of the nature of Physics and its
applications. It builds on the skills, attitudes and abilities that you have developed at Higher level
and provides a challenging experience for those who wish to study the subject in greater depth. The
study of Advanced Higher Physics encourages an interest in current developments and applications
of physics.
Course Outline
The course is made up of four compulsory units – two 40 hour units and two 20 hour units plus 40
hour flexible time.
Mechanics (40hours)
Topics studied in this unit include:
 kinematic relationships and relativistic motion
 angular motion
 rotational dynamics
 gravitation
 simple harmonic motion
 wave - particle duality
Electrical Phenomena (40 hours)
Topics studied in this unit include:
 electric fields
 electromagnetism
 motion in a magnetic field
 self- inductance
 forces of nature
Wave Phenomena (20 hours)
Topics studied in this unit include:
 waves
 interference – division of amplitude
 interference – division of wavefront
 polarisation
Physics Investigation (20 hours)
In this unit you are required to carry out an investigation and produce a report of your findings. This
involves planning, organisation, designing experiments, collection and analysis of information.
Core Skills
 H (SCQF 6) Problem Solving (Critical Thinking, Planning and Organising, Reviewing and
Evaluating)
 H (SCQF 6) Numeracy (Using Graphical Information, Using Numbers)
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Assessment
Both 40 hour units are assessed by an end of unit test of 45 minutes duration and the 20 hour unit
on Waves by a 30 minute test. The candidate must also produce one written report on an
experiment carried out as part of the practical work of any of the first three units. To pass the
assessment for the 20 hour Investigation unit the candidate must satisfactorily plan, carry out and
produce a report on his/her investigation.
If a candidate fails an assessment an opportunity for reassessment will be given. Only in very
exceptional circumstances will more than one reassessment be offered. To gain a course award at
Advanced Higher a candidate must pass all of the units of the course (see above) and pass the
external assessment.
External Assessment
1
Written paper of duration 2.5 hours and worth 100 marks (80% of the total available).
2
External assessment of investigation report by an assessor. A total of 25 marks will be
available for the investigation (20% of the total available). The report must be submitted to
the SQA before the end of April.
The grade awarded for the course will depend on the total marks obtained for the written question
paper and investigation.
Progression
Successful completion of this course may lead to:
 Education (HNC/HND/Degree)
New Higher
Physics
Please refer to SQA website
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RELIGIOUS MORAL AND PHILOSOPHICAL STUDIES PT MR G DILLON
Advanced Higher
Religious, Moral and Philosophical Studies
Recommended entry
While entry is at the discretion of the Centre, candidates would normally be expected to have
attained the following:
Higher RMPS
Course Description
F5A6 13
Philosophy of Religion (AH)
F5A8 13
Personal Research (AH)
F5AH 13
Religious Experience (AH)
1 credit (40 hours)
1 credit (40 hours)
1 credit (40 hours)
Progression
This Course or its Units may provide progression to further or higher education Courses in any of the
following areas:
•
Philosophy, Psychology, Sociology, Law, Medicine various other courses requiring
critical thought and reflection
•
training or employment
Aims
The Course aims to allow candidates to:
•
extend and develop their knowledge and understanding of aspects of religion,
morality and philosophy
•
respond to certain religious, moral and philosophical questions through a process of
enquiry, debate, analysis and evaluation, particularly in relation to the weighing up
of detailed evidence, developing complex arguments and presenting balanced and
coherent conclusions
•
complete a dissertation on an issue which will enable them to demonstrate
planning, organising and investigating skills, particularly in the use of primary and
secondary sources, and evaluate the aims and objectives of their investigation
•
continue to reflect upon their own life experiences, and develop their personal
beliefs and values
Summary
Philosophy of Religion (Advanced Higher)
In this mandatory Unit, candidates will explore in depth the ongoing debate over the existence or
non-existence of God and the consequences this has for our perception of the origin and purpose of
the universe and our place within it. They will analyse and evaluate the arguments and counterarguments in relation to three areas of study:
1 Cosmological Argument for the Existence of God

The Unmoved Mover

The Uncaused Causer

Possibility and Necessity
2 The Design Argument for the Existence of God

Analogy

Evolution

Anthropic Principle
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3
Atheism

What is Atheism?

Presumption of atheism

Coherence of the Concept of God
Personal Research (Advanced Higher)
In this mandatory Unit, candidates will carry out independent research on an issue chosen from
within the content of the Advanced Higher Course. They will develop the investigative skills of
planning, organising, analysis, evaluation and presentation of complex concepts and issues.
Candidates will submit a detailed proposal for a dissertation, based on their personal research.
Religious Experience (Advanced Higher)
In this optional Unit candidates will explore the issues within three areas of study:
1 Nature of Religious Experience

Main features of religious experience, e.g. William James, Rudolph Otto

Religious experience today, e.g. Sir Alister Hardy Research Centre, Richard Swinburne
2 Religious Experience from a Faith Perspective

Mystical experience, e.g. St Theresa of Avila, Jacob Boehme, Simone Weil

Personal conversion, e.g. St Paul, St Ignatius of Loyola, C S Lewis
3 Secular Perspectives on Religious Experience

Psychological, e.g. Feuerbach, Freud

Sociological, e.g. Emile Durkheim, Bryan Wilson
Assessment
To gain the award of the Course, candidates must pass all the Unit assessments as well as the
external assessment. External assessment will provide the basis for grading attainment in the Course
award.
When Units are taken as component parts of a Course, candidates will have the opportunity to
achieve at levels beyond that required to attain each of the Unit Outcomes. This attainment may,
where appropriate, be recorded and used to contribute towards Course estimates, and to provide
evidence for appeals. Additional details are provided, where appropriate, with the exemplar
assessment materials.
Unit assessment
Satisfactory evidence of the attainment of all Outcomes and Performance Criteria for each Unit is in
the form of written and/or recorded oral responses to structured questions. To maintain reliability
and credibility assessment evidence is produced under supervision, ensuring that it is the
candidate’s own work. The evidence is in the form of a closed-book test with a time limit of one
hour.
Details of the instruments for external assessment
The external Course assessment will consist of two parts.
Examination paper
Questions will sample from component Units of the Course. Candidates will be required to answer
questions based on the mandatory Unit Philosophy of Religion and their optional Unit. For each Unit
they will attempt one question from a choice of two. This means that candidates must attempt two
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questions in this paper which will be two hours in duration. It will attract 60 out of a total of 100
marks.
Dissertation
The dissertation will be based on the investigation undertaken in the Personal Research Unit. An
approved list of topics is available from the SQA website and candidates must choose a dissertation
topic from the approved list. This will be distributed to centres in the spring/summer of the year
preceding the submission date and the topics will change each year on a rolling programme. It will
be assessed in terms of the critical appraisal of its aims and methodology; the breadth and variety of
its sources and references; the quality of its analysis and evaluation of the evidence; and the
coherence and clarity of its structure and conclusions. It is recommended that the dissertation
should be approximately 4,000 words in length. Where candidates normally use an alternative form
of communication, arrangements should be made to enable these candidates to undertake this
assessment on an equitable basis. It will attract 40 out of a total of 100 marks. Further details of the
Course assessment are given in the Course Assessment Specification and in the Specimen Question
Paper.
New Higher
Religious Moral and Philosophical Studies
Aims of the Course
The course aims to allow candidates:
•
the ability to critically analyse, reflect on and express reasoned views about
religious, moral and philosophical questions and their impact
•
a range of skills including investigating religious, moral and philosophical questions
and responses, critical analysis, evaluation, and the ability to express detailed,
reasoned and well-structured views
•
in-depth factual and abstract knowledge and understanding of beliefs, practices and
sources related to world religions
•
in-depth factual and theoretical knowledge and understanding of religious, moral
and philosophical questions and responses to them
Entry Requirements Required
•
N5 English
Preferred:
•
N5 Religious Studies
•
N5 Social Subjects Course
Description of the Course
Unit 1: World Religion (Higher)
In this Unit, learners will develop skills to interpret and comment on the meaning and context of
sources related to the religion selected for study. They will develop in-depth factual and abstract
knowledge and understanding of the impact and significance of religion today through studying
some key beliefs, practices and sources found within one of the world’s six major religions
(Buddhism, Christianity, Hinduism, Islam, Judaism or Sikhism) and the contribution these make to
the lives of followers?
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Unit 2: Morality and Belief (Higher)
In this Unit, learners will develop skills to evaluate and express detailed, reasoned and wellstructured views about contemporary moral questions and responses. They will develop in-depth
factual and theoretical knowledge and understanding of contemporary moral questions and
religious and non-religious responses. The range of contexts for study will be flexible to allow for
personalisation and choice. Religious viewpoints studied must be from one of the world’s six major
religions (Buddhism, Christianity, Hinduism, Islam, Judaism or Sikhism).
Unit 3: Religious and Philosophical Questions (Higher)
In this Unit, learners will develop skills to critically analyse religious and philosophical questions and
responses. They will develop in-depth factual and theoretical knowledge and understanding of
these. The range of contexts for study will be flexible to allow for personalisation and choice.
Religious viewpoints studied must be from one of the world’s six major religions (Buddhism,
Christianity, Hinduism, Islam, Judaism or Sikhism).
Assignment
Courses from National 4 to Advanced Higher include assessment of added value. At National 5,
Higher and Advanced Higher, the added value will be assessed in the Course assessment. The added
value for the Course must address the key purposes and aims of the Course, as defined in the Course
Rationale. It will do this by addressing one or more of breadth, challenge or application.
Learners will draw on, extend and apply the skills, knowledge and understanding they have learned
during the Course. This will be assessed by a combination of a question paper and an assignment.
Assessment
To gain the award of the Course, the learner must pass all of the Units as well as the Course
assessment. Course assessment will provide the basis for grading attainment in the Course award.
The question paper will require demonstration of a breadth of skills, knowledge and understanding
from across the Course. The assignment will require learners to draw on, extend and apply their
knowledge and skills and will be sufficiently open and flexible to allow for personalisation and
choice.
Component 1 — question paper 60 marks
Component 2 — assignment
30 marks
Total marks
90 marks
Prelim exam and final SQA exam = 2 hours 15 minutes
Conditions of award
To gain the award of the Course, the learner must pass all of the Units as well as the Course
assessment. Course assessment will provide the basis for grading attainment in the Course award.
Progression and Value
Studying Higher Religious, Moral and Philosophical Studies helps learners engage with a range of
important questions and issues in order to inform their own beliefs and values in a way which
contributes to personal and social development. The skills and knowledge gained will help with and
may provide progression to:
•
•
Advanced Higher Religious, Moral and Philosophical Studies
This course links well with Higher Philosophy and may be a preferable option for S5, leading
to a study of Philosophy in S6
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•
•
Further or Higher education courses which include the study of religious, moral and/or
philosophical issues, such as:
Philosophy, Psychology, Sociology, Social Sciences, Law, Medicine and various other courses
requiring critical reflection
Training or employment
New Higher
Philosophy This course is for S6 pupils only
Aims of the course
•
Develop Critical thinking skills and the ability to analyse arguments
•
Develop knowledge and understanding of Philosophical theory and concepts that
have impacted on the world and are relevant to life
•
Develop evaluative skills to examine reasoning, assumptions and theories
•
Develop ability to present reasoned personal opinions, engage in debate and gain
insight from the ideas and opinions of others
Entry Requirements
Required: Credit or Intermediate 2 English (at ‘B’ or above)
Preferred:
•
•
•
Intermediate 2 Philosophy
Credit Religious Studies
Credit or Intermediate 2 Social Subject (at ‘B’ or above)
Description of the Course
Unit 1: Critical Thinking (20 hours/20 marks)
Nature and Reliability of Arguments:
•
What makes a good argument? Can an argument be strong even if it is not true?
What are the common mistakes people make when arguing?
•
You will learn how to argue effectively and spot the problems in other people’s
arguments
Unit 2: Metaphysics (20 hours/20 marks)
Is there a rational basis for belief in God?
•
What are the arguments used by those who believe and those who do not? Can
you justify what you believe?
•
You will learn how people argue for God’s existence, why others disbelieve and why
some people choose to be Agnostic. You will consider your own beliefs.
Unit 3: Epistemology (40 hours/40 marks)
Problems with knowledge:
•
What do you ‘know’? Can we really ‘know’ anything?
Descartes’ Rationalism:
•
How successful is Rene Descartes in claiming ‘I think, therefore I am?’
•
You will learn how to justify claims about knowledge and what a variety of
philosophers have taught before making your own mind up.
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Unit 4: Moral Philosophy (40 hours/40 marks)
Normative Ethics:
•
How do we know what the ‘right’ thing to do is? What makes something ‘wrong’?
Which is the more successful theory: Utilitarianism (‘the greatest good for the
greatest number’) or Kantian Deontology (‘keep to the rules of the Categorical
Imperative’)?
•
You will learn how some philosophers think we should decide what is ‘right’ and
‘wrong’ and have the chance to formulate your own opinion.
Progression & Value
Studying Philosophy helps students learn to evaluate theories and know how to construct effective
arguments. The topics covered will be of interest to all students and pupils are encouraged to
formulate their own, reasoned opinions. The skills and the knowledge gained will help with and
may provide progression to:
•
•
•
Higher Religious, Moral & Philosophical Studies
Further or Higher Education courses in any of the following:
Philosophy, Psychology, Sociology, Social Sciences, Law, Medicine, various other
courses requiring critical thought
Employment related to the above courses
Assessment
Four end of unit NAB assessments (variety of short answer and essay questions)
Critical Thinking
=
30mins
20 marks
Metaphysics
=
30mins
20 marks
Epistemology
=
1 hour
40 marks
Moral Philosophy
=
1 hour
40 marks
Prelim Exam & Final SQA Exam = 2 hours 40mins (same number of marks per unit as NAB
assessments)
Throughout the course students are formatively assessed through essay writing, debating,
presentations, creative activities and discussion.
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SCOTTISH BACCALAUREATE IN SCIENCE AND LANGUAGES
This qualification was introduced in 2009. It is primarily designed for pupils in S6.
The Scottish Science Baccalaureate requires the study of 2 different eligible Science Courses and
Mathematics, two of which must be at Advanced Higher level and one at Higher level. Pupils are
required to complete an Interdisciplinary project in collaboration with the University of Dundee or
Abertay University.
The Scottish Languages Baccalaureate requires the study of 2 different eligible modern or classical
language courses, at least one of which must be at Advanced Higher level. Pupils are required to
complete an Interdisciplinary Project.
The Interdisciplinary project which is worth 16 SCQF points (an Advanced Higher is worth 32 points).
Baccalaureates will be awarded at Pass and Distinction and are based on 80 hours of teaching.
The Scottish Science Baccalaureate now being recognised as being valuable in preparation for
Higher Education by many of Scotland’s respected Universities. The University of Aberdeen and The
University of Stirling consider this qualification, together with Advanced, for direct entry into year
two across a range of degree programmes.
Further information is available from Principal Teachers of Modern Languages and Science.
CORE SKILLS
Every pupil's Scottish Qualification Certificate now features a Core Skills Profile. Core Skills are a set
of 5 skills which are regarded as essential for modern society.
The skills are 




Communication
Working with Others
Numeracy
Problem Solving
Information Technology
Most Core Skills will be automatically awarded by pupils successfully completing National Units and
National Courses i.e. they are embedded in units and courses. Numeracy, for instance, will be
covered in Mathematics, and Problem Solving in the Sciences and in many other subjects.
Where Core Skills are not automatically embedded in units/courses they may be delivered through
activities such as Work Experience and by the completion of especially designed Scottish
Qualification Core Skills units.
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