INTRODUCTION
Fifth and sixth years represent a new phase in your education. The overwhelming number
of students in the upper school have chosen to continue their education to allow them to
gain the qualifications needed to take their place in the world of work, further or higher
education.
I welcome your choice to continue at Marr College and as a school we will support you to
gain success in S5 and S6.
You should set yourself challenging targets and expect to achieve them through working as
hard as you need to. Take responsibility for yourself, your actions and learning or, at least
take a share of the responsibility along with us and your parents. You have chosen to
continue with your education. It’s for your future and we expect you as young adults to be
working for a better future.
As members of the upper school you play a vital part in influencing younger pupils in first to
fourth years. You are an essential part of Marr College and how you go about your daily
business sets the tone for other pupils – they look to you as role models. It is essential that
you see yourself as part of the Marr College community made up of parents, pupils, staff
and S5/6 students
Our school has a good reputation and by working together we can make it excellent.
From past experience I know that the vast majority of fifth and sixth year students are
successful and enjoy these years at Marr College.
I wish you every success.
P F Deacon
Head Teacher
1
STARTING OUT IN THE UPPER SCHOOL
Are you ready for Senior School? This is the first difficult question. Just because you have finished
Fourth Year or even Fifth Year does not mean that you are ready for the Senior School.
The national guidelines for Upper School for all schools in Scotland lists the following as important
opportunities which all students should be given:
 to study subjects at greater depth
 to specialise in areas of particular interest
 to take increased responsibility for your own learning
(e.g. private study, research and investigation work, project work)
 to exercise responsibility through involvement in activities within the school and
the wider community
 to demonstrate leadership, citizenship and enterprising behaviour
All of these opportunities have been on offer at Marr College for years but not everybody has taken
them. Are you ready to take them?
10
COURSE CHOICE PROCEDURES
Course Choice Procedures are tackled in 3 stages
Stage 1 – Predictive Subject Choice
As the construction of a school timetable is a lengthy and complex process, it cannot be left until
after the summer when you know your examination results. Therefore, we ask you in S4 and S5 to
give us as clear an indication as possible as to what you would like to study next session and this
gives us the opportunity to predict likely demand for courses. Don’t worry, you will receive subject
and Guidance assistance in making your choices at this time.
Stage 2 – Final Subject Choice
Your final choices can only be made after the summer holidays when you know your examination
results. Any necessary adjustments to your chosen courses will be made at this time and your
timetable finalised after consultation with Guidance staff, subject departments and Year Head. For
many years, SMT have been available in school on specified days after the SQA have issued results
and before school commences to assist you with any changes to your course choices which may be
required. Further details of possible interview times will be available from the School Office from
Monday 8 August onwards.
Step 3 – Enrolment
This is the final part of the course choice procedures, the stage where your name is added to the list
of students in various classes.
S6 students will be asked to complete a copy of the “Marr College S6 Student Contract” which is
your formal commitment to attend classes regularly and punctually and abide by the “Marr College
Code of Conduct”. The “Marr College S6 Student Contract” is a statement of commitment by you to
work in an adult fashion.
Please note that repeated contravention of the agreement normally leads to the individual
concerned being taken off the register and having to leave.
10
PROGRESSION FROM S4 TO S5 TO S6
Progression from fourth year through fifth and sixth year is illustrated below. These are
general guidelines and more exact advice is supplied on pages entitled Entry Requirements.
S4
S5
S6
S Grade >
5,6
Intermediate 1
>
Intermediate 2
S Grade >
3,4
Intermediate 2
>
Higher
S Grade >
1,2
Higher
>
Advanced Higher
When making course choices please refer to pages entitled:




Intermediate 1 Entry Requirements
Intermediate 2 Entry Requirements
Higher Entry Requirements
Advanced Higher Entry Requirements
10
COURSE ENTRY REQUIREMENTS
INTERMEDIATE 1 COURSE ENTRY REQUIREMENTS
Although the general advice given for all subjects is that a Standard Grade 5 or 6 pass in the
appropriate subject is sufficient to obtain entry into an Intermediate 1 course, for some
subjects there are specific additional entry recommendations. These are based on the
experience of Principal Teachers, taking into account the likelihood of a pupil gaining a pass at
Intermediate 1.
The details for each subject are provided in the table below.
SUBJECT
ENTRY REQUIREMENT
ADDITIONAL RECOMMENDATIONS/
STANDARD GRADE
COMMENTS
Accounting
Administration
Applied Practical Electronics
None
None
None
ASDAN
Bronze / Silver/Gold Award
None
Business Management
Computing Studies
None
None
English
General 4 or Foundation
award
Foundation award
None
Standard Grade 3 or 4
Access 3 / Foundation in any
social subject
S Grade at Foundation level
in Home Economics or
relevant subject
Geography
Geology
Graphic Communication
History
Hospitality
Practical Cookery
Lifestyle & Consumer
Technology
Mathematics
Mathematics
Access 3
S5 – Not appropriate for S5 pupils aiming
for further education.
S6 – Some S6 use it along with several
Advanced Higher courses.
Pupils complete a series of challenges to
build a number of ‘credits’ and portfolio of
work to achieve either bronze/silver
challenge/award.
This will be a joined class with
Intermediate 2
S Grade at Foundation level
in Home Economics or
relevant subject
S Grade Foundation pass
Overall Grade 5
S Grade 6 or 7
10
Must have an interest in practical cookery
course. Course exam is practical
assignment that requires planning and 1.5
hour set practical exam.
Exam can only be sat once all unit NABS
have been passed.
Covers all aspects of early years child
development
This will be a joint class with Intermediate
1 section in column A.
Media Studies (S5 & S6)
Modern Languages
French
Access 3 Media Studies
Competence in analysing text
Foundation 5 or General 4
German
Foundation 5 or General 4
So far only used as fall back position for
Intermediate 2.
So far only used as fall back position for
Intermediate 2.
Modern Studies
PC Passport
Access 3 / Foundation in any
social subject
None
Travel & Tourism
Woodworking Skills
None
None
10
Aimed at pupils who in S6 have had no IT
skills courses to date
INTERMEDIATE 2 ENTRY COURSE REQUIREMENTS
Although the general advice given for all subjects is that a Standard Grade 3 or 4 pass in the
appropriate subject is sufficient to obtain entry into an Intermediate 2 course, for some
subjects there are specific additional entry recommendations. These are based on the
experience of Principal Teachers, taking into account the likelihood of a student gaining a
pass at Intermediate 2.
The details for each subject are provided in the table below.
SUBJECT
Accounting
Administration
Art & Design
Biology
Business Management
ENTRY REQUIREMENT
ADDITIONAL RECOMMENDATIONS/
STANDARD GRADE
COMMENTS
Standard Grade Foundation
Grades 3 - 4
Standard Grade Administration
Grades 1 – 3
Intermediate 1 at A or B
Standard Grade at 3 or 4
Grade 3 or 4 from
Biology/Chemistry/Physics
Grade A at Intermediate 1
Standard Grade Bus Man
Grades 3 – 4
Chemistry
General level award in any Science
Computing
None, but a SG General level or
Intermediate 1 award is preferable
General 3/4
Intermediate 1 A or B
General 3/4
Standard Grade at 3/4
Intermediate 1 / General in any social
subject
Standard Grade Home Economics at
General level
English
Geography
Graphic Communication
History
Hospitality
Practical Cookery
Hospitality Intermediate 1 course
award
Disregard internal element
NOT compulsory to have taken S
Grade
Often used by students who wish to
do Higher Chemistry in S6
Reading and Writing elements at level
4
Course is very practical based and is
assessed with final practical exam,
involving practical 2.5 hour exercise,
as well as planning booklet.
Exam can only be sat once all 3 units
have been successfully completed.
Pupils must have an interest in
practical cookery.
Information
Systems
Relevant Credit Standard Grades
None
10
Suitable for students with or without
IT experience
Mathematics
Modern Languages
French
German
Standard Grade General pass in both
elements
OR
Intermediate 1 pass at A or B with
units 1,2,3
Pupils must have at least a KU2 and
RE2
Overall Credit award with writing at
Grade 3 / 4
Depending on numbers it is likely that
there will be only one class. Students
may follow Higher initially but topics
are the same in both Intermediate 2
and Higher so that students can be
presented at the appropriate level.
Modern Studies
Intermediate 1 / General in any social
subject
PC Passport
None
Aimed at pupils who in S6 have had
no IT skills courses to date
Philosophy
Standard Grade English (1,2 or 3) or
Social Subjects (1,2 or 3) or Int 1 unit
pass in RMPS.
Physics
General level award in any science.
This is the minimum standard. The
course assessments are based upon
essay writing questions. Candidates
who do not have a credit pass in
English may require additional
support to cope with the demands of
the course.
Sometimes used by students who
wish to study Higher Physics in S6.
Progression from Intermediate 1
Physics to Intermediate 2 should be
discussed with the PT.
Product Design
Craft & Design at 3 or 4
Graphic Communication at 3 or 4
Art & Design at 3 or 4
Grade 1 – 4 in English or a Social
Subject
Intermediate 1 RMPS unit pass
Intermediate 1 Social Subjects
Religious, Moral &
Philosophical Studies
Woodworking Skills
None
10
This is the minimum standard. The
course assessments are based upon
essay writing questions. Candidates
who do not have a credit pass in
English may require additional
support to cope with the demands of
the course.
HIGHER COURSE ENTRY REQUIREMENTS
Although the general advice given for all subjects is that a Standard Grade 1 or 2 pass in the
appropriate subject is sufficient to obtain entry into a Higher course, for some subjects
there are specific additional entry recommendations which should be met. These are strong
additional recommendations based upon the experience of Principal Teachers, taking into
account the likelihood of a pupil gaining a pass at Higher with various levels of Standard
Grade achievements.
The details for each subject are provided in the table below.
SUBJECT
ENTRY REQUIREMENT
ADDITIONAL
STANDARD GRADE
RECOMMENDATIONS
Accounting
S Grade A & F
Grades 1 – 2
Administration
S Grade Admin Grade 1
or Int 2 Admin A/B
Intermediate 2 at A or B
Standard Grade 2
Standard Grade Credit
Credit Chemistry/Physics
Intermediate 2 A or B
S Grade Business Management
Grades 1 – 2
Credit level award in Standard
Grade Chemistry or Intermediate 2
– A or B
S Grade Computing Grade 1 – 2
Intermediate at A or B
Good group of Standard Grades in
S4
Good group of Highers in S5
Credit 1 or 2
Intermediate 2 A/B
Credit award
Standard Grade G/C at1/2.
Intermediate 2 G/C
Intermediate 2 / Credit in any
social subject AND English
Grade A or B at Int 2
Chemistry/Physics/Biology
None
Art & Design
Biology
Business Management
Chemistry
Computing
Economics
Economics
English
Geography
Graphic Communication
History
Human Biology
Information Systems
Mathematics
S Grade Credit pass in both
elements or Intermediate 2 A/B
pass with units 1,2,3
10
Need to have taken S Grade and
only exceptional pupils to take in 1
year
Disregard internal element of S
Grade
1 or 2 in KU
Can be taken as crash in 1 year
Higher in S6
Can be taken as a crash course in
first year Higher for S6 only
New course for S6
New course for S6
Reading and Writing elements
should be 1/2.
Suitable for students with or
without experience in IT
Pupils must have at least a KU2
and RE2
Modern Languages
French
German
Modern Studies
Music
Philosophy
Physical Education
Physics
Credit award including Writing
Intermediate 2 / Credit in any
social subject AND English
Intermediate 2 A/B
Int 2 Philosophy unit/course or
Int 2 RMPS units/course or
Int 2 English/Social Subjects
SG Physical Education Credit pass
Knowledge & Understanding 1/2
S Grade at 1 or 2
Intermediate 2 at A or B
Product Design
Religious, Moral and
Philosophical Studies
Craft & Design at 1 or 2 or
Graphic Comm at 1 or 2 or
Art & Design at 1 or 2 or
Int 2 Product Design or
Component Units
Intermediate 2 award in RMPS or
Philosophy
Intermediate 2 award in a Social
Subject
Standard Grade English (1,2) or
Social Subjects (1,2)
Technological Studies
Credit pass in Maths or
Physics or Tech Studies
10
Depending on numbers it is likely
that there will be only one class.
Students may follow Higher
initially but topics are the same in
both Intermediate 2 and Higher so
that students can be presented at
the appropriate level.
A new Revised Higher Physics
course will be available from SQA
for the first time in Session 2011 –
12.
It is planned to replace the
existing Higher Physics course
with this revised course.
Pupils with good Higher passes in
Biology or Chemistry sometimes
take this in S6.
This is the minimum standard.
The course is based around essay
writing questions and
assessments. Pupils should have a
good standard of written English
in order to be successful in this
unit. S6 pupils who have gained a
Higher pass in English will find this
of benefit when doing this course.
ADVANCED HIGHER COURSE ENTRY REQUIREMENTS
The details for each subject are provided in the table below.
SUBJECT
ENTRY REQUIREMENT
ADDITIONAL RECOMMENDATIONS/
COMMENTS
Accounting
Applied Mathematics:
Mechanics
Higher A or B
Higher Maths at A or B and
Higher Physics at A or B
Art & Design
Biology
Higher A or B
A or B at Higher or Higher
Human Biology
Pass in Higher Chemistry
Chemistry
Computing
English
Higher Computing at
A or B
Higher A or B
French
Graphic Communication
History
Higher A,B or C
Higher A or B
Higher History at A or B
Mathematics
Higher A Pass
Modern Studies
Music
Physics
Higher Modern Studies at A
or B
Higher A
Higher Physics at A or B
Technological Studies
Pass at Higher
An extremely useful course for S6
students planning to study Maths,
Physics or engineering at university. It
is delivered mainly in the Physics
department.
Often taken in conjunction with AH
Maths and Physics.
A very demanding – but rewarding
course
Very demanding course
11
A good Higher Mathematics could
compensate for C in Higher Physics
Runs in parallel with Higher
ART & DESIGN
Advanced Higher
Entry for this course is an “A” or “B” pass at Higher
Mandatory Unit
Expressive Unit 80hrs
Design Unit 80 hrs
Optional Unit
Art & Design Studies 40hrs or Design Unit 40 hrs
Art & Design Studies 40hrs or Expressive Unit 40 hrs
Students will opt for one of the above course combinations.
Advanced Higher in Art & Design requires a high degree of commitment and is useful for pupils who
wish to pursue a career in this field. It requires pupils to study at college night classes for portfolio
work. Pupils need to be aware of the time commitments to produce high quality work
Higher
Entry requirements
Intermediate 2: at least “B” pass
Or
Standard Grade Art & Design: 1 or 2 in Design Unit, 1 or 2 in Expressive Unit and 1 or 2 Critical
Activity. Pupils must have a grade 2 at Standard Grade. If the expressive exam mark is a grade 3 or
lower pupils will not cope with the drawings at Higher and Intermediate 2 would be a better option.
Course Description:
This course is designed to develop and expand on some of the concepts covered in Standard Grade.
There are three Units Design Activity; Design, Expressive, and Art and Design
Studies
 Design Activity (40 hour unit), where pupils are expected to research a designer and develop
an idea into a finished product. Poster, dress, jewellery, handbag or box. End of topic NAB
 Expressive Activity (40 hour unit), where pupils are expected to research painters and
develop drawings and colour studies into a final painting, portrait, still life or sculpture.
 Art & Design Studies (40 hour unit), where pupils are expected to research Artists and
Designers and their working methods, they have to produce written essays on these artists
and designers and sit a 1½ hour written exam.
The main difference between Standard Grade and Higher is the quality and quantity of work.
The demands of Higher are considerable and involve the pupils working in the Art Department at
lunch times.
12
Intermediate 2
Entry requirements
Intermediate 1: at least “B” pass
Or
Standard Grade Art & Design: 3 or 4 in Design Unit, 3 or 4 in Expressive Unit and 3 or 4 Critical
Activity.
Course Description:
This course is designed to develop and expand on some of the concepts covered in Standard Grade.
There are three Units Design Activity; Design, Expressive, and Art and Design
Studies
 Design Activity (40 hour unit), where pupils are expected to research a designer and develop
and idea into a finished product. Poster, dress, jewellery, handbag or box. End of topic NAB
 Expressive Activity (40 hour unit), where pupils are expected to research painters and
develop drawings and colour studies into a final painting, Portrait or Still life.
 Art & Design Studies (40 hour unit), where pupils are expected to research Artists and
Designers and their working methods, they have to produce written essays on these artists
and designers and sit a 1 hour written exam.
13
BIOLOGY
Advanced Higher
Any student who has an A or B pass at Higher Grade can attempt Advanced Higher Biology.
(A pass in Higher Grade Chemistry is recommended in order to cope with Unit 1).
The course is designed as a preparation for University education for those Biology students
considering a degree in Science or Medical faculties. The course allows students to plan and organise
their own practical work.
Three units are studied:
 Cell and Molecular Biology
 Environmental Biology
 Physiology, Health and Exercise
(40 hours)
(40 Hours)
(20 Hours)
An End of Unit Test must be passed for each unit as well as the final external course exam. An
experimental report must also be completed for an experiment carried out as part of the
coursework for one of the units.
Before a Final Award can be given a Biology Investigation (20hours) must also be undertaken. This
work can be chosen from any biological topic. An Investigation Report is written and submitted as
part of the assessment for the final Award.
Higher/Human Higher
Entrance Qualification
If you have Standard Grade Biology with Knowledge and Understanding and Problem Solving at
Grade 1 or 2, then you should be capable of achieving a Higher pass in S5. For Higher Human
Biology, candidates must have a grade 1 for KU. (An A or B pass in Intermediate 2 Biology would also
be suitable for both Highers). It is strongly recommended that if you have a Grade 3 or less for
Knowledge and Understanding you should attempt Intermediate 2 in S5, then an A or B pass in
Intermediate 2 would allow you to attempt Higher in S6.
The Course
Higher
Higher Grade is an obvious follow up to Standard Grade and is divided into three units:
Cell Biology
Cell Structure, Photosynthesis, Energy Release, DNA and Proteins, Cellular
Defence
Genetics and
Adaptation
Variation, Selection, Animal and Plant Adaptations
Control and
Regulation
Growth, Development, Physiology, Population Dynamics
14
Human Higher
Cell Function and Inheritance
Cell Structure, DNA and Proteins, Energy Transfer,
Immunity, Inheritance
The Continuation of Life
Reproduction, Development, Physiology
Behaviour, Population and
Environment
Brain and Behaviour, Human Population Biology
You will be given a test after each unit (with opportunity to resit, if necessary) and you will also write
a report about one experiment you have carried out as part of your course work. In order to be
credited with a pass in each of the course units you must achieve a pass in this experimental report.
Final Award
To get the award for Higher Biology you must pass all three unit tests as well as the final external
course exam.
Your final grade will be awarded on the basis of the external course exam which consists of one
paper of 2 1/2 hours with a total of 130 marks. Various question types will be asked – multiple choice,
structured, data handling, extended response. Questions will test Knowledge and Understanding,
Problem Solving and Practical Abilities.
If you are interested in medicine, veterinary medicine, dentistry and biological sciences it is
preferable to do Higher Biology in S5 allowing Advanced Higher Biology to be done in S6.
Intermediate 2
This course is suitable for students who have achieved an award in Standard Grade Biology with
Knowledge and Understanding and Problem Solving at Grades 3 or 4, or the equivalent in Standard
Grade in Chemistry or Physics. (An A pass in Intermediate 1 Biology would also be suitable).
The Intermediate 2 course is divided into three units:
1. Living Cells
2. Environmental Biology and Genetics
3. Animal Physiology
Assessment for Intermediate 2 is on the same pattern as for Higher. A certificate is awarded by
examination at the end of the course but each of the 3 units is internally assessed. (These internal
assessments must be passed before a certificate is awarded for the external certificate examination).
A practical assessment is also undertaken which has to be written up as an experimental report and
passed for certification purposes. (Same as in Higher)
Intermediate 2 Biology may be of interest to those students wishing to undertake Higher Biology in
S6 but who have not obtained Credit Level (grade 1 or 2) at Standard Grade and also to those who
have not previously studied Biology. It is also a free standing qualification at a level lower than
Higher Grade.
15
BUSINESS EDUCATION
Business and enterprise are at the heart of national growth and development. Business related courses
offer pupils opportunity to access understanding and contribute to the dynamic business environment.
The courses offered in Marr College will provide an excellent basis for further study in general areas such
as business, social studies and management. Business Education subjects feature in all university Business
Schools, leading to professional qualifications in for example law, accountancy and the financial services.
Business subjects will benefit those with entrepreneurial aspirations as well as pupils considering a career
in commerce, industry and the service sector.
The Business Education Department currently offers the following courses in S5 and S6.
Accounting:
Advanced Higher
Higher
Intermediate 2
Administration:
Higher
Intermediate 2
Business Management:
Higher
Intermediate 2
Economics:
Higher
Intermediate 2
Accounting
Advanced Higher: Accounting
Aims
The aims of the course are to build on the knowledge, understanding, information-handling skills and practical
abilities gained in Accounting (Higher) and to:
Develop an understanding:
 of the principles and practices of finance and of financial and management account by further
studying these areas in a range of contexts
 of aspects of finance and financial management
 of the statutory and legal requirements in reporting financial data including the work of the
Accounting Standards Board
Develop the skills:
 to analyse and discuss problems of an accounting and financial nature and to communicate viewpoint
in an effective manner to a range of stakeholders
 to understand and make informed comment upon financial information published by a variety of
organisations.
 of interpreting accounting information in relation to exercising control, analysing performance,
making decisions and solving problems
 of accuracy and precision when preparing and analysing accounting records
Promote and encourage:
 the use and application of information technology and accounting packages across the Course
content
 a greater understanding of accounting as a means of presenting and communicating information to
interested parties, both external and internal and to provide a basis for further study
16
Higher: Accounting
This is a one-year course available to S5 and S6 pupils. It is an extremely useful subject for students
wishing to study Accountancy at university, pursue a career in management or for those who are
interested in setting up their own business.
The course aims to develop knowledge and understanding of:
 the principles and practice of financial and management accounting
 the rationale for, and application of, various accounting practices and conventions
 the structure, finance, ownership, management and control of a range of organisations
The course aims to develop ability to:
 record, report and analyse financial data for the purpose of monitoring and evaluating business
activity
 employ accuracy, precision and systematic approach to problem solving
 prepare, use and interpret accounting information in relation to exercising control, analysing
performance, making decisions and solving problems
 understand and comment on the financial information published by a range of organisations
 use and apply information technology across the course content
The course comprises of two 60 hour units. Both assessed internally, as well as an externally assessed
examination of 2 hours 30 minutes.
Intermediate 2: Accounting
This course is designed for pupils who wish to broaden their financial awareness as well as develop
numerical and budgeting skills. It is highly relevant as a stand alone subject as well as providing a stepping
stone to Higher Accounting in sixth year. Pupils who wish to take this course should have achieved Grades
1-3 in Standard Grade Mathematics.
Aims



To develop an understanding of financial and management accounting, particularly in
manufacturing firms.
To teach appropriate software packages as a means of preparing financial accounts.
For students to prepare, use and interpret accounting information.
Content
Intermediate Accounting involves the study of Financial and Management Accounting and both are
subject to NAB testing. The external exam is one paper of 2 hours duration.
17
Administration
Higher: Administration
This is a one year course with 2 units, as follows:
 Administrative Services
 Information Technology for Management
40 hours
80 hours
Preferred Entry Level
Students would be expected to have achieved the following:
 Standard Grade Administration at Credit level, or
 A good pass in Intermediate 2 Administration and
 Standard Grade English at Credit level
The aims of the course are to develop the student’s:
 skills in information technology, such as the use of data management systems, spreadsheets,
word processing, use of e-mail, e-diary and presentation software
 communication skills
 skills in problem solving and decision making
 knowledge of how to plan and organise meetings, travel arrangements, appointments and
other administrative procedures.
 knowledge of changing working practices on the modern working environment
 knowledge of the procedures involved in recruiting and supporting staff
During the course the students will learn to work effectively in a business environment as well as
developing organisational and information technology skills which will benefit them in a wide range
of chosen career options. Higher Grade Administration is now accepted for entry to most
universities. In addition the Higher course equips students with practical ICT skills which provide
excellent opportunities for employment.
Intermediate 2: Administration
The aims of the course are to build on the knowledge; understanding and skills developed in
Standard Grade Administration. This will increase the student’s technological confidence and also
encourage students to use the technology at their disposal in a creative way.
All of the course content will be subject to sampling in the external assessment.
The course content is set out in three component units:
1. Administration Services
2. Information Technology for Administration
3. Presenting and Communicating Information
To gain the award for the course, the student must achieve all the component units for the course as
well as the external assessment.
Those students who complete this course in a satisfactory manner should consider Higher Grade
Administration as a natural follow on.
18
Business Management
Higher: Business Management
The study of Business Management will enable students to acquire knowledge and understanding of the
role and operation of business, to develop problem solving skills and to make use of these skills in real or
simulated situations.
The course focuses on functional areas of business such as marketing and finance and sets them in
context of both organisations and society. Decision making is central to business and this is addressed at
all levels. In addition, the course emphasises the increasing role that information technology (IT) plays in
facilitating and underpinning the activities of business and business related organisations.
The course is split into 2 main units:
1. Business Enterprise and this can be sub-divided into the following sub sections:
a) Business in a Contemporary Society
b) Information and Information Technology
c) Decision Making in Business
2. Business Decision Areas which can also be sub-divided as follows:
a)
b)
c)
d)
e)
Internal Organisations
Marketing
Financial Management
Human Resources Management
Operations
All the areas shown above will be NAB tested with the exception of Internal Organisations, and there
will be an external examination at the year end. The Higher is accepted by all universities as an
entrance qualification.
Intermediate 2: Business Management
The course will enable students to develop an understanding of the role and operation of business.
The syllabus content is very similar to the Higher.
1. Business Enterprise
a) Business in a Contemporary Society
b) Information and Information Technology
c) Decision Making in Business
2. Business Decision Areas
a)
b)
c)
d)
e)
Internal Organisations
Marketing
Financial Management
Human Resources Management
Operations
All the areas shown above will be NAB tested with the exception of Internal Organisations, and there
will be an external examination at the year end.
19
PC Passport
PC Passport is a suite of IT user qualifications awarded by the Scottish Qualifications Authority. It is
available at three levels: Beginner, Intermediate and Advanced.
It is a course designed for anyone who wants to develop or improve their IT skills. PC Passport is
particularly suitable for the following individuals:


School pupils who want to gain vocational skills
Pre-university students who want a short IT Course prior to commencing university
These courses are highly vocational, focusing on industry standard software and skills. However,
they’re not directly related to a specific software manufacturer – instead they seek to teach
transferable skills that can be used in a range of environments.
Economics
Higher: Economics
The study of economics promotes an understanding of the economic dimensions of life and the
decisions which effect living conditions in Britain today. This subject would be particularly useful for
those students who have studied Accounting or Business Management.
Topics studied include:
Causes and Reasons for Unemployment
International Trade
Problems of the Developing Countries
Supply and Demand
Markets
Inflation
It is a very up-to-date course concerned with recent economic developments in the UK. No previous
knowledge of Economics is required but because of the nature of the subject only those students
with a good set of Standard Grades/Highers will be recommended for this subject.
Higher Grade Economics is accepted by all universities and colleges and is particularly valuable to
those students planning a career in Management, Banking and Finance.
20
CHEMISTRY
ADVANCED HIGHER
This course is useful for anyone intending to study individual science subjects or medicine at college
or university. Any student with an A or B passes in Higher-grade chemistry and who is enthusiastic
about chemistry can choose this course. The course builds on H-grade, developing further the
underlying theories of chemistry and the practical skills used in the chemical laboratory.
The course is made up of:
CHEMICAL THEORY: made up of three units.
UNIT 1 Electronic Structure and the Periodic Table
UNIT 2 Principles of Chemical Reactions
UNIT 3 Organic Chemistry
(20 hours)
(40 hours)
(40 hours)
PRESCRIBED PRACTICAL ACTIVITIES: there are 12 PPA’s, which cover the chemical theory above.
CHEMICAL INVESTIGATION: this is a practical investigation into some chemical topic of your choice,
e.g. you might try to identify the acid and sugars in wines, or identify an unknown chemical, estimate
the fat content of crisps.
(20 hours)
HOW IS MY GRADE AWARDED?
Part of your grade is based on your investigations – this will be 20%
The written exam will be 80% of the grading. There is one papers lasting 2 hours 30 minutes. This
paper will be in two parts:
Part A
Part B
Multiple Choice
Written questions
(40 marks)
(60 marks)
The final grade of A, B, C or D is based on the above.
21
HIGHER
Students who choose this course should have a grade 1 or 2 in KU and PS is ‘S’ grade chemistry, or a
pass ‘C’ in Intermediate 2 chemistry.
Unit 1 - Energy matters
This unit involves a detailed study of reaction rates. Patterns in the Periodic Table and bonding are
also studied.
Unit 2 – Carbon Chemistry
In this unit important biological molecules like proteins and fats are looked at. The fuels we use
today and developing new ones for the future is also covered.
Unit 3 – Chemical Reactions
This contains a variety of topics including thermochemistry and radiochemistry. An important
section considers how chemistry has changed our way of life and the value of the chemical industry
to our country’s wealth.
Practical work
There are practical experiments in all the Units. They are assessed at unit level and students have to
be familiar with them for the written assessments.
Assessments
In addition to the Unit assessments required by the SQA there are regular homework’s and tests to
check on the students progress.
Examination
The external examination lasts for 2½ hours and is made up as follows:
Part A Part B -
Multiple-choice
Questions requiring written answers
22
40 marks
60 marks
INTERMEDIATE 2
This course is suitable for the following pupils:
(a)
Pupils who have a grade 3 or 4 in S grade Chemistry and who wish to continue to
study Chemistry.
(b)
Pupils who have not studied Chemistry at S Grade and wish to start in S5. They must have a
1-3 grade in Biology, Physics S grade, Science S grade or an A or B pass in Intermediate 1
Chemistry.
Pupils who pass the Intermediate 2 examination can attempt H grade Chemistry in sixth year.
The course is an excellent ‘bridge’ between Credit grade and Higher Chemistry.
The Units studies are Building Blocks, Carbon Compounds and Acids, Bases and Salts. There are
practical experiments and problem solving activities in every unit.
In addition to the Unit Tests that are required by SQA there are regular homework’s and
assessments throughout each unit to check pupils’ progress.
Examination
The external examination lasts for 2 hours and is made up as follows:
Part A Part B -
Multiple-choice
Question requiring written answers
23
30 marks
50 marks
COMPUTING STUDIES
The development of computer science and technology over the last few decades has had a major
impact on all our lives in providing us with increasingly powerful hardware and software tools. More
and more individuals are required who have the skills to use these tools, understand how they work,
and who have the ability to develop new and improved technologies.
The Computing Department offers a range of courses, at varying levels, that span two of the main
subject areas in the field of Information Technology: Computing and Information Systems.
Advanced Higher Computing Studies
The course has three units of study:
Unit Title
Software Development
Developing a Software Solution
Computer Networking
Duration
40 hours
40 hours
40 hours
While entry is at the discretion of the college, candidates would normally be expected to have
attained Higher Computing.
The course is designed to build on the knowledge and understanding and practical skills developed
in the Higher Computing Course, and provide a useful bridge towards further study of Computer
Science and related subjects in Higher Education. This bridge is achieved by a course, which
consolidates and extends learning, provides opportunity for independent and investigative work,
while encouraging teamwork, and requires candidates to undertake and report on a significant
software development project.
Higher Computing
The course has three units of study:
Unit Title
Computer Systems
Software Development
Computer Networking
Duration
40 hours
40 hours
40 hours
While entry is at the discretion of the college, candidates would normally be expected to have
attained Standard Grade Computing Studies at Credit level or Intermediate 2 Computing.
The Computer Systems unit develops an understanding of how computers work. It builds on the
foundations laid down in the corresponding unit at Intermediate 2 level, and in Standard Grade
Computing Studies. The Software Development Unit develops the candidate’s knowledge and skills
in developing software through the use of a high level programming language. The Computer
Networking unit allows the candidate to relate their learning in Computer Systems and Software
Development to a contemporary aspect of applied computing.
The course is designed to build on prior learning at Intermediate 2 and Standard Grade Credit level
and to provide progression to Advanced Higher Computing and to possible further study of
computer science and related subjects.
24
Intermediate 2 Computing
The course has three units of study:
Unit Title
Computer Systems
Software Development
Multimedia Technology
Duration
40 hours
40 hours
40 hours
While entry is at the discretion of the college, candidates would normally be expected to have
attained Standard Grade Computing Studies at General level or Intermediate 1 Computing Studies.
The Computer Systems unit develops a basic understanding of how computers work. It builds on the
foundations laid down in the Computing and the Internet unit at Intermediate 1 level, and in
Standard Grade Computing Studies. The Software Development Unit develops the candidate’s basic
knowledge and skills in developing software through the use of a high level programming language.
The Multimedia Technology unit allows the candidate to relate their learning in Computer Systems
and Software Development to a contemporary aspect of applied computing.
The course is designed to build on prior learning at Intermediate 1 and Standard Grade General level
and to provide progression to Higher Computing and to possible further study of computer science
and related subject
Intermediate 1 Computing
The course has three units of study:
Unit Title
Computer Application Software
Multimedia Technology
Computers and the Internet
Duration
40 hours
40 hours
40 hours
While entry is at the discretion of the college, candidates would normally be expected to have
attained Standard Grade Computing Studies at Foundation level.
The first two units provide pupils with the opportunity to develop and consolidate basic skills in a
number of standard application packages. These include word processing, spreadsheets, simple
databases, graphics packages, desktop publishing, presentation software and multimedia
applications. While working with these packages, candidates should develop an appropriate level of
confidence in using computer terminology correctly, and an awareness of the social, ethical,
professional and legal implications of their use.
The Computers and the Internet unit prepares candidates for further study of computer systems in
Computing Courses at Intermediate 2 and above. Pupils use the Internet as a source of relevant
information, and apply the system development process to produce a simple relevant website.
25
Higher Information Systems
The course has three units of study:
Unit Title
Relational Database Systems
Using Information
Applied Multimedia
Duration
40 hours
40 hours
40 hours
While entry is at the discretion of the college, candidates would normally be expected to have
attained Standard Grade Computing Studies at Credit level.
The Using Information unit develops an understanding of information, what it is, how it is used, how
it is stored and when it is appropriate to use it. It builds on the foundations laid down in Standard
Grade Computing Studies. The Relational Database Systems unit develops the candidate’s
knowledge and skills in using and creating databases and system analysis and design. The Applied
Multimedia unit allows the candidate to relate their learning in Using Information and Relational
Database Systems and Software Development to a contemporary aspect of Information technology.
The course is designed to build on prior learning at Standard Grade Credit level and to provide
progression to Advanced Higher Information Systems (not currently offered) and to possible further
study of Computer Science and related subjects.
Notes
All courses include 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 assessment.
Each course has an internally assessed coursework element that is delivered, under examination
conditions, at designated times within the college. The coursework is primarily a problem solving set
of tasks that are practically implemented in appropriate software environments and supported by a
word-processed report. The internal coursework contributes 30% to the overall mark and the
externally assessed examination makes up the remaining 70%.
Completion of each of the aforementioned courses gives automatic certification of Core Skills
commensurate with the level of study.
All courses are supported with official Scottish Qualifications teaching and learning materials and a
range of departmentally produced resources including electronic presentations and interactive
materials.
Further information may be obtained from:


http://www.sqa.org.uk
http://www.marrcomputing.co.uk
26
DESIGN & TECHNOLOGY
Graphic Communication: Advanced Higher
Recommended Entry
 Higher Graphic Communication at grade A or B
Rationale
Visual communication has been revolutionised by advances in computer graphics, output devices and
reproduction techniques. The rate of development of new techniques, more powerful hardware and
more easily used software is increasing and this will continue. A course concerned with graphic
communication at this level must recognise these advances and be flexible enough to accommodate
future developments. It is also very important that candidates understand the principles of geometry and
develop the spatial thinking and visual literacy which comes from the production of drawings involving
the manipulation of lines and planes. The course must also attempt to relate this knowledge to industrial
and commercial practices and to consider the wider social and economic implications of technological
advancement. An awareness of the ways in which visual communication caters for different needs will
help to give candidates an understanding of the methods used to inform, influence, sell, entertain and
affect feelings.
The course aims to allow candidates to develop both manual and computer graphic skills and
understanding beyond those involved in Higher Graphic Communication. This will provide the candidate
with an insight into the way in which information presented graphically is an integral part of
communication throughout business and industry as well as in the consumer environment. Experience
will be gained of evaluating the effectiveness of visual communication that will enable the candidate to
apply principles of composition in the production of a computer produced presentation.
Candidates undertaking this course will extend their knowledge and understanding of geometric
constructions in the generation of orthographic drawings, 2-point measured perspective drawings, CAD,
CAG, and general visual literacy in an industrial and commercial context.
Summary of the course outcomes
D33P 13 Technical Graphics (AH)
1. Apply manual techniques of geometric constructions to produce orthographic drawings.
2. Apply manual techniques of 2-point measured perspective to architectural settings.
D175 13 Computer-Aided 3D Modelling, Visualisation and Presentation (AH)
1. Create 3D Computer-Aided Design surface models.
2. Create 3D Computer-Aided Design solid models.
3. Produce Computer-Aided drawings from a 3D Computer-Aided Design solid model.
4. Produce Computer-Aided rendered images from a Computer-Aided Design model.
D171 13 Computer Aided Graphic Presentation (AH)
1. Evaluate the application of design principles in professional graphic presentations.
2. Design and produce a professional Graphic Presentation for a potential client group.
3. Desktop publishing characteristics are identified and their functions described correctly.
27
Graphic Communication: Higher
Recommended Entry
Candidates would normally be expected to have attained one of the following:
 Standard Grade Graphic Communication at Grade 1 or 2
 Intermediate 2 Graphic Communication or equivalent.
Rationale
Communication in all its forms is vital to society and the means of passing on information graphically is an
important and relevant skill. Communication though graphics, in whatever medium, permeates all
spheres of life, including education, industry and commerce. In increasingly global markets, graphic
communication is a chosen medium in aspects of life from consumer to education, industry and
commerce. The development of skills in the production, interpretation and analysis of graphics in a range
of contexts is of broad educational value. Higher Graphic Communication offers progression in the
acquisition of knowledge and skills from Standard Grade or from Intermediate 2 Graphic Communication.
The Higher course is intended to prepare candidates for more advanced study or for employment.
The structure of the course reflects the use of graphics in business and industry, both in content and the
methodology, while embracing the changes brought about by the continuing advances in technology.
Manual and computer skills and their effective application will be developed through preliminary,
production and promotional graphics.
Emphasis will be placed on the graphics incorporated in the product design process from concept through
to marketing. This element will be assessed by means of an extended form of coursework in the form of a
Thematic Presentation.
The use of the computer as a learning and teaching aid will permeate all aspects of the course and
opportunities will exist to develop expertise in computer applications.
Summary of the course outcomes
Technical Graphics 1 (H)
1. Apply manual techniques of pictorial representation to suit a range of subject matter.
2. Apply manual techniques of geometric construction in the generation of orthographic drawings.
3. Apply manual techniques of illustration and presentation to give emphasis and realism to graphic
presentations.
Technical Graphics 2 (H)
1. Apply manual techniques of orthographic projection to produce drawings of components,
assemblies and locations.
2. Apply the principles of dimensioning to orthographic production drawings.
3. Demonstrate knowledge of the use of graphic communication within the consumer, engineering
and construction industries.
Computer Graphics (H)
1. Produce orthographic and pictorial drawings using a computer-aided draughting package.
2. Produce computer-rendered drawings for promotional purposes using an illustration package.
3. Plan and produce single and double page layouts using a desktop publishing package.
4. Demonstrate knowledge of terminology and hardware associated with computer graphics.
28
Graphic Communication: Intermediate 2
Recommended Entry

Standard Grade Graphic Communication at grade 3 or 4
Rationale
Communication is frequently facilitated by the use of graphics and, in particular, by the use of technical
graphics in construction, engineering and consumer contexts. The creation and interpretation of drawings
are generic skills useful in employment and as life skills in a world where communication increasingly
relies upon graphics.
The course develops knowledge and skills in sketching and drawing everyday items in orthographic and
pictorial projections using both manual and computer-aided methods. Candidates will develop an
understanding of the need for clear and accurate drawings and will gain knowledge of relevant British
Standards.
Computers will be used in learning and teaching and candidates will work with computer-aided
draughting (CAD) and other packages, thus widening their appreciation of the role of information
technology within Graphic Communication.
In addition, candidates will have the opportunity to develop analytical thinking and creativity. Acquiring
knowledge of the importance of graphics in an industrial context will provide a perspective on commerce
and industry.
Summary of the course outcomes
Technical Graphics 1 (Int 2)
1. Draw isometric, planometric and oblique views of everyday items.
2. Construct and draw views of right prisms, pyramids, cylinders and cones in orthographic
projection.
3. Sketch perspective views and apply freehand illustration techniques.
Technical Graphics 2 (Int 2)
1. Produce sketches and drawings of everyday items and locations.
2. Produce drawings of assemblies and sectional views in orthographic projection, working from
orthographic or pictorial details of the components.
3. Apply knowledge of British Standards conventions in the production of orthographic and location
drawings.
Graphic Communication: Computer Graphics (Int 2)
1. Produce orthographic and pictorial drawings using a computer-aided draughting package.
2. Produce computer-rendered drawings for promotional purposes using an illustration package.
3. Produce single or double page layouts using a desktop publishing package.
4. Demonstrate knowledge associated with computer graphics.
29
Product Design
Higher: Product Design
Recommended Entry
 Standard Grade Craft and Design at Credit level
 Standard Grade Graphic Communication at Credit level
 Standard Grade Art and Design at Credit level
 Intermediate 2 Product Design, or its Component Units
Rationale
‘Manufacturing industry remains the cornerstone of the Scottish economy. Any decline poses a threat to
the health, sustainability and diversity of the country and therefore to its infrastructure and the
prosperity of its citizens… because of its diverse, dynamic nature, manufacturing needs people with
equally diverse and adaptable skills.’ Make it in Scotland (www.makeitinscotland.co.uk)
This Course will help develop creative, flexible learners who are able to work autonomously, to achieve
good quality, feasible proposals or outcomes through active experiences of product design. At its heart is
creativity. The Course develops an ability to apply skills and knowledge in different situations – attributes
which are becoming more and more valuable to individuals and organisations.
The Course offers candidates opportunities to explore the impact of design and technological activities in
everyday life. Candidates will consider the complete life of a product, from its initial conception, through
manufacture and marketing, to its impact on society.
This Course uses a wide range of teaching and learning approaches. Candidates are encouraged to adopt
a broad view of the process of design and manufacture, take responsibility for their own actions and
decisions, devise plans and procedures, develop and organise ideas and solve problems, make effective
use of new and existing knowledge and justify their design decisions.
The Course will also provide candidates with the opportunity to solve practical problems in applied
contexts.
Candidates undertaking this Course will be in a strong position to pursue further study in all areas of
design and manufacturing. The Course will also contribute to personal development, augmenting
transferable skills which will be useful regardless of the career path followed.
Summary of the course outcomes
This course has three mandatory Units:
DF4V 12
 Product Design: Design Analysis
1 credit (40 hours)
DF4W 12

Product Design: Developing Design Proposals
1 credit (40 hours)
DF4X 12

Product Design: Manufacturing Products
1 credit (40 hours)
Designing


Candidates should have knowledge of the design process as applied to commercial products.
They should be able to apply this knowledge when producing potential solutions to design tasks.
They should be able to evaluate design solutions.
Candidates should have knowledge of the issues which affect the design and manufacture of
commercial products.
30
Intermediate 2: Product Design
Recommended Entry
 Standard Grade Craft and Design at General level
 Standard Grade Graphic Communication at General level
 Standard Grade Art and Design at General level
Rationale
‘Manufacturing industry remains the cornerstone of the Scottish economy. Any decline poses a threat to
the health, sustainability and diversity of the country and therefore to its infrastructure and the
prosperity of its citizens… because of its diverse, dynamic nature, manufacturing needs people with
equally diverse and adaptable skills.’ Make it in Scotland (www.makeitinscotland.co.uk)
This Course will help develop creative, flexible learners who are able to work autonomously, to achieve
good quality, feasible proposals or outcomes through active experiences of product design. At its heart is
creativity. The Course develops an ability to apply skills and knowledge in different situations – attributes
which are becoming more and more valuable to individuals and organisations.
The Course offers candidates opportunities to explore the impact of design and technological activities in
everyday life. Candidates will consider the complete life of a product, from its initial conception, through
manufacture and marketing, to its impact on society.
This Course uses a wide range of teaching and learning approaches. Candidates are encouraged to adopt
a broad view of the process of design and manufacture, take responsibility for their own actions and
decisions, devise plans and procedures, develop and organise ideas and solve problems, make use of new
and existing knowledge and justify their design decisions.
The Course will also provide candidates with the opportunity to solve practical problems in applied
contexts.
The Units of the Course cover the same areas of study as Higher Product Design. The Intermediate 2
Course aims to equip candidates with the knowledge and skills they need to progress to Higher Product
Design.
Summary of the course outcomes
This course has three mandatory units:
DF4V 11
 Product Design: Design Analysis
1 credit (40 hours)
DF4W 11

Product Design: Developing Design Proposals
1 credit (40 hours)
DF4X 11

Product Design: Manufacturing Products
1 credit (40 hours)
Designing


Candidates should have knowledge of the design process as applied to commercial products.
They should be able to apply this knowledge when producing potential solutions to design tasks.
They should be able to evaluate design solutions.
Candidates should have knowledge of the issues which affect the design and manufacture of
commercial products.
31
Technological Studies: Higher
This Higher course will build on and develop the knowledge gained from the Standard Grade and or
Intermediate 2 courses, with greater depth of treatment being applied to individual topics. The level of
mathematics required in the analysis of problems, and the degree of integration of concepts, which
candidates will require, will further expand each candidate’s abilities in a manner commensurate with
modern technology.
To ensure that the course remains relevant to the industrial and commercial fields, it is important that
every opportunity is taken to expose candidates to real applications of technological systems and to
reflect actual technological practice. To reinforce this approach, candidates are required to access
information from data booklets and data sheets.
A feature of any technological course is that candidates are not only required to process information and
to develop understanding of concepts but, in addition, they are required to demonstrate capability in
applying concepts to the solution of practical problems. This will be a permeating aspect of this course.
The unit called Case Study Report will offer candidates the opportunity to analyse a given solution to a
stated problem set in an industrial/commercial context. This will allow them to review knowledge and
understanding acquired through course work. In doing so, candidates will be required to demonstrate
communication skills through the production of a report and to develop analytical skills in investigating
the development of a solution to a problem.
As a trading nation, it is important that the significant role played by manufacturing industry in the
generation of employment and the creation of wealth is widely recognised. To maintain and improve the
economic standing of the country among the other industrialised nations, there is a continued need to
attract young people of the highest ability into the technology and technology-related professions.
Higher Technological Studies provides candidates with the opportunity to experience the challenge of
modern technology at first hand and, in so doing, seeks to develop positive attitudes to, and a continuing
interest in, careers within technology.
Course aims:
Candidates having completed the Higher course in Technological Studies should be able to:






develop an appreciation of selected key issues in technology, such as the environment, the
contexts in which these key issues may be viewed and the constraints within which solutions or
designs must be achieved
instil a knowledge of physical principles and of technology and commercial methodologies, and to
apply them to solving problems or meeting specifications
encourage development of each candidate’s communication and presentation skills
inculcate a receptive attitude towards technological progress and its demands
foster the ability to seek out, research, analyse and apply such information as is necessary for the
aims above
foster technologically sensitive attitudes.
32
Applied Electronics (Higher)
Systems and Control (Higher)
Structures and Materials (Higher)
Case Study Report (Higher)
Applied Electronics (Higher)
Outcomes
1 Design and construct electronic systems to meet given specifications.
2 Design and construct electronic systems, based on operational amplifiers, to meet given
specifications.
3 Design and construct combinational logic systems to meet given specifications.
Systems and Control (Higher)
Outcomes
1 Analyse and describe the operation of control systems.
2 Analyse the design of closed loop analogue control systems.
3 Develop a control sequence and use it to control a mechatronic system, by means of a
microcontroller.
4 Develop a monitoring system based on a microcontroller, and evaluate its performance.
Structures and Materials (Higher)
Outcomes
1 Apply the conditions of static equilibrium in solving problems on concurrent force and
nonconcurrent
force systems.
2 Apply the conditions of static equilibrium in solving problems on simple framed structure
systems.
3 Use and interpret data from a tensile test in studying properties of materials.
4 Produce a specification for a structural component.
Case Study Report (Higher)
Outcomes
1 Analyse the development of an existing solution to a given problem.
2 Produce a report.
The purpose of this unit is to provide candidates with the opportunity to investigate the
development of an existing solution to a problem.
A typical case study could involve candidates in interpreting a given specification to analyse a
problem in systems terms. The sub-systems could be electronic, programmable, control, or
structural.
Candidates would be expected to research the ideas developed for solutions to each sub-system.
Methods of testing, calculations and results achieved could be included in the Case Study Report.
Candidates should give due emphasis to the social, environmental and economic effects. An
evaluation of the effectiveness of the solution in meeting the specification should be produced.
Possible sources of information for the Case Study Report are: CD-ROM, Internet access,
audio/visual material, library access, company literature and direct industrial contact.
33
Woodworking
Intermediate 1 and 2: Woodworking
Recommended Entry
No formal entry requirements
The Intermediate courses have similar learning outcomes, and differ mainly in their assessment
requirements; hence it is possible to teach two levels within the same class.
Rationale
Practical creativity exemplifies mankind’s need to be able to control and utilise tools and materials. The
sense of achievement that is experienced on the successful completion of a practical project is immense,
and the value of this achievement to the development of the personal and social aspects of a candidate’s
education cannot be overstated. Practical creativity fosters qualities of self-esteem, technological
confidence, self-discipline and maturity, all of which are essential attributes for candidates in post-16
education.
This course will contribute to the knowledge, understanding and practical experience of candidates
whose aspirations and abilities are towards practical work, or who are considering a career in an industry
which involves practical activity in any capacity. Candidates may wish to extend skills developed in
Standard Grade Craft and Design. They may wish to progress to education or training in practical areas
through studies and practice focused on practical aspects of such work.
Candidates who are pursuing studies in other fields, but who sampled the workshop environment in early
secondary education, may wish to come back to gain experience and skills which may be useful and
worthwhile in general education and adult life. Such candidates are also to be encouraged.
The course is of a practical nature, workshop-based and provides many skills which are appropriate to a
wide range of applications. The course will develop skills in marking-out, cutting, shaping and finishing
materials, as well as adjusting and maintaining a range of hand tools. Apart from giving an insight into
industrial practice and standards, such studies help with the development of self-confidence, manual
dexterity and control, perseverance, maturity and spatial awareness.
Summary of the course outcomes
Bench Skills 1 – Wood Flat-Frame Construction
 Candidates will learn to use and maintain a range of common hand tools and be involved in
setting out and making a range of basic joints which are commonly used in the production of flatframe joinery fabrications and structures.
 The candidates will use the skills and knowledge gained from the production of joints to
manufacture a framed product from a working drawing.
Bench Skills 2- Wood Carcase Construction
 The candidates will learn how to set out and make a range of basic joints that could be used in a
wide range of carcase joinery construction.
 Candidates will manufacture a carcase or box product from a working drawing. This should
include further study of the use and application of working drawings.
Machining and Finishing –Wood
 Candidates will learn to set up and use a range of common machine and power tools in
accordance with safe working practice.
 Candidates will manufacture a machined component from a working drawing and will learn how
to use various finishing techniques.
34
ENGLISH
The English course has undergone a series of radical changes in recent sessions which have had a
major effect on
(a) Qualifications for Entry
(b) Course content
(c) Assessment
There is now not such a clear development of core skills from Standard Grade. Talking is no longer
assessed and there is a much greater emphasis on Reading and Inferential skills, both Close Reading
of Interpretation Passages and the Reading of Literature. A recent change to the course is the
introduction of a Writing Folio which is worth 20% of the final award.
(a) Qualifications for Entry
Advanced Higher
A pass at Higher is required. Normally, a candidate would be expected to have achieved
an A or B in the Higher examination.
Higher
There are two qualifications for entry:
(i) A Credit Pass at Standard Grade in the Reading and Writing elements. NB Pupils
with a 3 in either Reading or Writing should seek presentation at Intermediate 2.
(ii) An A or B pass at Intermediate 2 in S5.
Intermediate 2
There are two qualifications for entry:
(i) A General grade 3 pass at Standard Grade in the Reading and Writing elements. NB
Pupils with a 5 in either Reading or Writing should seek presentation at Intermediate 1.
(ii) An A or B at Intermediate 1 in S5.
Intermediate 1
The qualification for this level is:
A General Grade 4 or a Foundation pass at Standard Grade. Due to staffing constraints
this class may have to be taught along with Intermediate 2 pupils.
35
(b) Course Content
The Core Skills of English are still central to all of these courses. An understanding of English is
developed through discussion and study of important literary texts and candidates explore their own
ideas and responses through essays.
Writing is also developed by practice of specific genres such as Reflective Writing, Report Writing,
and Discursive Writing, leading to a Folio for submission to the SQA.
The focus, however, is on the development of Reading Skills and candidates must be aware of this.
Extensive reading of non-fiction texts is also required as preparation for the Close reading element
of the final examination.
This is true of all three levels of English course. The differentiation is through the difficulty of the
texts studied and the quality of the candidate’s response offered in S5. Advanced Higher follows a
slightly different pattern, (details follow at end). Candidates must select Units to be studied. The
production of a Dissertation and the Study of Literature is compulsory.
(c) Assessment
There is a mixture of Internal Assessment (based in school, to assess the successful achievement of
Units), and External Assessment (final examination from the SQA to assess the final level of award).
Language Study
Writing
A piece of writing of a particular genre (Report; Reflection; Imaginative, Discursive) (1 hour internal
assessment)
Assessed as PASS or FAIL only
Language Study
Close Reading – External Assessment
The final examination will contain a Close reading exercise on an unseen non-fiction text.
In Higher the assessment will contain two linked passages and last for 1 hour 45 minutes and be
worth 50 marks.
In Intermediate 2 the assessment will contain one passage and last for 1 hour and be worth 30
marks.
In Intermediate 1 the assessment will contain one passage and last for 1 hour and be worth 30
marks.
36
Close Reading – Internal Assessment NAB
Each candidate must pass an unseen passage (1 hour internal assessment) PASS or FAIL only out of
30 marks. This is the same for all levels.
Literary Study
Textual Analysis – Internal Assessment
Each candidate must pass an unseen test of a short literary extract (a poem, piece of prose or
drama). PASS or FAIL only. (45 minutes internal assessment).
Critical Essays – External Assessment
Each candidate must produce two critical essays, analysing a literary text in the final examination
which lasts for 1 hour 30 minutes. Awards are made at levels A – D, with C being a pass.
Advanced Higher
This course looks in a more detailed way at the analysis of literary texts but candidates are also able
to produce their own written work. Three Units must be studied.
Assessment
Specialist Study – External Assessment
This is a compulsory element. All candidates produce an analysis of their personal choice of text
or topic of no more than 4000 words.
Literary Study – External Assessment
This is a compulsory element. Candidates study a variety of text and answer up to 1 essay in 1
hour 30 minutes. There will be an internally assessed NAB critical essay to PASS this unit. (1 hour
30 minutes)
Candidates can then choose 1 further unit from:



Textual Analysis
Creative Writing
Language Study
Reading the Media
This will be agreed with the class teacher.
Overall these changes in English put much more focus on the final, external examination. Candidates
at all levels must be aware of the need to practise all their English skills to prepare them for this
difficult test, particularly in the development of their personal reading skills.
37
GEOGRAPHY
(INCLUDING GEOLOGY AND TRAVEL & TOURISM)
GEOGRAPHY
HIGHER
Entry Qualifications
A good Credit pass at Standard Grade or equivalent academic attainment in any other subject.
The Course
The Higher course is relevant, interesting and varied.
Eight Core topics are studied as well as two Environmental Interactions.
Higher Course Outline
Core topics covered include:
Physical Environment
Atmosphere
examines atmospheric circulation and topical issues such as
climate change and global warming.
Hydrosphere
water cycle on land, construction and interpretation of
hydrographs and river basin features.
Lithosphere
contrasting landforms in the UK – glaciated uplands,
limestone scenery and coastal scenery.
Biosphere
study of soils and vegetation as ecosystems. Case study of
sand dune vegetation
Human Environment
Population
population structure and changes – effect of birth/death rate
changes and migration.
Rural
agricultural systems – case studies in South America, Asia and
the United Kingdom.
Industrial
industrial system – case study of South Wales.
Urban
patterns, changes and problems facing town and cities today.
38
The Environmental Interactions section of the syllabus develops aspects of the physical and human
core. The two Environmental Interactions studied are:Section 1
River Basin Management
This unit examines the distribution of water worldwide and the need to
manage water resources. The Colorado River in USA is used as a case
study, examining the need for river control, siting of dams, benefits and
problems caused by water management.
Section 2
Urban Change and it’s Management
Examines problems facing huge cities today. London is used as an
example in the developed world and Sao Paulo (Brazil) in the developing
world. Problems include employment, housing, traffic, pollution and
urban sprawl.
External Assessment
The exam consists of two papers.
Core Paper 1
1 hour 30 minutes
50 marks
Core Paper 2
1 hour 15 minutes
50 marks
6 short response questions
covering each Core Unit.
2 extended response questions
University /Further Education
One of Geography’s main strengths is its flexibility. Higher Geography is accepted as an entrance
qualification for both Arts and Science courses. It is a subject of broad based skills opening up a wide
range of careers.
INTERMEDIATE 2
Entry Qualifications
A General pass at Standard Grade is required for entry into Intermediate 2.
The Course
This course provides students with the opportunity to study both Developed and Developing areas
of the world, under the following headings:



Physical Environments looking at how Britain’s landscape has been shaped by rivers, ice and
the sea.
Human Environments looking at population changes, as well as trends in industry and cities.
Physical and Human Interactions, studying two topics in more detail – problems in
rainforests and deserts, earthquakes, volcanic activity and tropical storms.
External Assessment
The Exam consists of one paper which lasts two hours and students will answer four questions worth
15 or 20 marks each.
39
INTERMEDIATE 1
Entry Qualifications
A Foundation pass at Standard Grade is required for entry into Intermediate 1.
The Course
This course is the same as Intermediate 2 but with less detail required in assessments.
External Assessment
The Exam consists of one paper which lasts 1 hour 15 minutes and students answer four questions
worth 10 or 20 marks each.
GEOLOGY
INTERMEDIATE 1
This course is an introduction to the subject and there are no formal requirements for entry.
The Course
There are 3 units of study in this course, as follows Study of the Earth
Students will study rocks, minerals, fossils and geology maps,
including practical work. Use of resources and the need for
conservation are also studied.
Geology and Scenery
The role of rivers, ice, sea and wind in shaping our landscape,
as well as the effect of rock structures such as faults and
volcanoes. This is all related to Britain’s scenery.
Geology, People and
Environment
The formation of metals, coal, oil and gas – their uses,
extraction and effects on the environment. Geology and
engineering – construction of dams, tunnels and bridges.
External Assessment
The exam consists of one paper which lasts 1 hour 30 minutes with a variety of multiple choice and
short answer questions on knowledge and problem solving.
40
TRAVEL & TOURISM
INTERMEDIATE 1
This is an introduction to the subject and there are no formal requirements for entry.
The Course
The course consists of three units which are –
Unit 1 Holiday Planning
Choice of different holiday destinations both at home and
abroad. How to plan and book a holiday using different
sources and how to understand complex issues that may
arise.
Unit 2 Holiday Issues
What happens when things go wrong and what to do. The
effects of tourism on holiday destinations both good and
bad.
Unit 3 Holiday Destinations
Identifying tourist destinations in the UK and abroad.
Classifying into holiday types such as activity, scenic,
coastal, city and special interest.
External Assessment
The exam consist of one paper which lasts for 1 hour 15 minutes and tests all three units with many
of the questions being practical examples of the issues dealt with in the course.
41
HISTORY
Advanced Higher History
This course is an excellent bridge to studying at university level. It encourages students to plan and
research their work and be more responsible for their learning experience. Candidates wishing to
pursue this course should have an A or B pass in Higher History as well as a pass at Higher English.
Course Content
The course covers Soviet Russia 1917 – 1953
Construction of Course
1. Historical Study of Soviet Russia 1917 – 1953 (80 hours).
2. Complete a dissertation on an issue chosen from a list of topics provided (40 hours).
Extra 40 hours to be used as appropriate.
Assessment
External
A.
B.
One 3 hour paper. Students answer 2 essay questions 25 marks each and 3 source questions.
4000 word dissertation
Internal
A.
B.
Prelim (NAB) - One 25 mark essay and 3 source questions
Research planning grid and interview with teacher on dissertation.
Higher History
Entry Requirements
S5 pupils: Grade 1 or Grade 2 in Standard Grade History and English
S6 pupils: Grade 1 or Grade 2 in Standard Grade History or
Intermediate 2 pass in History or in another social subject and a Higher pass in English.
The Higher Course
This comprises 3 x 40 hour units. The units we tackle are from Option C, Later Modern History.
 Unit 1: Britain 1850s – 1979
 Unit 2: The Large Scale State, U.S.A. 1918 – 1968
 Unit 3: Appeasement and the Road to War, to 1939
42
Internal Assessment
To gain a course award you must pass the 3 internal unit assessments. These are:



Unit 1 – 20 mark essay
Unit 2 – 20 mark essay
Unit 3 – Source handling assessment
External Assessment
The final award is determined by performance in the external exam. This comprises:
Paper 1 (1 hour 20 minutes)
2 x 20 mark essays, one on Britain and one on the USA
Paper 2 (1 hour 25 minutes)
A 30 mark source-handling exercise on Appeasement and the Road to War
Extended Essay (2 hours)
This is a prepared essay on a topic of your choice from within the Higher syllabus. Two weeks of class
time are set aside for research, and during this a 200 word plan is drawn up. This is taken into the
exam room to help you. Two hours writing up time are set aside in March. The essay is externally
marked out of 30.
Skills
History is a study of people and societies in the past and so enhances understanding of current
issues. In addition, the Higher course helps to develop skills which are invaluable in Higher Education
and in many jobs. These are the collation, interpretation and evaluation of evidence and the writing
of well-organised and well-argued essays. These skills are especially useful for courses in the Arts
and Social Sciences, Law, Journalism and the Media.
43
Intermediate 2 History
This course is suitable for pupils who have gained a General grade in History or another social
subject. It can provide a bridge for those wishing to study History at Higher level in Sixth Year.
Topics:
1. Wallace, Bruce and the Wars of Independence
2. The Road to War 1933 -1939
3. ‘Free at Last?’ - Race Relations in the USA 1918 -1968
Assessment
1. Internal Assessment
To gain an award in Intermediate 2 History, you must pass, under exam conditions, and by the 2nd
attempt, 3 x 1 hour assessments which require both source handling skills and recalled knowledge.
2. External Assessment
A.
B.
Exam (1 hour 45 minutes)
1 x 8 mark essay
3 sets of questions (one on each of your 3 topics)
Extended Response (20 marks)
A short essay on a topic chosen from one of your 3 topics. Class preparation time
is given. A 150 words prepared plan is taken into the exam room. 1 hour writing
up time is given. The essay is externally marked.
Intermediate 1 History
This course is suitable for pupils who have gained a Foundation grade in History or another social
subject.
Topics:
1. Wallace, Bruce and the Wars of Independence
2. The Road to War 1933 –1939
3. ‘Free at Last?’ - Race Relations in the USA 1918 -1968
Assessment
1. Internal Assessment
3 x 1hour assessments under exam conditions
2. External Assessment
Exam (1hour 30 minutes)
3 sets of questions one on each of your 3 topics.
There will be NO 8 mark essay or extended response.
44
HOME ECONOMICS
ASDAN Bronze/Silver/Gold Awards Programme
The ASDAN awards programme is designed to develop and assess core skills and recognise personal
achievements. Each award programme contains a choice of challenges which encourages pupils to
become more skilled at
 Working with others
 Problem solving
 Communication
 Numeracy
 Information Technology

The above skills are more commonly known as the core skills. These skills are highly valued by
employers and institutes of further and higher education, and will help the pupil to make the most of
employment and training.
The course is based around challenges; these are completed in a variety of situations in school, in
the community and also at home. The pupils do not have to complete all of the challenges in the
booklet but work plans and progress will be discussed and closely monitored by Staff. The work the
pupils completes as part of the ASDAN programme will also help towards the pupil’s progress file.
To achieve the award, a well-organised portfolio of work is required. Each challenge undertaken will
require action plan/review sheets, written work, drawings, photographs, certificates or forms signed
by someone who has seen your work.
Pupils have the opportunity to gain at least the Bronze award over the duration of the course, but
may also achieve the Silver Challenge award, or Silver award.
45
HOME ECONOMICS: LIFESTYLE AND CONSUMER TECHNOLOGY
(INTERMEDIATE 1)
This course has three mandatory units and three optional units, as follows;
Title of Unit and Duration
Title of Unit
 Lifestyle and Consumer Technology: Organisation of Practical Skill
 Food Preparation for Healthy Eating
 The Pre-school Child: Food, Clothing and Play
Duration
20 hours
20 hours
40 hours
Credits
0.5
0.5
1
Duration
20 hours
20 hours
Credits
0.5
0.5
Optional units – which total one credit are:
Title of Unit
Preparation for Parenthood
Health and Safety for Babies and Young Children
This course aims to develop pupils’ personal effectiveness in using and managing resources in the
context of Lifestyle and Consumer Technology, through a range of challenging experiences. These
experiences will relate to consumer needs for food, clothing, shelter and money in an ever-changing
society.
The course will enable pupils to:
 develop knowledge and understanding about important issues, such as the responsibilities of
parenting and child care
 the need for shelter and the importance of caring for others.
 the acquisition of knowledge and the development of cognitive, organizational, technological,
scientific, creative, aesthetic and social skills.
Home Economics in the context of Lifestyle and Consumer Technology provides opportunities ‘to
address people’s needs and wants for food, clothing and health care’ (Scottish CCC), through
practical activities which provide realistic insights to applications in the home, community and
industry.
46
HOSPITALITY INTERMEDIATE 2 – PRACTICAL COOKERY
This course is suitable for people interested in the Hospitality Industry or people who have an
interest in practical food skills or need basic food skills for life at University or college. The emphasis
of the course is on practical work. All are welcome.
The course is made up of four mandatory units totalling 120 hours:Title of Unit
 Food preparation for healthy eating
 Foods of the world
 Practical Cookery Skills for the Hospitality Industry
Duration
40 hours
40 hours
40 hours
Credits
1
1
1
This is a Practical Cookery course where you need to pass each unit to sit the final exam for the
course. As the unit outcomes require the gathering of evidence of successfully completed tasks
attendance is important and the onus for the completion of checklists etc is on the student.
The course will enable you to:




Develop practical cookery skill.
Further develop skill in the use of culinary equipment.
Amend and adapt recipes.
Raise numeracy skills through food costing.
Develop an awareness of international cuisine.
The benefits of achieving this course award: The practical nature of all units contained within this course provides the development of craft
and practical skills.
 The integrated approach within and across units provides an insight to working within the
hospitality industry with many processes happening simultaneously.
 Develops research and information seeking skills and then puts the results gained into practice.
 Develops numeracy, communication and planning skills.
47
Intermediate 1 - Hospitality Practical Cookery
There are 4 units of work covered in this course.
These are :
Food Hygiene for the Hospitality Industry
Hospitality: Organisation of Practical Skills
Food Preparation Techniques: An Introduction
Cookery Processes: An Introduction
The course in Practical Cookery is designed to offer development of practical skills and
understanding appropriate to food preparation and cookery. It will enable pupils to:
• Develop an understanding of hygienic food handling
• Plan their work to integrate practical skills
• Develop their skills in food preparation techniques and cookery processes
• Identify equipment used in food preparation and cooking
• Gain knowledge of the terms used in food preparation techniques and cookery processes.
The course has been designed primarily as a practical course and aims to provide the development
of techniques and skills required for food production appropriate to hospitality situations. The aims
include:
• Provide the knowledge equivalent to that required for the R.E.H.I.S. Elementary Food Hygiene
Certificate in order for successful students to gain dual certification/an industry recognised
qualification
• The development of organisational skills required in a practical kitchen
• To become competent in food preparation techniques
• To carry out a range of cookery processes.
48
MATHEMATICS
S5/6 Mathematics Courses
Mathematics offers three different courses at S5 level and two further courses at S6. Each course
consists of 3 Units. Pupils are required to pass all three Unit tests to be allowed to sit the final exam.
These Unit tests are at a very basic standard and the final exam will be significantly more
demanding. Pupils will be awarded a grade A, B, C, D etc., depending on their performance in the
Final exam only.
Intermediate 1
Intermediate 1 is most suited to pupils who have followed a General/Foundation course in S4 and
gained at least a Grade 6 in each of the Knowledge & Understanding and the Reasoning & Enquiry
sections.
The Course consists of three units - all pupils will complete Units 1 and 2. Pupils performing well
throughout the course will be given the opportunity to sit Unit 3, a mathematically more demanding
option, which allows progression to Intermediate 2, if so desired, in S6.
Pupils who have found Units 1 and 2 demanding will be advised to take the Unit 4 option which
includes a statistical assignment. This would not allow progression to Intermediate 2 in S6.
The final exam consists of two papers:
Paper 1 Non Calculator (35 mins)
Paper 2 Calculator (50 mins)
Intermediate 2
Intermediate 2 is most suited to pupils who have followed a Credit/General course in S4 and gained
at least a Grade 4 in each of the Knowledge & Understanding and the Reasoning & Enquiry sections.
As with Intermediate 1, the Course consists of three units - all pupils will complete Units 1 and 2.
Pupils performing well throughout the course will be given the opportunity to sit Unit 3, a
mathematically more demanding option, which allows progression to Higher, if so desired, in S6.
Pupils who have found Units 1 and 2 demanding will be advised to take the Unit 4 option which
includes a statistical assignment. This would not allow progression to Higher in S6.
The final exam consists of two papers:
Paper 1 Non Calculator (45 mins)
Paper 2 Calculator (90 mins)
49
Higher
Higher Maths is a very demanding course and is only suitable for pupils who have followed a Credit
course in S4 and gained at least a Grade 2 in each of the Knowledge & Understanding and the
Reasoning & Enquiry sections.
The Course consists of three Units and pupils are required to pass all three Unit tests to be allowed
to sit the final exam. The new format of the Higher Exam involves two papers:
1. Paper 1
consists of 20 objective questions (worth 40 marks) and 3 – 5 questions (worth 30 marks) requiring
extended answers to demonstrate the candidates reasoning powers.
This is a Non Calculator paper lasting 90 minutes.
2. Paper 2
consists of a number of questions requiring a great deal of thought and clearly presented, logical
answers.
This is a Calculator paper lasting 70 minutes.
Advanced Higher
This is an extremely demanding course and only pupils achieving an A pass at Higher would be
encouraged to take this option. Similar to Higher, this course contains three units of work, and
pupils must pass all three Unit tests to be allowed to sit the final exam.
The final exam consists of a single, 3 hour calculator based paper, worth 100 marks.
50
MODERN LANGUAGES
The key aim of the Higher Still Modern Languages courses is to promote the progressive
development of communicative competence in the language. Other important aims are





to develop pupils’ understanding of how language works
to contribute to learning about ways of life in other countries
to develop pupils’ learning and thinking skills
to contribute to pupils’ personal development and general education
to provide a worthwhile and enjoyable educational experience for students and to broaden
horizons by encouraging them to learn something about the foreign country or countries
and its customs and ways of life
Pupils wishing to continue with French/German in S5/6, having gained an appropriate S.G. award,
start the Higher course. If any pupils find the Higher course too difficult they are given the
opportunity to opt for the Intermediate 2 course. This acts as a convenient safety net for pupils
wishing to continue to study a language but who might find the Higher course rather difficult. It
enables all pupils to perform well at their own ability and achieve a suitable award at the end of the
session.
Those pupils who attain a Higher grade are given the opportunity to continue studying a language at
Advanced Higher level where numbers permit.
Advanced Higher
The Advanced Higher course is suitable for pupils who have achieved a pass at Higher French. Pupils
may opt to do either an Extended Reading/Viewing or Language in Work 40 hour unit. There is also
an 80 hour unit which is designed to develop the pupils’ language skills within the following topics:
Pattern of family life

Marriage, generation gap, changing work patterns and
lifestyles.
Media and the arts


Aspects of press, TV, information technology
Aspects of film, art, literature, theatre and music
European issues

Issues and experiences relating to EU, Council of Europe,
European Parliament
Issues relating to the
countries where the
language is spoken


The way people live
Topical issues e.g. immigration, education
Pollution/conservation


Sources of energy and effects
Urban expansion, transport, implications for the
countryside, endangered species
51
External Assessment: Advanced Higher
Speaking
Visiting Examiner, discussion sampling across both units (20 minutes)
25%
Folio
2 essays (500 word each) or 1 research report (1000 words) in English
15%
Listening
Stimulus material 3 – 4 minutes, played twice; answers in English (30
minutes approximately)
Stimulus material 3 – 4 minutes, played twice; answers in English (30
minutes approximately)
1 text 750 – 800 words (1 hour and 20 minutes) including translation into
English
Discursive essay (50 minutes approximately)
15%
Reading
Writing
25%
20%
Higher
The Higher course is suitable for pupils who have a grade 1 or 2 S grade writing award as well as an
overall grade 1 or 2 in S Grade French or German.
Pupils may opt to do either an Extended Reading/ Viewing or Language in Work 40 hour unit. There
is also an 80 hour unit which is designed to develop the pupil’s language skills within the following
topics:
Family and friends
and society



Issues in relationships with friends/family
Role of the individual in the home and in society
Advantages/disadvantages of home area
Leisure and healthy
living


Leisure interests
Health issues
School/college

Critique of own school/college
Careers


Job intentions and aspirations
Employment issues
Holiday and travel


Comparison of types of holiday/travel
Past holiday journeys
Tourism


Critique of local area in Scotland as tourist centre
Areas of interest in target language country/countries
External Assessment: Higher
Speaking
Presentation on topic of choice; follow-up discussion
25%
Listening
Reading
Writing
1 text 2 - 3 minutes, interview, played twice (20 minutes approximately)
1 text 550 – 650 words (55 minutes) including translation into English
Personal opinion 120 – 150 words, linked to Listening (40 minutes
approximately)
Directed writing to stimulus in English 150 – 180 words (45 minutes
approximately)
20%
30%
25%
52
Intermediate 2
The Intermediate 2 course is suitable for pupils who have a grade 3 or 4 S grade writing award as
well an overall grade 1 or 2 in S Grade French or German.
Pupils may opt to do either a Personal Communication or Language in Work 40 hour unit. The
assessment focus for the unit will be on the skill of writing in the target language.
The 80 hour unit is designed to develop the pupil’s language skills within the following topics:
Family and friends



Descriptions of family, friends and relationships
Where you/they live
Daily routine
Leisure



Leisure interests and leisure facilities
Financing leisure (part-time jobs/pocket money)
Personal achievements to date (records of achievement)
School/college





Daily routine
Reasons for subject choice
Personal achievement to date
Fact about school/college
Information about schools/colleges in target language
countries
Holidays and travel


Making holiday/travel plans
Past holidays/ trips/journeys
Tourism

Description of local area as tourist centre
External Assessment: Intermediate 2
Speaking
Presentation on topic of choice; follow-up conversation (5 – 7 minutes)
30%
Reading
3 texts 50 -75 words; 1 text 300 – 350 words (70 minutes)
30%
Listening
3 items of 40 -60 seconds, played twice (approximately 30 minutes)
20%
Writing
Job application to given scenario and headings, 120 - 150 words (40
minutes)
20%
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MODERN STUDIES
Advanced Higher
The course is designed as a preparation for University Education for those considering a wide range
of degrees including Law, Arts, Social Sciences and Journalism.
The topic studied is Comparative Politics and Research Methods, and consists of comparisons
between the UK and the USA on:
1. The workings of Central Government.
2. The functions of Elections
3. Political Parties
Students will also develop a knowledge of different research methods allowing them to complete a
5000 word dissertation on any topic in the Higher Curriculum. (This is worth 33% of their final mark.)
Candidates wishing to pursue this course should have a pass in Higher Modern Studies at A or B level
and a pass at Higher English.
Higher
Entry Qualifications:-
A good pass at ‘S’ Grade Modern Studies is essential. Any 6th year
pupil wanting to do the course should have a pass in ‘H’ English or in
another social subject.
It is a testing course requiring a high standard in written English and a willingness by the pupil to
study consistently throughout the session.
Course Content
Political Issues in the UK
Devolved Decision Making in Scotland
Decision Making in Central Government
Social Issues in the UK
Wealth and Health Inequalities in the UK
International Issues
Republic of South Africa
United States of America
Unit Assessments: -
There are three unit assessments; one for Political Issues; one for
International Issues and one for Social Issues. The first two are essays
and for Social Issues it is a Decision Making Exercise.
Pupils must pass all three unit assessments and the external exam to achieve a ‘H’ Grade Modern
Studies Course award.
54
The Exam
Paper 1
This paper tests knowledge and understanding/analysis/evaluation skills. Four essays
must be answered requiring an extended response.
Paper 2
A Decision Making Report and evaluating questions based on Wealth and Health Topic
are the content of Paper 2. Pupils are required to evaluate sources, including statistics
and draw on their background knowledge to present a structured report which
recommends a course of action to solve the problem stated in the question.
Intermediate 2
Intermediate courses can stand on their own as an SQA qualification or provide a progressive path to
a 2 year Higher.
Content
1. Scottish Government
Pressure Groups
2. Health and Wealth in the UK
3. The Republic of South Africa
The final grade will be based entirely on final exam performance. However, students cannot gain an
overall course award unless they have successfully completed the internal unit assessments.
Careers
The following areas recommend Modern Studies and the skills it encourages for entry into their
professions. For any career which requires information and decision making, Modern Studies is
invaluable.
Social Work
Teaching
Law
Medical
Police
Consumer Protection
Journalism
Planning
Building Society
Personnel
55
Travel and Tourism
Civil Service
Marketing
Media
Local Government
MUSIC
Higher Music
The Higher Music course is designed to progress from Intermediate 2 Music in S4. The course gives
candidates the opportunity to further develop the skills gained at Intermediate 2 in performing,
listening, and composing, and significant progress is expected in each area for a good pass at Higher.
There is also a significant technology element in the course, whether in the use of IT skills for
composition or acquisition of multimedia skills through preparation for the listening element of the
course. Interpersonal skills are also developed through collaboration in performance lessons and in
other elements of the course.
Careers which follow on from a Higher Music include: Performer, Music Therapist, Theatre Technical
Arts, Music Production, Composer, Community Musician, Teacher, Retail Trade, Venue
Management, Music Librarian, Multimedia Production, Film and TV Sound. The music industry is
Britain’s 6th largest industry by revenue.
The course is challenging, and demands that two instruments be brought up to at least grade iv
standard, with all the self-discipline and critical awareness skills which that implies. Candidates will
be expected to commit themselves to at least 35 minutes of practice per day on each instrument to
reach the required standard. The listening element requires detailed study of classical-style music
from 1400 to the present day, and will require a good ability to read and write music. It is expected
that a candidate will have achieved a pass A or B to enter the course.
Course Assessment



The performance is assessed by an external examiner and contributes 60% of the marks.
The listening is assessed by an hour-long written examination, and contributes 40% of the
marks.
The composition is assessed internally, and a pass must be achieved to allow the course
award.
Advanced Higher
This course offers progression from Higher, and is more challenging. It is designed to provide further
preparation for University level study, and demands greater skills of independent learning and
deeper understanding of musical concepts than the Higher course.
To the requirements of Higher are added:
A 15 and 10 minute performance programme; two compositions of at least one and a half minutes
duration; a searching listening paper and a 1500 word analytical study of two works.
This is a demanding course suitable for candidates who intend to study music or undertake a degree
which will use the high levels of musical skills demanded by the course.
Candidates would normally have achieved and A pass at Higher to enter the course.
56
PHYSICAL EDUCATION
HIGHER
This course was first offered in Scottish Secondary Schools in Session 1989-90. Candidates for this
course can have varied experiences which would be valuable.
NB. Students who have been presented at Standard Grade must have gained passes at 1 or 2 for the
Knowledge and Understanding and Evaluating elements and grade 1 for Practical Performance.
This course would also suit physically talented students with no previous experience of Standard
Grade but the student would have to have a serious desire to improve and study this subject in
depth, be committed to physically improve their practical skill level in Volleyball and Hockey, and
evidence of academic ability to back up their talents.
It would ideally suit the physically talented 6th year students who have been successful in their
chosen 5th Year subjects. These pupils should have a Higher English pass.
Standard Grade experience and prelim results will be taken into consideration to help confirm a
place on the course.
Course Organisation
Term 1 (August – October)
Practical Activity – Hockey Analysis Area 1 – Skills and Techniques
Analysis Area 2 Preparation of the Body – Fitness Assessment and weekly visit to a local gym.
Term 2 (October – December)
Practical Activity – Volleyball – Analysis Area 3 Structures and Strategies.
Term 3 (January – Easter) Prelim Exams and consolidation of main course practical activities Hockey
and Volleyball.
Examination Elements
1. Practical Performance
Practical Work: (40% of overall marks) Hockey and Volleyball - each the student’s best score out of
20.
Students would be involved in both activities throughout the year; they would be graded practically
for each activity and must be able to show ability and improvement to pass the internal NAB.
Anyone performing at less than a grade one practically at Standard Grade would find it difficult to
meet the required standard for the practical Nab’s
2. Internal assessment
Internal assessment of analysis of performance – the student has to complete a 4 Outcomes
assignment, to fulfil this assignment the class visit the computer lab one lesson per week,
throughout two of the school terms. This work involves video analysis and the student has to keep a
weekly diary of practice analysis, evaluation and personal skill development. The student has to pass
all 4 NAB outcomes in order to be presented for the final exam.
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3. Final Examination: (60% of overall marks)
Student’s sit the final exam during the normal SQA diet of examinations. The exam is based on the 3
areas which would be studied during practical sessions – preparation of the body, analysing
performance, covering such areas as tactical awareness, developing team strategies, developing
skills and techniques and appreciation of action.
The final exam: a 2hour 30 minute paper in the form of 8 questions. The student has to select 1
question from each of 3 the topic areas studied. Each question is worth 20 marks and should be
answered by short discursive or descriptive essays.
A sample exam question
AREA 2: SKILLS AND TECHNIQUE
Question 3.
When learning or developing skills or technique, it is important that you use practises that are
appropriate to your stage of learning.
Choose an activity and a skill or technique.
(a)
Describe methods of practice that you used at the cognitive (preparation) stage of learning.
Explain why these methods were appropriate. (5)
(b)
Describe the methods of practice that you used to consolidate your skills or technique at the
associative (practice) stage of learning. Explain why these methods were appropriate. (5)
(c)
Discuss the importance of feedback when learning and developing skills/technique at each of
the above stages of learning. (6)
(d)
Discuss one other factor that you considered to be important when learning and developing
skills or technique. (4)
(20)
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PHYSICS
Advanced Higher
Only students who have passed Higher Physics at Grade A or B are recommended to attempt Advanced
Higher Physics. In addition most successful candidates will have achieved a Grade C or better in Higher
Maths. This course is excellent preparation for prospective students in a wide variety of courses including
Physics, Engineering, Electronics, many other science and maths disciplines and medical physics.
The course has two units, entitled Mechanics and Electrical Phenomena, each lasting 40 hours. In
addition there are two 20 hour units covering Wave Phenomena and a Practical Investigation.
All units have a NAB that must be passed along with the successful completion of one short report on an
experiment, an Outcome 3 report.
The Practical Investigation unit provides S6 students with the opportunity to take responsibility for an
extended piece of work. Clearly this affords students the opportunity to develop skills that will be
required when they leave school.
Resources issued to each student include a set of summary notes, a structured homework programme,
materials to support the completion of the Outcome 3 report and guidance on the approach to the
production of a successful investigation report. As with all physics courses an equations list will be
available in class and during all assessments, including the final examination.
The final examination paper, which lasts 2 hours 30 minutes, contributes 100 marks to the overall mark.
In addition candidates have to produce a written report on their investigation. This is worth a further 25
marks. The final examination mark, and hence grade, is produced by adding these two individual marks.
Advanced Higher Applied Mathematics: Mechanics
This is an excellent 2/3 period option for students intending to study Maths, Physics or any branch of
engineering beyond school. It provides the opportunity to apply techniques developed in Maths to real
world applications e.g. using three dimensional vectors to predict if two moving objects will collide.
Only students who have passed Higher Mathematics at Grade A or B are recommended to attempt AH
Mechanics. In addition most successful candidates will have achieved Grade A or B at Higher Physics and
may well be attempting AH Physics.
The course has two units, Mechanics I and Mechanics II covering largely Vectors, Calculus and
Trigonometry.
Both units have a NAB that must be passed.
The final examination, which lasts 3 hours, can only be sat by those candidates who are attempting
Advanced Higher Mathematics.
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Higher Physics
Only students who have a Grade 1 or 2 in Standard Grade Physics, or who have passed Intermediate 2 Physics
at Grade A or B, are recommended to attempt Higher Physics. This course provides a well respected
qualification for virtually any future career path. Clearly progression to scientific or mathematical courses is
common but, in addition, many prospective students of finance, law and medicine, study Higher Physics as one
of their core subjects in S5.
In session 2011-12 a new Revised Higher Physics course will be available from SQA for the first time. It is
intended to offer this new higher course in Marr College.
This course has 3 physics content based Units entitled:Our Dynamic Universe (40 hrs)
Particle & Waves (40 hrs)
Electricity (20 Hrs)
These Units each have a body of knowledge and skills and have an end of unit test that must be passed.
In addition there will be a single Unit entitled Researching Physics (20 hrs).
This Unit will focus on the development of scientific and communication skills. In it students will be required
to undertake a series of activities, both web based and practical, in which they will obtain information/data.
Following this, students will be required to produce a variety of reports including a group presentation. This
presentation may take one of the following formats: conference poster, scientific paper, PowerPoint, video,
web page or traditional lab report.
Successful completion of these activities and reports is required in order to achieve a pass in this Unit.
Resources issued to each student include a set of summary notes and a structured homework programme. As
with all physics courses an equations list will be available in class and during all assessments, including the final
examination.
The final examination paper, which lasts 2 hours 30 minutes, is worth 90 marks. This paper has 20 multiple
choice questions and a further 9 questions worth a total of 70 marks.
If you have not previously studied physics and you wish to take up Higher Physics in S5 or S6 please speak to
Mr Holton.
Intermediate 2 Physics
Any student who has studied Physics in S3/4 or who has achieved a Grade 1, 2 or 3 in any of the other sciences
or in Maths could attempt this course. This course is designed to enable students to study an additional
science in the upper school. There is no doubt that it provides an accessible S5/6 entry point to studying
physics.
Students who have studied Int 1 Physics and have an interest in progressing to Int 2 Physics should speak to
the PT before completing any course choice forms.
The course has four units; Mechanics and Heat along with Electricity and Electronics, each lasting 40 hours,
while Waves and Optics along with Radioactivity each last 20 hours.
Each unit has an end of unit test that must be passed along with the successful completion of one short report
on an experiment, an Outcome 3 report.
Resources issued to each student include a set of summary notes, a structured homework programme and
materials to support the completion of the Outcome 3 report. As with all physics courses an equations list will
be available in class and during all assessments, including the final examination.
The final examination paper, which lasts 2 hours, is worth 100 marks. This paper has 20 multiple choice
questions and extended questions worth a total of 80 marks.
S5 students who achieve a very good pass in this course often make good progress in Higher Physics in S6.
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Intermediate 1 Practical Electronics
This course is designed to suite a wide variety of students including S5 students who wish to opt for
this vocationally orientated course as a stepping stone to further training in a college. Alternatively
S6 students who wish to develop some additional practical skills prior to moving on to Higher
Education.
The 4 units of this course are Practical Electronics, Simulation and Measurement, Electronics and
finally Wiring and Assembly techniques. These units are delivered in an integrated manner to ensure
that practical skills, such as soldering, along with ICT skills, such as the use of circuit simulation
software, and basic electronics knowledge are developed simultaneously.
The class teacher assesses these units.
The course award that appears on the final SQA certificate, Grade A, B or C, is based on a project
that is carried out in school, marked by the class teacher and moderated by an SQA marker who
comes to view the students’ work.
There are no formal entry requirements for this course. This course is very practical in nature and
has no final written exam at the end of the year. Students should note that the final award will
support an application to college but not to university.
If you are unsure about how appropriate this course is for you please speak to any Physics teacher.
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PHILOSOPHY
Course Descriptor – Higher
Course Code – C268 12
Entry is at the discretion of the department. Students would normally be expected to have attained
one of the following or equivalent:



Intermediate 2 Philosophy course or units
Intermediate 2 Religious, Moral and Philosophical Studies course or units
Intermediate 2 English or a social subject course at Intermediate 2
The course consists of 4 units. The same units are studied at Intermediate 2 level but in the Higher
course the issues are studied in greater depth with more demanding content.
F8K4 12 – Critical Thinking in Philosophy
Pupils gain an understanding of the nature of arguments and some of the terms and concepts
needed to critically analyse and evaluate arguments in a philosophical manner. The content is
studied under two headings:


Understanding the nature of arguments
Reliable and unreliable arguments
F8K5 12 – Metaphysics
Pupils study aspects of one metaphysical debate and investigate specific positions which are
adopted in relation to the chosen debate. The relevant debates are:


Is there a rational basis for belief in God?
Do we have free will?
F8K6 12 – Epistemology
Pupils either study Rene Descartes or David Hume in relation to three epistemological questions
which are outlined below:



Why are knowledge claims a problem in philosophy?
What is knowledge?
Can knowledge claims be justified?
F8K7 12 – Moral Philosophy
Pupils investigate two specific normative theories in Section 1 which illustrate both consequentialist
and deontological approaches to moral judgements. The theories are:


The theory of Utilitarianism as illustrated by Jeremy Bentham and J S Mill
The deontological theory of Immanuel Kant
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Course Descriptor – Intermediate 2
Course Code – C268 11
Entry is at the discretion of the department. Students would normally be expected to have attained
one of the following or equivalent:



Standard Grade English at Grade 3 or above
Standard Grade in a social subject at Grade 3 or above
Intermediate 1 unit pass in Religious, Moral and Philosophical Studies
The Course consists of 4 units.
F8K4 11 - Critical Thinking in Philosophy
Pupils will develop basic skills which will help them begin to examine arguments in a structured
manner. They develop an understanding of the building blocks of arguments and some of the
characteristics of reliable arguments. The content is studied under two headings :


The Building Blocks of Arguments
Reliable and Unreliable Arguments
F8K5 11 – Metaphysics
Pupils study aspects of one metaphysical debate and investigate specific positions which are
adopted in relation to the chosen debate. The relevant debates are:


Is there a rational basis for belief in God?
Do we have free will?
F8K6 11 – Epistemology
Pupils study specific philosophical issues in the area of Epistemology. They also study aspects of the
positions of either Rene Descartes or David Hume. There are two sections in this unit:


What is knowledge?
Descartes’ Rationalism OR Hume’s Empiricism
F8K7 11 – Moral Philosophy
Pupils will develop a basic understanding of specific aspects of two normative moral theories and
their approach to moral judgements. The two theories studied in this unit are:


The Consequentialist theory of Jeremy Bentham and John Stuart Mill
The Deontological theory of Immanuel Kant
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RELIGIOUS, MORAL & PHILOSOPHICAL STUDIES
Course Descriptor: Higher
Course Code: C265 12
Entry is at the discretion of the department. Pupils would normally be expected to have attained one
of the following or equivalent:



Intermediate 2 pass in a social subject
Intermediate 2 Religious, Moral and Philosophical Studies
Credit pass in English or a social subject
The course consists of:
F59E 12 (at present) Unit 1– World Religions (Christianity)
There are 3 organising principles in this unit
1. The Human Condition (what is the human condition?)
2. The Goals
(what are the goals of existence?)
3. The Means
(how are the goals achieved?)
F59K 12 (at present) Unit 2 Morality in the Modern World
Pupils will develop the knowledge and skills necessary to understand the contemporary moral topic
of Global Issues. Candidates will look at two areas:
1. Global distribution of wealth and resources
2. Global warming
F59 Y 12(at present) Unit 3 – Christianity: Belief and Science
Pupils will look at three main areas in order to investigate relationships between Christian belief and
Scientific theory.
1. Sources of Human understanding(Christian revelation and Scientific enquiry)
2. What is the origin of the universe? (created by God or the Big Bang?)
3. What is the origin of human life? (creation by God or through evolution?)
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Course Descriptor: Intermediate 2
Course Code: C265 11
Entry is at the discretion of the department. Pupils would normally be expected to have attained one
of the following or equivalent:




Intermediate 1 pass in a social subject
Standard Grade General pass in a social subject
Standard Grade General pass in English
Intermediate 1 unit pass for RMPS
The course consists of:
F59E 11 - Unit 1: World Religions (Christianity)
There are three organising principles in this unit
1. The Human Condition
2. The Goals
3. The Means
(what is the human condition?)
(what are the goals of existence?)
(how are the goals achieved?)
F59K 11 – (at present) Unit 2: Morality in the Modern World
Pupils will develop the skills and knowledge and skills necessary to understand the contemporary
moral topic of Global Issues. Candidates will look at two areas:
1. Global distribution of wealth and resources
2. Global warming
F59Y 11 – (at present) Unit 3 - Christianity: Belief and Science
Pupils will look at three main areas in order to investigate relationships between Christian belief and
Scientific theory.
1. Sources of Human understanding (Christian revelation and Scientific enquiry)
2. What is the origin of the universe? (created by God or the Big Bang?)
3. What is the origin of human life? (creation by God or through evolution?)
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ASDAN:
Certificate of Personal Effectiveness (CoPE 3) ‘Universities Award’
CoPE 3 aims to enhance the ability to work as a group and independently. Candidates must gain
credits by completing challenges and providing evidence to demonstrate skills development in six
areas, at the appropriate level. Throughout the course they will work on a wide range of activities,
both individually and as part of a group. CoPE 3 makes a valuable contribution to the education and
personal effectiveness of young people and encourages confidence, communication and enhanced
skills in working with others.
Entry to the Course
Candidates would normally be expected to be in S6 and have gained Higher qualifications to apply
for University/College.
Course Outline
Candidates will need to:



Complete a number of challenges to develop skills and achieve the required number of
credits. (150 hours at Level 3). These challenges are organized into a broad range of modules
in the ASDAN Candidate Book which comprise the core curriculum. Activities can be varied
and candidates have flexibility on the challenges undertaken.
Complete action plans, record of achievements and review progress on challenges and skills
development with a tutor.
Present an organized Portfolio of Evidence which documents work for the challenges, and
evidence of the following skills:
Introduction to Working with Others
Introduction to Improving own Learning and Performance
Introduction to Problem Solving
Planning and carrying out a Piece of Research
Communicating through a Discussion (in a group)
Planning and giving an Oral Presentation
Assessment
Candidates must be able to show they can perform the skills in each unit by presenting a Portfolio of
Evidence that clearly demonstrates their ability to meet the standards. The Portfolio is assessed
internally and externally at a moderation meeting.
Candidates who have successfully met the agreed standard for all six units will receive a certificate
and can claim 70 UCAS points. (Equal to an ‘A’ pass at Higher)
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POSITIVE ATTITUDES TO ALCOHOL – PEER EDUCATION PROJECT
This half option course is the equivalent of Advanced Higher level and the completed course
portfolio will be presented for a Platinum Youth Achievement Award. The project forms part of
South Ayrshire Council’s Strategy in tackling Alcohol misuse in young people and has been
successfully piloted in Girvan Academy, Prestwick Academy during session 2009, 10 and in Ayr
Academy, Queen Margaret Academy and Marr College in session 2010, 11. Feedback from the
projects which have been running have been very positive and support the belief that young people
are best placed to know what the real issues are and how best to tackle them. The course will be
supported by staff from Community Learning and Development within the school.
The peer educators will be trained to deliver a 4 week alcohol awareness programme to our S1
pupils and there may be an opportunity to deliver some workshop sessions to other year groups or
in youth club settings within the community. The S1 course will look at a number of issues
surrounding alcohol misuse including how confidence and resilience can help young people to make
safe and informed choices. It is our intention to involve the Peer Educators towards the end of S6 to
recruit and train the next group of senior pupils and we may be able to expand the role and remit of
the group in coming years.
The Peer Educators will be given training in Alcohol Awareness, Confidence and Resilience, Child
Protection Training and Teambuilding and Leadership. We believe that this course offers a great
opportunity for personal development, gaining leadership skills, using initiative, and working
independently – all skills which are very useful for future career or further education. The points
associated with the Award can be noted onto the UCAS application form and included on the
Personal Statement. In addition, this is a chance to make a positive contribution to your school and
community
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YEARBOOK AND PUBLISHING
This course is timetabled for two periods per week and at present does not lead to a formal
qualification.
Students involved would work on all aspects of the production of ‘The Sixth Year Memories Book’
and would have a responsibility for a school newspaper which would be published approximately
twice per term.
The school newspaper would be an account of what is going on within Marr College plus
commissioned articles on items of particular interest.
Information gathering, writing, word processing and desktop publishing will all be activities featured
in the course.
A McDade will now be doing the newspaper reports.
The course would appeal to anyone in S6 interested in what is described above – students who want
to work as part of a team and see the results of their effort in a tangible form and one which has a
real and direct benefit for the whole school community.
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YOUNG APPLICANTS IN SCHOOLS SCHEME (YASS)
YASS is designed to bridge the gap between school and full-time university and help able and
motivated students stand out from the crowd.
YASS offers able and motivated as well as gifted and talented students an opportunity to get a taste
of university study early through The Open University. It is available to students in schools in
Scotland in year S6.
There are over 60 exciting modules to choose from, everything from web design to writing fiction,
giving students the ideal way to extend their knowledge of their Highers and Advanced Highers.
For students planning to go to university, the extra study can help their UCAS applications to stand
out.
Students can apply for an Individual Learning Account (ILA) to cover or contribute to the course
fees.
See website for further details: http://www8.open.ac.uk
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COURSES AT AYR COLLEGE
Next session, numbers permitting, Ayr College intends to offer a variety of courses, including the
following:
Higher
Care, Drama, Psychology, Sociology
Higher National Unit / A Level Unit
Biological Forensic Science, Criminology, Customer Care Law, Microsoft Desk Technician
Because of the necessity of travelling time and the loss of teaching time from other option blocks,
the above courses are open only to S6 students who have gained a good set of SQA qualifications in
S5 (e.g. a minimum of four Highers).
Ayr College also stipulates the following entrance requirements for individual courses:


Biological Forensic Science – Having passed Higher Chemistry
Higher Psychology – Having passed Higher English
Note: As College courses are dependent on a minimum number of students enrolling and do not
normally proceed until August, all prospective candidates must find an alternative option choice for
the month of June. This gives a fallback position should the College course not go ahead. More
information about these courses will be made available in June.
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