FIFTH/SIXTH YEAR OPTIONS
COURSE CHOICE BOOKLET
MILLBURN ACADEMY
SESSION 2013-2014
MILLBURN ACADEMY
FIFTH/ SIXTH YEAR OPTIONS - COURSE CHOICE BOOKLET
Advice from
S4 Year Head
S5 Year Head Guidance Teachers
Mr Paterson
Mr Croall
Ashie
Farraline
Garth
Moy
Ruthven
Mr A Mathieson
Mrs M Campbell
Mr T van Loon
Mrs L Brunton
Ms M MacKay
Making the right choices in S5 and S6 is a very important part of your education development. The
choices that you make at these times are crucial to your educational future and your possible learning
pathways beyond school and for any career choices thereafter. It is vitally important, therefore, that
you take the option choice process seriously, and that you give it your full attention and commitment.
Firstly, consider carefully what is the right pathway for you:

A school only package of subjects and additional opportunities for personal development

A school plus other provision package (school subjects with some college/training/work
experience/voluntary work)

A post-school education package (College/training/volunteering/employment)
It is important that your choices are based on full and accurate information. This document is a starting
point and contains details of each of the courses on offer. The information is provided by principal
teachers and provides content and relevance information relating to each course. You should read it
carefully. You should be clear about your best progression route in each subject based on discussion with
each of your class teachers. You should also discuss your course choices with your family and friends
as this will give you every opportunity to think through your decisions.
You will, of course, receive advice and support from guidance staff in the school. You can request to have
a further formal options interview with your guidance teacher (your parent can attend this if desired);
however, by this point you may more or less know what subjects you are planning to take. If you are
unsure, you should speak to your guidance teacher and/or your subject teachers prior to your
selection. In addition to this, you will be able to receive help from the Careers Officer by requesting an
appointment via your guidance teacher. It is essential that those of you who are considering further
study at college or university check carefully which subjects are essential for your preferred courses.
You will find this information by checking the prospectus or website of the college or university concerned.
The admissions officers in each university are always willing to advise if you contact them directly. Again,
speak to your guidance teacher if you need help.
Your options should be realistic and based on your knowledge about your effort, progress and
performance to date. This information will help you to decide the appropriate level of study for each
subject you wish to pursue.
The choices you make are vitally important to your future. Think carefully before you make any decisions
and remember to seek advice if you are unsure.
Rector
January 2013
COMMON PATHWAYS THROUGH NATIONAL
QUALIFICATIONS
S4
S5
Intermediate 2
Credit 1
Credit 2 (depending upon
element progress)
→
Higher
S6
→
Advanced Higher
Intermediate 1
Standard Grade 3.4
Access 3
→
→
Intermediate 2
→
Higher
Intermediate 1
→
Intermediate 2
SPECIAL NOTE
THE INFORMATION CONTAINED IN THIS BOOKLET IS CORRECT AS AT 25th JANUARY
2013 BUT MAY BE SUBJECT TO ALTERATION IN THE COMING SESSIONS.
NB Some subjects may offer new National 4 and National 5 qualifications rather than
Intermediate courses.
INDEX
PAGE
General Information
1–7
Course Descriptors
Accounting
Administration
Art & Design
Biology
Business Management
Chemistry
English
English for Speakers of
Other Languages
French
Geography
Graphic Communication
History
Hospitality
Higher
Higher/Intermediate 2
Advanced Higher/Higher/
Advanced Higher/ Higher/Int2
Higher
Advanced Higher/Higher
Advanced Higher/Higher/Intermediate 2/1
8
9/10
11/12
12/13/14
14
15/16
17/18/19/20
Higher/ Intermediate 2
Advanced Higher/Higher/Int2
Advanced Higher/ Higher /Intermediate 2
Advanced Higher/ Higher
Advanced Higher/ Higher/ Intermediate 2
Intermediate 2
21/22
23/24/25
26/27/28/29/30
30/31/32
32/33/34/35
35/36
Leadership with Community
Sports Leader & H.S.E First Aid Higher
Lifestyle and Consumer Technology Higher
Mathematics
Modern Studies
Music
Philosophy
Photography
Physical Education
Physics
Practical Craft Skills
Product Design
Psychology
Skills for Work (Engineering)
Skills for Work (Lab science)
Skills for Work (Sport & Rec)
Spanish
Technological Studies
Transition Programme
Travel & Tourism
Advanced Higher / Higher/Int2/Int1
Higher
Advanced Higher/Higher
Higher (S6 only)
Higher
Higher/Intermediate 2
Advanced Higher/Higher
Intermediate 2 and 1
Higher
Higher(S6 Priority) / Intermediate 2
Intermediate 2
Intermediate 2
Intermediate 2
Advanced Higher/Higher/Int 2
Higher
Intermediate 2
Intermediate 2
36/37
37/38
38/39/40/41
41/42
42/43/44/45
45/46
46
47/48
48/49
49/50
50/51
51/52
53
53/54
54
55/56
56/57
57/58
58/59
ENTRY INTO FIFTH AND SIXTH YEAR
While it is appreciated that pupils returning to Fifth and Sixth year do so voluntarily, certain
conditions do apply in order that pupils make best use of these years of secondary education:a)
Pupils must meet the conditions for course choice set out in this booklet and once
courses are firmly fixed pupils must continue with their chosen subject for the whole of
the academic year.
b)
Pupils entering Fifth year must choose a subject in each of columns A - E.
c)
Pupils entering Sixth year must normally choose a minimum of four courses from
columns A-E (see para g (ii) below) Where a pupil’s choices consist wholly of Advanced
Higher and new one year Higher courses then they must negotiate their timetable with
their Guidance Teacher or Year Head. Where a pupil has an agreed commitment to
Community Involvement or other personal development/wider achievement activity for
part of the school week, it may be possible to restrict other choice columns (see also
para g (ii)).
d)
Attendance - Senior pupils must attend regularly and punctually and any Fifth or Sixth
year pupil whose attendance is unsatisfactory may face being withdrawn from
presentation for examinations and/or will be invited to leave school, rather than suffer
exclusion. (see also para h)
e)
Personal and Social Education (PSE)
All pupils in Fifth and Sixth year will follow a programme of Personal and Social
Education on the basis of two periods per week.
An important element of this
programme will be presentations by visiting speakers. (See page 7 for further details).
f)
Work Experience
As part of the curriculum all S4 pupils were offered a period of Work Experience.
Work Experience may be available to pupils in Fifth and Sixth year and requests should
be made through Guidance staff.
Due to course demands, pupils following Higher and
/or Advanced Higher courses will normally have placements arranged at times which
cause least disruption.
g)
Private Study
i)
S6 : Unsupervised private study MAY be available to S6 pupils. The amount of
time involved will depend on course choices made by individual pupils. (see para c
above) Where not used appropriately, arrangements will be made for supervision
at these times.
h)
Educational Maintenance Allowances
Educational Maintenance Allowances are available to S5 and S6 pupils who meet the
eligibility requirements of the scheme. Pupils will be issued with information about the
EMA scheme.
The Education Authority will require a certain minimum level of attendance if
Maintenance Allowances are to be paid and there is, therefore, an additional onus on
pupils to ensure that they register correctly. The Authority will further require
absences to be explained and pupils in receipt of Maintenance Allowances are therefore
advised to bring a note of explanation on return from an absence (S5 to Class Tutor, S6
to school office).
N.B.
1
Final decisions regarding the S5/6 Options depend on wider timetabling decisions, on
staff availability and pupil uptake.
However it is likely that some courses which do not attract a minimum of 10 pupils will
not run or that arrangements may be sought to join pupils on that course in another
venue. It is also unlikely that an additional section will be created when a subject is
over subscribed. In any such situation relating to Higher, priority will normally be
given to S5 pupils, to pupils who have a proven commitment to learning, and to S6 pupils
who have been following a two year Higher course.
2
A number of parents are removing pupils from school for FAMILY HOLIDAYS
DURING TERM TIME and, while this is always an unwelcome inconvenience from a
teaching point of view whatever stage a pupil is at, the arrangements for Higher
courses (see pages 3-5) mean that any such absence could have serious
consequences for a pupil in S5/6.
Any pupil who goes on holiday for 2 weeks
during term time could miss 25% of a course unit and this in turn has implications
for the assessment and completion of any unit, with a possible consequence of nonpresentation in the final course examinations. Teaching staff will not be expected
to make time-consuming alternative arrangements for pupils in that situation.
Instructions from Scottish Executive will result in such absences normally being
recorded as ‘unauthorised’.
ALL PUPILS SHOULD READ THE FOLLOWING NOTES CAREFULLY BEFORE COMPLETING
THEIR COURSE CHOICE FORMS FOR NEXT SESSION.
PLANNING YOUR COURSE
Pupils entering Fifth and Sixth year are offered a wide and flexible range of course options which can
allow them to pursue existing courses at Intermediate, Higher and Advanced Higher levels. There will
also be the opportunity to pick up new courses.
The agreed number of courses in the Fifth and Sixth years must be chosen and must be followed for the
whole of the session.
Discuss your choices with your Guidance teacher.
Points to consider when making your subject choice?
a)
Your Career – You may have a rough idea of what you would like to do or the subject area in which
you would like to specialise post school. The subjects of your curriculum should be in keeping
with your future career or learning pathway and, if you hope to go to University or College,
appropriate to meet the course entry qualifications. A later section in this booklet will help you
with this point.
b)
Subject Entry Requirements
Intermediate Level Courses – Entry to an Intermediate 2 level course would normally require at
least a Standard Grade General award in the subject in S4, while entry to an Intermediate 1
course requires a Standard Grade Foundation award.
Higher Level Course - Pupils wishing to follow a Higher Level course will normally be expected to
have gained a Credit level award in the subject at Standard Grade. Where a pupil has gained a
General 3 award at Standard Grade, it may be possible to proceed to a Higher course (see page 4
‘Higher Courses’ paras 2 & 3.) No pupil with less than a Standard Grade 3 award will be accepted
directly on to a Higher grade course.
S4 reports provide indicators of a pupil’s suitability for Higher courses.
Advanced Higher - Pupils wishing to follow an Advanced Higher will be required to have gained a
Higher award in the subject.
c)
Your expected performance in this year’s National Qualifications/NQ examinations - The marks
obtained in your Preliminary Examinations will be a good guide to the level of award you might
expect to gain.
d)
How many Higher Level Courses must I take? All S5 pupils must take five courses, one from
each column on the Choice Form. S6 pupils should normally choose four courses from different
columns.
Pupils hoping to apply to University and Colleges of Higher Education should plan their course to
ensure that the ‘Highers’ followed in S5 and S6 will meet the requirements of their preferred
course. The entry requirements for ‘Higher’ courses are detailed above and on page 4, but pupils
should remember that entry to a course does not guarantee presentation in the examination in
May/June.
Pupils who fail to meet required levels of performance or whose attendance is
unsatisfactory during the session can either be withdrawn from a course or allowed to
continue without actually sitting the examination. Parents will be In most instances, pupil’s
results in the ‘prelim’ exams will be the main indicator of performance. It must be remembered
that failure to maintain the appropriate number of courses can lead to a pupil being removed from
the roll.
e)
Private Study - Unsupervised private study is available by negotiation to Sixth year pupils and,
where chosen, can be negotiated to be undertaken at home or unsupervised in school.
S5/S6 CURRICULUM - NATIONAL COURSES/UNITS
In schools, National Courses aim to provide courses and qualifications at five different levels for pupils in
S5 and S6.
NATIONAL QUALIFICATIONS
Access 3
(Foundation Standard Grade equivalent)
Intermediate 1
(General Standard Grade equivalent)
Intermediate 2
(Credit Standard Grade equivalent)
Higher
Advanced Higher
National Courses are divided into units varying in length from 20 - 80 hours, with 40 hours being the most
common length.
While the total length of units for each course will be 120 hours, each course is
allocated 160 hours.
The additional 40 hours will be used for various purposes - induction, reassessment, consolidation, preparation for course examinations. Assessment for the courses consists of
unit assessments, which are internally marked, and an externally marked final examination. Pupils will
normally only be able to sit this external examination if they have successfully completed all the unit
assessments. There are various types of unit assessment, including end of unit tests and continuous
assessment, with some units being taught consecutively and some concurrently.
Whatever the
organisation and assessment relating to individual course units, it must be remembered that, unless pupils
pass all unit assessments, they cannot expect to sit the final examination. Certain units will be assessed
as early as September/ October and it is therefore very important that the pupils establish and maintain
a certain level of commitment from the start of the course. It will no longer be possible to coast for the
first part of a National Course and hope to put enough effort in after Christmas to pass the final
examination.
Where a pupil does fail a unit assessment there will be an opportunity for one reassessment. Only exceptionally would a second re-assessment be permitted. It is the grade achieved in
the final external examination which indicates the level of success achieved in the course.
It will therefore be possible for a pupil to achieve success in some course units and not be able to sit the
final examination.
It should be recognised that success in Higher level units is a progression from
Standard Grade and that these units have value in themselves.
There will continue to be a ‘prelim’ examination in January/February in order to provide pupils with
experience of the type of examination they will face at the end of the course. This experience would not
be provided by unit assessments.
HIGHER COURSES
Pupils can study Higher level courses in a range of subjects in the Fifth or Sixth years. ‘Highers’ are the
essential qualifications for certain jobs, Higher Education courses and University entrance. There are a
number of important points to consider when thinking about taking ‘Highers’.
Highers are much more demanding than Standard Grades. Before choosing to take a subject to Higher
grade a pupil should normally have obtained a Band 1 or 2 at Standard Grade. Where subjects are
offering an Intermediate level II course it will be expected that pupils who have gained a General 3
award in Standard Grade will opt for this Intermediate course in S5, with the Higher level course being
available in S6 as a progression. It should be remembered that Intermediate level II is the equivalent of
Standard Grade Credit and, as such, would be a more appropriate step towards a Higher Level course.
Pupils who have achieved General 3 awards in a subject which does not offer Intermediate level II
courses in S5 may be considered for Higher level courses in these subjects, but will be advised to
restrict the number of Higher level courses to be attempted.
Do note that where a pupil has been given a ‘3’ award in his/her S4 report is not automatically excluded
from pursuing the subject at Higher level in S5. Attention should be given to the indicator of suitability
for Higher provided by each subject in the report. It is quite possible that a department hopes/expects
that a pupil will improve their performance in the actual standard Grade exam.
Where a pupil with a Standard Grade 3 award wants to follow a Higher in the subject, his/her
performance in the different elements is important and it will be necessary for the pupil to have
attained at least a 3 award in the more important element(s) eg. Knowledge and Understanding. Certain
‘Higher’ courses may be open to pupils,
particularly Sixth year pupils, who have not previously done Standard Grade in the same subject. Pupils
should always discuss their choice of ‘Highers’ with their Class Teachers and Guidance Teacher.
The maximum number of ‘Highers’ which can be taken in one year is five, although many pupils take fewer
and spread the load over two years. Traditionally advice to pupils has emphasised that it was better to
do a small number of ‘Highers’ well than a large number badly, but recent research does seem to indicate
that pupils who do four or five Highers perform better than pupils of similar abilities who take three or
fewer Highers. Parents can expect guidance staff to encourage pupils to take as many Highers as their
Standard Grade performance suggests they can cope with.
Pupils, however, may be advised to consider limiting the number of Highers being taken and to complete
their choices with Intermediate courses and/or free standing units (see below)
University courses and many college courses require ‘Highers’ for entry.
relevant skills and experience, including work experience.
Some also look for evidence of
‘Highers’ are still the basic entrance requirement for University. Before starting a course of ‘Highers’
pupils should be clear what the specific entry requirements are for the University course they are
interested in.
A good group of ‘Highers’ with some Standard Grades will usually give entrance to a
number of University faculties.
Some subjects, like English, Mathematics and the Sciences may be
required for admission to certain courses.
Pupils should make sure that they have all the information they need about entrance to careers which
interest them before choosing their ‘Highers’.
ADVANCED HIGHER COURSES
Advanced Higher Courses are organised in the same way as Higher Courses, with internally assessed units
and a final examination which is externally marked. There courses offer a systematic progression from
Higher level and are now recognised/required by certain university courses. Normally a pupil wishing to
follow a course at Advanced Higher level would be expected to have gained a Higher award at levels ‘A’ or
‘B’. NB Advanced Higher Course availability and time allocation will be dependent upon staffing availability.
INTERMEDIATE COURSES
Intermediate Courses are offered at levels 1 and 2 and their equivalence to Standard Grade courses is
shown on page 4.
These courses are organised in the same way as Higher courses, with internally
assessed units and a final examination which is externally marked. They offer a systematic progression
from Standard Grade and can also provide an alternative route to Higher courses. These courses offer a
qualification recognised by Further and Higher Education providers in terms of course entry
requirements.
ACCESS COURSES
Provision of Access level courses would normally be only available through the Additional Support Needs
Department and in negotiation with subject departments.
FREE STANDING UNITS
These are normally the internally assessed units of National Qualification courses which are certificated
by SQA.
S5/6 PERSONAL AND SOCIAL EDUCATION PROGRAMME (PSE)
PSE aims to improve the skills that pupils have already and to develop good inter-personal relationships.
It aims to: improve pupil motivation
 promote a sense of belonging to the school
 provide opportunities to express themselves and enhance self-esteem
 provide health information
 encourage pupils to make informed decisions, to co-operate with others and to think critically
The contents of the programme therefore includes aspects of Careers Education / Health / Enterprise /
Rules, Rights and Responsibilities / Study Skills / Care of the environment.
These are being built on throughout the pupil’s time in the school. Many topics have outside speakers:
CAREERS Speakers from Universities, Local Firms (on interview skills), Careers Officer,
Speaker on taking a “year out”.
HEALTH Speakers include School Doctor and Nurse, Customs and Excise Officer (drugs), Prisoner
from Porterfield Prison (drugs charges), Brooks Advisory Clinic, Crisis Pregnancy Centre,
School Chaplains, First Aid Speaker Educational Psychologist (exam stress)
OTHER Speakers include - Traffic Education eg., local Traffic Policeman, Speaker from AA.,
Law – eg., a local law firm, Womens Aid, Voluntary Bureau, Young Enterprise , Senile
Dementia, ACST (Aids Care Education and Training)
SUBJECT DESCRIPTORS
Subject descriptors, for all levels of a course, are entered alphabetically in this booklet.
ALTERNATIVE ACCESS TO HIGHER GRADE AND INTERMEDIATE 2 QUALIFICATIONS.
S6 pupils should be aware that Higher Grade and Intermediate 2 courses can be accessed through
Inverness College whilst remaining full time pupils at the school. There courses can be accessed in two
ways:
1.
On Line Higher Grades – Subjects offered are Human Biology, Psychology, Sociology and
Media Studies. Learning, task completion and contact with tutors is mostly done on-line.
Tutorials are held on a regular (approx. monthly) basis at the College for a half or whole day
and are compulsory (some subjects take place on a Saturday)
2.
Infill Higher Grades and Intermediate 2 – A much wider range of Higher Grade and
Intermediate 2 courses are offered. The courses available for next session are yet to be
finalised but should be available in early spring. Students attend College for 2 hour classes
twice a week, usually, but not always, on different days. Students are expected to devote a
maximum of 6 hours per week to each subject.
Both options offer considerable benefits to Millburn Academy S6 pupils. Subjects not taught in the
school are available, new teaching methods are experienced and, pupils have an opportunity to secure a
timetable between the school and College that gives broader choice, greater flexibility and benefits for
further progression.
S6 pupils wishing to explore these options should discuss the matter with their Guidance Teacher.
EMPLOYMENT/TRAINING
It must be emphasised that for many, if not most job and training vacancies, employers will expect
more than the basic general qualifications. In addition, most are clear in that applicants have a
profile of wider achievement experiences which demonstrate relevant skills and qualities to the post
applied for.
FURTHER AND HIGHER EDUCATION
Colleges
Colleges offer a wide range of courses, from the fairly basic to diploma and full degree level, with
entrance qualifications ranging from a few Standard Grades to several Highers, depending on the level of
the course.
It must be emphasised that for many, if not most courses, the basic general entrance qualification
will not be sufficient to gain a place. In addition, most institutions are clear in their expectation
that applicants have a profile of wider achievement experiences which demonstrate relevant skills
and qualities to the course applied for.
Universities
In terms of Scottish Certificates, the Scottish Universities Entrance Guides states that ‘candidates will
normally be expected to have a minimum of three Higher Grade passes.’ This is an absolute minimum
which would require to be offered along with Standard Grades at Credit level and/or Intermediate level 2
awards. A pass in English at this level is normally required.
It must be emphasised that for many, if not most courses, the basic general entrance qualification
will not be sufficient to gain a place. In addition, most institutions are clear in their expectation
that applicants have a profile of wider achievement experiences which demonstrate relevant skills
and qualities to the course applied for.
For certain subjects Advanced Higher awards may be necessary.
Bursaries/Grants
Students attending more advanced courses, eg., HND and Degree, are normally eligible to apply for grant
support from the Students Awards Agency for Scotland. Students enrolled on lower level courses at
colleges should apply to their chosen college for information on bursary support.
NB.
The individual entrance qualifications of faculties and courses, and the availability of grants/bursaries,
should always be checked.
ACCOUNTING
COURSE : HIGHER
YEAR:S5/S6
INTRODUCTION:
The aims of the course are to build on the knowledge, understanding, information-handling skills and practical abilities
gained in Standard Grade and are to:

develop an understanding of the principles and practice of financial and management accounting

promote an understanding of accounting as a means of presenting and communicating information

prepare, use and interpret accounting information in relation to exercising control, analysing performance, making
decisions and solving problems

integrate within this study the uses and applications of information technology

develop further an understanding of aspects of finance and financial management
CONTENT (By Unit)
Financial Accounting Unit (60 hours)

Role of Financial Accountant

Structure, ownership, funding, liability, management and control of partnerships, companies, and not-for-profit
organisations

Final accounts for all business organisations:
Manufacturing Accounts
Partnerships including admission of new partner
Companies (plcs)
Not for profit organisations

Ratio Analysis

Correction of Errors

Financial Accounting Regulations
Management Accounting Unit (60 hours)

Role of Management Accountant

Classification of Costs

Job Costing

Service Costing

Process Costing

Decision Making

Budgeting

Information Technology and Accounting

Use of Spreadsheets
SKILLS
Pupils will develop an understanding of the principles and practice of finance. Pupils are encouraged to think logically
and apply the accounting principles in a consistent and effective manner, developing their problem solving, and
decision-making skills. Pupils will develop the capacity to prepare, read and interpret accounting information. In
addition the course aims to integrate information technology through the use of spreadsheets.
HOMEWORK
Homework is issued on a regular basis and is linked to the course work. Homework is an important element of the
course and is used to review and consolidate classroom learning.
ASSESSMENT
To achieve the Course award the candidate must pass the Internal Units as well as the External Course assessment.
Internal Unit Assessment: for each Unit, the assessments will be of a closed book nature and should take place at an
appropriate time. The maximum time for each Unit assessment is 1 hour 30 minutes. It is mandatory that a
spreadsheet is used as an assessment tool in the Management Accounting Unit assessment.
External Course Assessment: the course assessment is a question paper which will last 2 hours 30 minutes and have a
total of 200 marks. The question paper will be of a computational and theoretical nature, which will sample equally
across the range and content of the Financial and Management Accounting elements of the course and include the
integration of topics within each of the Financial and Management Accounting areas.
OTHER INFORMATION
It may be possible for pupils to take Higher Accounting as a “Crash” Higher. Please speak to Mrs Thomson if you wish
to be considered.
ADMINISTRATION
COURSE : HIGHER
YEAR: S5/S6
INTRODUCTION
The successful completion of Higher Administration equips pupils with practical and vocational skills which provide
opportunities for both employment and further study. Administration is crucial to the effective and efficient
delivery of business and organisational objectives. The role of administration is to provide support or services to
underpin operations and decision making within the organisation. All organisations require the effective management
of data and information so that the aims of the organisation are met, and all organisations required staff who are
competent at managing information. Using information and communications technology has become part of office
work to such an extent that it is now an essential tool for all who work in administration in any business environment.
Study of this Course will not only equip pupils with the level of competence required for using a range of software
packages in an office environment it will also enable them to research, evaluate and summarise information in an
effective way.
Throughout this Course pupils are encouraged to make use of general purpose software packages and use the
software at their disposal in as flexible a way as possible. Not only should pupils be required to work on their own,
but they should also be required to work with other people, thus developing the inter-personal skills required when
working in a business environment.
The main aims of the Course are to:

provide opportunities for progression to further study of Administration

prepare pupils for work in the specific vocational area of Administration
CONTENT(By Unit)
Administrative Services Unit (40 hours)
Outcome 1: The strategies which can be employed to ensure effectiveness in the workplace
Outcome 2: The impact of changing working practices on the modern working environment
Outcome 3: The procedures and processes involved in recruiting, developing and supporting staff
Outcome 4: How formal meetings are planned, conducted and supported
Outcome 5: The importance of providing effective customer service
Information Technology for Management Unit (80 hours)
Outcome 1: The role of information in decision making
Outcome 2: The impact of ICT on workflow, working practices and management
and security of information
SKILLS
Pupils will use the following:

Word Processing – including letters, meeting documentation, reports, newsletters, tables, forms, mail merge,
integration, dynamic linkage

Spreadsheets - including multiple worksheets and pivot tables/charts

Databases – including queries, forms, reports, relational databases

Presentation Software

E-mail

E-Diary

Internet
HOMEWORK
Homework is issued on a regular basis and is linked to the course work covered in class. Homework is an important
element of the course and is used to review and reinforce classroom learning.
ASSESSMENT
Internal Assessment is continuous and will take place at the end of each completed Unit. In addition pupils will sit a
Preliminary Examination in late January.
The External Examination is divided into 2 papers:
Paper 1 (1 hour 20 minutes worth 60 marks) Knowledge and Understanding, Problem Solving and Decision Making
Paper 2 (1 hour 20 minutes worth 60 marks) Information Technology
OTHER INFORMATION
Pupils must have a Credit in Standard Grade Administration or a pass at Intermediate 2 Administration to be able to
cope with the IT demands of this course.
ADMINISTRATION
COURSE: INTERMEDIATE 2
YEAR:
S5/6
INTRODUCTION
The aims of the course are to build on the knowledge, understanding and skills developed in Standard Administration
(General Level) in an integrative way. Not only will this increase the pupils’ technological confidence but it will also
encourage pupils to use the technology at their disposal in a creative way. The aims of the course are to develop:

skills in information technology through using business hardware and software

personal effectiveness and problem-solving skills by working both as part of a group and independently.

skills in producing a variety of business documents within time constraints

organisational and time management skills

knowledge and understanding at an elementary level of legislation affecting those working in an office
environment

skills in locating, extracting and communicating information from a variety of sources.
As a result, pupils will learn how to work effectively in a business environment, integrating administrative and IT skills
in a manner which will benefit them in any administrative work they may tackle at a future stage.
CONTENT (by Unit)
ADMINISTRATIVE SERVICES
This Unit contains the knowledge and understanding which underpins the administrative function at this level and is
summarised as follows:

Factors contributing to the effectiveness of an organisation

Factors affecting the administrative assistant in the work environment

The role of the functional departments and the activities carried out within these departments

The uses of the internet and office technologies

Procedures for arranging and paying for business travel and accommodation:
INFORMATION TECHNOLOGY FOR ADMINISTRATORS
This Unit concentrates on the use of information technology to solve business problems.
Candidates are required to solve business problems and present the solution by using the following software
applications:
Spreadsheets
Databases
Word processing
ADMINISTRATION: PRESENTING AND COMMUNICATING INFORMATION
This Unit concentrates on the use of information and communications technology to present and communicate
information. Candidates are required to:

Use the internet to search for and extract information

Use ICT (e-mail, e-diary, and word processing documents) to present and communicate information
Use presentation software to present and communicate information
SKILLS

Pupils will use a variety of software applications – Word, Excel, Access, PowerPoint – which will equip them with the
level of competence required in an office environment. In addition to developing skills in IT pupils will develop
organisational and time management, communication skills and teamwork.
HOMEWORK
Homework is issued on a regular basis and is linked to the course work covered in class. The length of time to
complete a homework exercise will vary depending on the course content at the time and the progression through the
course.
ASSESSMENT
Internal Assessment is continuous and will take place at the end of each completed Outcome.
The External Examination is divided into 2 papers:
PAPER 1: (1 hour worth 40 marks) Theory paper Section A is based on stimulus material. All questions are
compulsory. The emphasis in this section is on contextualised problem solving. Section B requires candidates to
choose 2 from 3 structured questions.
PAPER 2: (1 hour 20 minutes worth 60 marks) Practical paper A business problem to be solved involving the use of
spreadsheet, database and word processing applications with one task requiring integration.
OTHER INFORMATION
This course is appropriate for pupils who have passed Standard Grade Administration at General level. Pupils who
wish to develop IT skills may select this course without Administration qualifications.
ART & DESIGN
COURSE : ADVANCED HIGHER
YEAR: S6
INTRODUCTION
This is a structured course which allows committed students to really develop a personal theme. It is a year when
students are encouraged to experiment with new visual ideas and practical techniques.
Students must be able to express themselves visually and through written work too. Their practical coursework is
complemented by a written enquiry and both areas of investigation must be linked.
Those who wish to study Art & Design to this level must be dedicated to the subject and need be self motivated to
succeed. Traditionally students who follow this course are those who wish to continue in Art &Design through
Further or Higher education. The large body of work generated during the course can be used as the core of a
portfolio for college/university applications and interviews.
CONTENT (By Unit)
Suggested areas of study such as portraiture or hat design, will be provided for both main areas of enquiry. Specific
areas for enquiry can be discussed and negotiated with department staff on an individual basis.
Option 1
Design Enquiry - Practical (Major unit) 80 hours
Design Studies - Written (Minor Unit) 40 hours
Option 2
Expressive Enquiry - Practical (Major unit) 80 hours
Expressive Art Studies - Written (Minor Unit) 40 hours
Practical work is usually presented after Easter, on A1 size sheets. Advanced Higher students must produce 10min 18 max sheets up to A1, or 3D equivalent as evidence. This major unit is worth 60% of Advanced Higher marks,
alongside the secondary, minor unit 30 % and a statement of intent worth 10%.
Students are expected to generate much more work than this during the course (including sketchbooks) and only the
best is then presented and submitted for assessment.
HOMEWORK
The course starts with a location drawing project during the summer holidays and work is presented and assessed on
return to school in August. As well as this, students are expected to research artists work, their chosen area for
enquiry and produce sketchbooks over the summer too.
There are monthly tutorials to discuss progress. Individual, written targets are set regularly, as a structured
approach is required. Students must be mature, independent and meet deadlines throughout the year, as there is no
textbook format for this type of visual study
ASSESSMENT
Work is assessed throughout the year. In November/December there is an informal review and a report is issued.
Both units must be passed internally if a candidate is to be presented for a course award and evidence of attainment
must be identified separately for each unit. Coursework is submitted to the SQA for external assessment.
OTHER INFORMATION
Advanced Higher Art &Design is suitable for candidates who have achieved a Higher at Grade C and above at.
Students must be aware of the greater demands, hard work and genuine commitment required to achieve at this level
of study.
ART & DESIGN
COURSE :
HIGHER
YEAR: S5/6
INTRODUCTION
This course offers the interested pupil a chance to gain new skills and explore creative ideas thoroughly. It
encourages pupils to use a wide range of media, use technology appropriately and to respond to their surroundings.
Pupils who succeed at this level have a high standard of practical ability, show initiative, innovation and aesthetic
understanding.
Provision for Intermediate 2 level will be made in the Department for those who may find the course too challenging
as the year progresses.
Alongside developing practical and technical skills, pupils build upon their critical studies to follow an intensive Art &
Design Studies course of essays, during the year. Pupils must develop personal opinions on the subject and be able to
evaluate throughout. This is a course suitable for those who have achieved Standard Grade Credit.
CONTENT
There are three mandatory units (40 hours each):
 Design Unit – pupils respond to a personal design brief in the areas of Product, Fashion or Jewellery Design.
The specific design area is then researched in depth, developed into two ideas showing strong visual
communication and understanding of design issues, form, function and aesthetics. Finally, a design solution is
reached and produced in appropriate materials.
 Expressive Unit – pupils research either Still Life or Portraiture with a personal themed approach. The course
work must include first hand observational work, development of alternative compositions and demonstrate
imagination. The final piece usually results in a painting.
 Art & Design Studies – pupils produce written coursework exploring the areas linked to the practical areas
within the Expressive and Design units above. Pupils learn about the history and appreciation of Art &
Design, as well as contemporary work in Portraiture, Still Life, Product and Textile/Fashion Design. There is
a timed examination paper at the end of the course for this component.
Students are expected to generate much more work than this during the course and only the best is then presented
and submitted for assessment.
HOMEWORK
Art & Design Studies homework is set regularly in the form of essays and past paper questions. Pupils must be
motivated and meet deadlines. There is also ongoing practical homework too, for both the Expressive and Design
Units; researching topics, gathering information both visual and written, developing ideas through drawing, , painting
and experimenting with media…
ASSESSMENT
Work is assessed throughout the year. Pupils have regular tutorials to track progress and set targets for all
components of the course. The practical folio component, made up of the Design & Expressive Units, is worth 72% of
the overall grade. The written examination for Art & Design Studies makes up the remaining 28%.
All units must be passed internally if a candidate is to be presented for a course award and evidence of attainment
must be identified separately for each unit. Coursework is then submitted to the SQA for external assessment.
OTHER INFORMATION
Higher Art & Design is suitable for candidates who have achieved Credit at Standard Grade. Pupils must be aware of
the greater demands, hard work and genuine commitment required to achieve at this level of study. Pupils need to be
confident and competent at writing essays, as it is not just a practical course.
BIOLOGY
COURSE :
ADVANCED HIGHER
YEAR: S6
INTRODUCTION
A course suitable for those with a Higher Biology pass at A or B level, who are intending a career in a medical or
biological discipline.
CONTENT
Unit 1 - CELL BIOLOGY
Unit 2 - ENVIRONMENTAL BIOLOGY
Plus, one half unit from a choice of Physiology and Exercise or Biotechnology (All must do same choice in a year – at
present Physiology and Exercise is used.) An investigation takes up the remaining half unit.
HOMEWORK
A considerable amount of time has to be devoted to study and research homework. It is difficult to specify
‘homework’ as separate from ‘course work’ at this level, as much course work will be done by students on their own,
using both written resources and ‘Scholar’ network resource from Heriot Watt University.
ASSESSMENT
There are SQA compulsory tests to be passed at the end of each unit. School end of section tests and a prelim are
also given. The investigation is an important part of the assessment and is sent to the SQA for marking.
BIOLOGY
COURSE : HIGHER
YEAR: S5/S6
INTRODUCTION
A course qualification required for many higher education courses eg., medical professions, and acceptable as a higher
for other course entry.
CONTENT
- 3 UNITS
Unit 1 - CELL BIOLOGY
- JUNE – OCTOBER
- Cell membrane structure and function
- Cell organelles and their functions
- Chemistry of Photosynthesis and respiration
- DNA structure, replication and role in protein synthesis
- Protein structure and function
- Viruses
- Cellular defence mechanisms in animals and plants
Unit 2
GENETICS AND ADAPTATION
OCTOBER – FEBRUARY
- Meiosis
- Genetics including dihybrid cross and linkage
- Mutations
- Natural and artificial selection. Speciation maintaining a water balance in animals and plants.
- Obtaining food
- Coping with danger
Unit 3
CONTROL AND REGULATION
- MARCH – APRIL
- Plant growth, genetic and hormonal influencing effects of light and chemicals on growth
- Physiological homeostasis
- Regulation of population
Succession in plant communities
HOMEWORK
Regular study homework is required to keep up with this course. Written homework is also given.
The time required will vary greatly, depending on how quickly the course material is understood.
ASSESSMENT
Each unit has practical work to be written up to SQA required standard.
Each unit has a mid section and an end of section test.
Each unit has an SQA test in which 26/40 marks are required.
There is also a prelim exam for predicting an estimate grade.
OTHER INFORMATION
Suitable for those with a Credit award for KU in Standard Grade Biology or a ‘C’ or better at Intermediate 2 Biology.
Pupils with good Highers in Physics or Chemistry are able to follow this course in S6 with no previous experience in
Biology.
BIOLOGY
COURSE :
INTERMEDIATE 2
YEAR: S5/S6
INTRODUCTION
Intermediate 2 can be an effective introduction to Biology. It covers topics of real, current interest – advances in
genetics, cloning, pollution and changes in the environment. The final emphasis on the function of the human body
completes a comprehensive Biology course at a level similar to Credit Standard Grade Biology. Intermediate 2 can be
used as a ‘stand alone’ qualification, but it also gives an excellent preparation for Higher Biology.
CONTENT
Unit 1
- 3
-
UNITS
LIVING CELLS
Cell structure and function
Diffusion, osmosis
Enzyme action
Respiration
Photosynthesis
JUNE – NOVEMBER
Unit 2
- ENVIRONMENTAL BIOLOGY AND GENETICS - NOVEMBER – END FEBRUARY
Energy flow
Ecosystems
Variation within a species, genotype, phenotype
Genetics
Unit 3
- ANIMAL PHYSIOLOGY
MARCH – APRIL
Nutrition and the digestive system
Control of the internal environment
Circulation, blood, gas exchange
Brain and nervous system
HOMEWORK
Regular study homework is required to keep up with this course. Written homework is also given.
The time required will vary greatly according to how quickly the material in this course is understood.
ASSESSMENT
Each unit has practical work to be written up to SQA required standard.
Each unit has a midsection test and an end of section test for predicting final SQA grade.
Each unit has an SQA test in which 26/40 marks are required to pass.
There is also a prelim exam with course exam questions to give an estimate grade.
OTHER INFORMATION
Suitable for pupils, who studied Standard Grade Biology, in S6 to improve on a general award, or for those with
Standard Grade Physics or Chemistry wishing to get a Biology qualification.
BUSINESS MANAGEMENT
COURSE :
HIGHER
YEAR: S5/S6
INTRODUCTION
The study of Higher Business Management can provide a valuable experience which can enhance an individual’s
understanding of business and provide skills and knowledge which can be used in a wide variety of types of
employment. It can promote the development of an enterprise oriented society and encourage candidates to take a
positive view of setting up business for themselves.
The satisfactory completion of the Course will provide candidates with:

A thorough grounding in the place and importance of business in a modern society and of the main areas of
activity within a business.

A solid platform for further study, particularly in courses in business and management but also in other courses
which involve an understanding and awareness of the business environment and the way in which businesses
operate.

Transferable skills such as the ability to adopt a logical approach and to communicate complex points clearly.
CONTENT (By Unit)
Business Enterprise
Outcome 1: Business in Contemporary Society
Outcome 2: Business Information and ICT
Outcome 3: Decision Making in Business
Business Decision Areas: Marketing and Operations
Outcome 1: Marketing
Outcome 2: Operations
Business Decision Areas: Finance and Human Resources Management
Outcome 1: Financial Management
Outcome 2: Human Resource Management
SKILLS
The study of Business Management will enable pupils to acquire knowledge and understanding of the role and
operation of business, to develop problem solving skills and make use of these skills in real or simulated situations.
The course focuses on the functional areas of business such as marketing and finance. Decision making is an
important part of the course and pupils will be expected to analyse and justify business decisions. In addition, the
course emphasises the increasing role that information technology plays in facilitating and underpinning the activities
of business.
HOMEWORK
Homework is issued on a regular basis and is linked to the course work covered in class. Homework is an important
element of the course and is used to review and consolidate classroom learning. Pupils may be required to carry out
research as part of their homework activity.
ASSESSMENT
Internal Assessment is continuous and will take place at the end of each completed Unit. In addition pupils will sit a
Preliminary Examination in late January.
The External Examination is divided into 2 sections:
Section 1: Problem Solving and Decision Making
(50 marks)
Section 2: Knowledge and Understanding
(50 marks)
OTHER INFORMATION
This course is available to pupils who have studied Standard Grade Business Management but is also open to S6 pupils
as a one year crash course.
CHEMISTRY
COURSE :ADVANCED HIGHER
YEAR: S5/S6
INTRODUCTION
The course builds on the Higher level, developing further the underlying theories of chemistry and the practical skills
used in the chemical laboratory. The course also develops the skills of independent study and thought that are
essential in a wide range of occupations. The course is particularly suitable for pupils who wish to progress to degree
courses in chemistry or in subjects of which chemistry is a major component such as medicine, chemical engineering
and the environment and health sciences.
CONTENT
Unit 1 – Electronic Structure and the Periodic Table

Electronic structure

Chemical Bonding

Chemistry of the Periodic Table
Unit 2 – Principles of Chemical Reactions

Stoichiometry

Chemical equilibrium

Thermochemistry

Reaction feasibility
Unit 3 – Organic Chemistry

Permeating aspects of organic chemistry

Systematic organic chemistry

Stereioisomerism

Structural analysis

Medicines
Chemical Investigation
20 hours
October till April
40 hours
June till April
40 hour
June till April
20 hours
June to October
Much of the theory is taught in lecture style although ample opportunity is given for discussion with staff. Pupils
take their own notes about theory. Printed material will also be issued. Pupils are encouraged to take responsibility
for their own learning and progress with practical work.
HOMEWORK
Pupils must be prepared to undertake homework. This will take the form of completing work started in class,
learning work done in class and specific homework exercises.
Preparation, planning and writing up of the investigation is a major component and depends on the effort of the
individual student.
ASSESSMENT
There are 2 prescribed practical activities in Unit 1 and 5 in each of Units 2 and 3. These must all be completed to a
satisfactory standard. Unit assessment will be carried out at the end of each Unit. Unit re-assessment will take
place as recommended by SQA. There will also be a prelim exam. The final course examination lasts 2.5 hours.
The investigation makes up 20% of the overall mark which is externally assessed and based on work carried out by
the individual.
OTHER INFORMATION
Entrance Requirements of the Course.
Normally an A or B at Higher Grade Chemistry
CHEMISTRY
COURSE : HIGHER
YEAR: S5/S6
INTRODUCTION
The study of Chemistry at Higher extends the pupil’s knowledge and understanding of the subject beyond Standard
Grade Chemistry. A grounding for the future study of chemistry and chemistry-related subjects in higher education
is provided for students who wish to pursue a career in a science based area. It is also a valued entry qualification to
many other courses and occupations.
CONTENT
Unit 1 – Energy Matters

Reaction Rates

Enthalpy changes

Patterns in the Periodic Table

Bonding, structure and properties

The mole
Unit 2 – The World of carbon

Fuels

Naming and structural formulae

Reactions of carbon compounds

Uses of carbon compounds

Polymers

Natural products
Unit 3 – Chemical Reactions

The chemical industry

Hess’s Law

Equilibrium

Acids and bases

Redox reactions

Nuclear chemistry
June to October
October to January
January to April
Teaching/Pupil Activities, Skills Development
Pupils make their own notes about theory and practical work carried out in class.
Where possible, pupils are
encouraged to take responsibility for their own learning. Pupils will have the opportunity to carry out individual and
group work.
HOMEWORK
Pupils must be prepared to do homework. This will take the form of completing work that has been started in class,
learning work done in class and specific homework exercises.
ASSESSMENT
There are 3 prescribed practical activities per Unit. These must all be completed to a satisfactory standard.
Unit assessment will be carried out at the end of each Unit. Unit re-assessment will take place as recommended by
SQA. There will also be a prelim exam. The final course examination lasts 2.5 hours.
OTHER INFORMATION
Entrance Requirements of the Course - Credit Award at Standard Grade Chemistry
Normally an A or B at Higher Grade Chemistry.
ENGLISH
COURSE :
ADVANCED HIGHER
YEAR: S6
INTRODUCTION
Advanced Higher English seeks :

to promote more independent learning

to prepare pupils for in-depth study in further education

to promote an appreciation of literature

to promote an ability to demonstrate high order thinking skills across a number of sophisticated purposes when
engaging in the analysis of ideas in literature

to promote a linguistic competence which will enable pupils to access other areas of the curriculum at an
advanced level
CONTENT
There are three components in the course:
Two mandatory units: – Specialist Study
- Literary Study.
One optional unit selected from: Language study
Textual Analysis
Creative Writing
The Specialist Study unit is concerned principally with extending the critical and analytical skills of candidates
through the independent study of language or literature.
The Literary Study unit will extend critical reading skills of candidates through the study of a range of literary
texts.
The SQA specifies a list of texts and authors.
The Creative Writing unit is concerned with extending the writing skills of candidates through the production of
writing in different genres. Pupils will have some tuition in Creative Writing from visiting tutors, usually published
authors, and there is usually an opportunity to attend a residential course at an additional cost.
HOMEWORK
Homework will involve :

a considerable amount of reading

research on authors covered in the course and studied in the Specialist Study

essay writing for the literature unit

completion of tasks started in class

tasks set by the Specialist Study tutor

drafting and re-drafting the Specialist Study

planning for creative writing

creative writing tasks.
ASSESSMENT
There will be on-going advice and constructive criticism throughout the course.
In addition there will be the following formal assessments :
internal assessment of two critical essays on literature in two different genres
a prelim in which the student writes one critical essay on literature in 1 hour 30 minutes
an examination in May in which the student writes one critical essay on literature in 1 hour 30 minutes.
submission of a Specialist Study to SQA
internal assessment of two creative writing pieces
assessment by SQA of two creative writing pieces.
OTHER INFORMATION
Entry will be dependent on achieving Higher English. Students will receive two opportunities to pass the outcomes
for each internal assessment.
ENGLISH
COURSE :
HIGHER
YEAR: S5/S6
INTRODUCTION
Higher English seeks :

to develop students’ skills in English, especially in Close Reading and Critical Essay Writing.

to encourage greater depth of response to texts

to deepen students’ awareness of the richness, complexity and power of language

to equip students for further study in many disciplines.
CONTENT
The first unit is Language Study. It comprises Close Reading and Writing. Types of writing may include the
following: reflective, argumentative, persuasive, creative or reporting or an issue chosen by the student. Plans, first
drafts and final drafts must be retained as evidence of authenticity. Close Reading comprises both the internal NAB
and external SQA examination .
The second unit is Literary Study. The outcome of this unit is a Textual Analysis of a previously unseen literary
text (prose, poetry or drama). The literary texts studied in the course of this unit prepares students for the two
critical essays required in the prelim and SQA examinations.
HOMEWORK
Homework will be issued regularly, usually on a weekly basis unless the task is too demanding to be done in that
timescale.
Homework will comprise :

reading assignments

Close Reading exercises

Critical Essays

note-taking

planning for the Personal Study

planning for tasks in Writing

research assignments

revision for internal assessments and Prelims
ASSESSMENT
There will be on-going assessment of class work and homework by the teacher. Pupils will also engage in formative
assessment through peer and self-assessment activities in class. There may be peer assessment.
There will be the following internal assessments:
a close reading of an unseen text
a piece of writing which must be at least 650 words in length
a textual analysis of an unseen text.
For the Prelim students will be required to complete:
Close Reading of two passages, including questions which compare the passages
two critical essays on literature or language.
For the external assessment, students will be required to:
Submit a Writing Folio
- this will contain two pieces of writing
- it is due in April and comprises 20% of the final grade.
Sit an external examination
- complete a Close Reading exercise on two passages including questions which compare the passages
- write two critical essays on literature or language.
OTHER INFORMATION
Entry will be dependent on achieving an A or B Intermediate 2 in S5 or a Credit Award in Standard Grade English.
Students will receive two opportunities to pass the outcomes for each internal assessment. However, a third,
exceptional re-sit in one unit will be allowed in circumstances where the other two units have already been passed.
ENGLISH
COURSE :
INTERMEDIATE 2
YEAR: S5/S6
INTRODUCTION
Intermediate 2 English seeks

to develop students’ skills in English, especially in Close Reading and Critical Essay Writing.

to encourage depth of response to texts

to deepen students’ awareness of the richness, complexity and power of language to equip students for further
study.
CONTENT
The first unit is Language Study. It comprises Close Reading and Writing. Writing includes reflective,
argumentative, persuasive and creative writing (fiction, drama and poetry) as well as a report on an issue chosen by
the student. A small selection of these will be covered by the teacher. Plans, first drafts and final drafts must be
retained as evidence of authenticity. Close Reading comprises both the internal NAB and external SQA examination
The second unit is Literary Study. The outcome of this unit is a Textual Analysis of a previously unseen literary
text (prose or poetry or drama). The literary texts studied in the course of this unit prepare students for the two
critical essays required in the Prelim and SQA examination.
HOMEWORK
Homework will be issued regularly, usually on a weekly basis unless the task is too demanding to be done in that time
scale.
Homework will comprise :

reading assignments

Close Reading exercises

language exercises

Critical Essays

note-taking

planning for the Personal Study

research assignments

planning for writing tasks
 revision for internal assessments and prelims
ASSESSMENT
There will be on-going assessment of classwork and homework by the teacher.
Pupils will also engage in formative assessment through peer and self-assessment activities in class.
There will be the following internal assessments:
close reading of an unseen text
a piece of writing which must be at least 500 words in length
a textual analysis of an unseen text
For the Prelim, students will be required to do a close reading of one passage,
two critical essays on literature or language
For the external assessment, students will be required to:
Submit a Writing Folio
this will contain two pieces of writing
it is due in April and comprises 20% of the final grade.
Sit an external examination
complete a Close Reading exercise on one passage
write two critical essays on literature or language
OTHER INFORMATION
Entry will be dependent on achieving a pass in Intermediate 1 English or a Grade 3 in Standard Grade English..
Students will receive two opportunities to pass the outcomes for each internal assessment.
ENGLISH
COURSE :
INTERMEDIATE 1
YEAR: S5/S6
INTRODUCTION
Intermediate 1 English seeks :

to develop students’ skills in English, especially in Close Reading and Critical Essay Writing

to encourage clear and thoughtful responses to texts

to foster students’ awareness of language to equip students for further study and work.
CONTENT
The first unit is Language Study. It comprises Close Reading and Writing. Writing includes reflective,
argumentative, persuasive and creative writing (fiction, drama and poetry) as well as a report on an issue chosen by
the student. A small selection of these will be covered by the teacher. Plans, first drafts and final drafts must be
retained as evidence of authenticity. Close Reading comprises both the internal NAB and external SQA
examination.
The second unit is Literary Study. The outcome of this unit is a Textual Analysis of a previously unseen literary text
(prose or poetry or drama). The literary texts studied in the course of this unit prepare students for the critical
essay required in the Prelim and SQA examination.
HOMEWORK
Homework will be issued regularly, usually on a weekly basis.
Homework will comprise :

reading assignments

Close Reading exercises

language exercises

Critical Essays

short critical essay tasks

note-taking

planning for the Personal Study

research assignments

planning for writing pieces
 revision for internal assessments and prelims.

ASSESSMENT
There will be on-going assessment of classwork and homework by the teacher.
Pupils will also engage in formative assessment through peer and self-assessment activities in class.
There will be the following internal assessments:
close reading of an unseen text
a piece of writing which must be at least 300 words in length
a textual analysis on unseen literary text
For the Prelim, students will be required to do -:
a close reading of a passage
a critical essay on literature or language
For the external assessment, students will be required to:
Submit a Writing Folio
This will contain one piece of writing
- It is due in April and comprises 20% of the final grade.
Sit an external examination
complete a Close Reading exercise on one passage
-
write a critical essay on literature or language.
OTHER INFORMATION
Entry will be dependent on achieving Access 3 or Grade 4 in Standard Grade English.
Students will receive two opportunities to pass the outcomes for each internal assessment.
ENGLISH FOR SPEAKERS OF OTHER LANGUAGES
COURSE :
HIGHER
YEAR : S5/6
INTRODUCTION
The Higher ESOL course allows candidates to;

develop skills in reading, listening, writing and speaking

widen their understanding of how language works

develop confidence in interacting with others in a variety of contexts, using the English language medium

increase their linguistic knowledge of specific aspects of work or study in contexts where English is the medium
of communication

take a more active role as citizens

move on to further study in an English speaking environment
COURSE CONTENT
The course and assessment materials cover the following topics; personal identity, current affairs, social
environment, physical environment.
The first unit, Everyday Communication, supports students who need to use English as the language of their daily
communication. This will be treated as a double unit, (notional 80 hours).
The second unit, Study – related Contexts, supports pupils who need to use English for study purposes at further
education colleges, higher education institutions or universities, (notional 40 hours).
HOMEWORK
Homework will be issued regularly, usually on a weekly basis unless the task is too demanding to be done in that
timescale.
Homework will consist of:

planning / writing assignments

reading assignments

vocabulary work research tasks
ASSESSMENT
There are two types of assessment. Unit assessments consist of;
Speaking: two conversations, in pairs, 8 – 10 minutes in length
Writing: one piece of writing, (essay, email, magazine article) of approximately 350 words in length. This will involve
drafting and research and pupils will access to notes and dictionaries.
Listening: two listening texts of 3- 4 minutes duration, heard twice
Reading: two or three reading texts, 800 words in length, (time 60 minutes). Pupils will have access to a mono-lingual
dictionary and will have to answer 16 questions and get at least 9 correct with at least one mark from each section of
the question paper. If all unit assessments are completed are completed successfully, pupils will receive the award
of a National Course at SCQF level 6, worth 24 credit points. In order to improve the award to an A, B or C grade a
course assessment will have to be taken. Course assessment consists of an exam.
The Speaking part of the exam will be assessed in the same way as the Intermediate 2 exam. It will be taken and
assessed internally before being sent for external SQA verification, (time 8 – 10 minutes, 25 marks).
The rest of the exam consists of a question paper divided into two parts.
Paper 1: The Listening paper consists of three formal / informal spoken texts. Candidates will have to answer 15 –
25 questions, (time 30 minutes, 25 marks).
Paper 2: The Reading section consists of two written texts of approximately 1600 words in length. Candidates will
have access to mono-lingual dictionaries, (time 40 minutes, 25 marks).
The Writing section consists of three parts;
Part 1: identifying 10 grammar / spelling errors in a short text of approximately 150 words, (time 10 minutes, 5
marks).
Part 2: a short writing task, (email, formal / informal letter etc.) on a topic covered in the Everyday Communication
unit. Candidates will have to write a minimum of 140 words, (time 30 minutes, 8 marks).
OTHER INFORMATION
Normal requirement for entry onto the Higher ESOL course will be successful completion of the Intermediate 2
ESOL course.
ENGLISH FOR SPEAKERS OF OTHER LANGUAGES
COURSE :
INTERMEDIATE 2
YEAR : S5/6
INTRODUCTION
The course has been designed to provide candidates whose first language is not English with the opportunity to
obtain an appropriate Intermediate 2 qualification in English for Speakers of Other Languages.

The course offers certificated progression for candidates who wish to develop and enhance their skills in
reading, writing, speaking and listening in English.

It provides the opportunity for candidates to demonstrate linguistic competence at a functional level. This will
develop their ability to participate as citizens in Scottish society.
The course focuses on the English skills which may allow progress to further study of ESOL courses or other courses
at schools or further education colleges.

CONTENT
The course consists of one mandatory unit, (ESOL:Everyday Communication) and one optional unit from a choice of
two, (ESOL: Work-related contexts or ESOL: Study-related contexts). For obvious reasons, at Millburn we choose
the Study-related unit as the optional one.
The Everyday Communication unit is a double unit, (notionally 80 study hours )designed for candidates whose first
language is not English but who need to develop their ability to use English in broad personal and social contexts.
Candidates will develop their level of communicative competence in reading, listening, writing and speaking for
personal and social purposes.
The Study-related unit is a single unit, (notionally 40 study hours) designed for candidates who need to develop their
ability to use English in an academic context such as school or further education college. They will develop their
level of communicative competence in the skills of reading, listening, writing and speaking for the purpose of study.
HOMEWORK
Homework will be issued regularly, usually on a weekly basis unless the task is too demanding to be done in that time
scale.
Homework will comprise;

planning / writing assignments

grammar assignments

reading assignments

vocabulary work

research for assessments

ASSESSMENT
Units and course are assessed separately. Units are assessed in the following way;
Speaking: Everyday Communication is assessed by paired conversation. Study-related is by a presentation on an
academic topic.
Writing: The tasks for both units will be approximately 250 words long. Candidates can produce a maximum of two
drafts and a final version. Tasks must be hand written and notes and a mono-lingual dictionary can be used.
Listening: The tasks for both units involve listening to a three or four minute extract. The extract will be heard
twice and candidates will have to answer 12 questions. Total task length, approximately 14 minutes.
Reading: The tasks for both units involve reading either one or two texts of a comprising 600 words. Candidates will
have to answer 12 questions in one hour. A mono-lingual dictionary can be used.
While the unit assessments give candidates the chance to pass individual units, the course assessment gives them the
chance to upgrade their pass by getting a grade of A, B, or C for their final Intermediate 2 course award by showing;
the long-term retention of memory and skills
the ability to answer questions relating to both units on a single occasion
the ability to produce written English under timed conditions
the ability to start and continue a conversation for a few minutes.
This overall course assessment is in two parts; a question paper and a speaking assessment totaling 100 marks. Both
are externally assessed.
Paper 1: Listening skills, 25 marks available (30 mins)
Paper 2: Reading and Writing skills, 50 marks available, (1 hour 30 mins)
The speaking assessment consists of two short conversations, totaling 5/6 minutes, 25 marks available.
OTHER INFORMATION
Entry will be generally dependent on the successful completion of Intermediate 1 ESOL.
FRENCH
COURSE :
ADVANCED HIGHER
YEAR: S6
INTRODUCTION
The aim of this course is to give pupils the opportunity to acquire specialist knowledge of France and other French
speaking countries and French life via literature, internet, research and closer study of grammar.
CONTENT
2 Units

Language (unit 1) - 80 hours

Extended Reading / Viewing (Unit 2) – 40 hours
Unit 1



Personal, social and cultural issues
Topical, cultural and European issues
Environmental issues

2 pieces of literature – to be studied in detail.
Unit 2
Both Units run concurrently.
Unit 1 Language focuses on the development of the language and grammar study.
Unit 2 focuses on French literature.
HOMEWORK
Regular







Topic Research
Literature To Read
Essay Writing
Reading Comprehension
Listening Tasks
Grammar Study
Speaking Preparation
ASSESSMENT
Internal (Pass/Fail)
Speaking …...by December
Listening …..by December
Reading ….. by December
NAB
External



Folio in English ….March = 2 essays in English on books studied
Speaking with Visiting Examiner …… March
Exam ……… May
OTHER INFORMATION
Foreign Language Assistants - if the school/department is fortunate enough to have a FLA allocated to them… he/she
will help pupils reach a level of fluency in the language using Role Play/Pronunciation Discussion techniques.
FRENCH
COURSE :
HIGHER
YEAR: S5/S6
INTRODUCTION
The aim of this course is to continue to develop the pupil’s ability to communicate in French by speaking, reading,
listening and writing but in greater depth. It is also to enhance their knowledge of French culture and the lifestyle
of French people – and of other French speaking Countries.
CONTENT
2 Units of work to be completed during the academic session.
Unit 1 = Language
Unit 2 = Extended Reading/Viewing.
*Both units are taught concurrently with time built in for revision, assessment, and exam practice
Unit 1 Focuses on the language aspect and covers 3 themes which are subdivided into topics:
Theme 1
Lifestyles
Topic 1 – Relationships with family and with friends
Topic 2 – Holidays with / without parents
Topic 3 – TV and cinema
Topic 4 – Music
Topic 5 – Sport
Topic 6 – Health
Topic 7 – Town or Country living
Theme 2
Education and Work
Topic 1 – Scottish and French Education System
Topic 2 – Uniform
Topic 3 – University, Work, Career – Future
Theme 3
Wider World
Topic 1 – Types of holidays
Topic 2 – Tourist areas – Scotland / France
Each topic lasts approximately 2 weeks and involves the 4 elements of Speaking, Reading, Listening, Writing as well as
grammar study (June – May).
Unit 2 You will be expected to read a French book/watch video (eg ‘Le Petit Prince’ / ‘Etre et Avoir’) Classwork
includes comprehension of text plus discussion of characters / summary of chapters in French.
This unit deals predominately with Reading and Writing skills (June – December).
HOMEWORK
Unit 1 – weekly task – Reading/Writing/Listening/Speaking preparation (1 hour)
- for each French day – vocabulary or grammar etc.
Unit 2 - Weekly task of reading a chapter of book or writing brief summaries
ASSESSMENT
Unit 1 –
Regular vocabulary / grammar tests
Unit assessments in Reading and Listening before Christmas - NABS
Prelim in January/February
External assessment in March of Speaking for SQA grade.
External exam (May)
Unit 2 - Writing assessment under exam conditions dealing with character development, plot etc usually in
November - NAB.
OTHER INFORMATION
Entry into the Higher class is usually guaranteed with an A pass at Intermediate 2. However, pupils with B or C may
join the class after discussion with class teacher and Principal Teacher of Modern Languages. Those who achieve an
A pass at Intermediate 1 could join this class and work towards achieving Intermediate 2.
If possible, there would be an exchange trip to ‘St Valery-en-Caux’ (twinned with Inverness) usually in the October
holidays.
French Immersion Day “Bain de Langue” early March to improve fluency before SQA Speaking Assessment.
FRENCH
COURSE: INTERMEDIATE 1/2
Year: S5/6
INTRODUCTION
Having knowledge of another language is a huge asset to any individual whether it be for employment or social
purposes.
This course is designed to enable pupils to be able to communicate effectively and confidently in French through the
4 key skills of Speaking, Reading, Listening and Writing whilst acquiring a deep knowledge of the cultures of the
countries of where it is spoken, developing their skills for life, learning and work along the way.
CONTENT
The S3/4 course covers the topics of:

School

Family and Relationships

Free Time

Jobs and Future Plans

Town, Country and Environment

Shopping and Pocket Money

Holidays

Health

Film Studies
A wide variety of resources are used to engage and challenge all students in order that each individual can achieve
their potential in this subject. Resources used include:
* textbook – METRO (each student is supplied with this to keep for the duration of their course)
* internet
* DVDs
* CDs
* French magazines and newspapers
* authentic materials i.e. brochures, leaflets
HOMEWORK

Learning/revising vocabulary daily

Writing, reading, speaking and listening tasks as set by the teacher

Preparation for NABs – speaking, writing, listening and reading

It is expected that S3 pupils spend 10- 15 minutes per language day, increasing to 15-20 in S4
Assessments, known as NABs
This course is designed to support the individual’s level of ability.
Therefore, pupils will be assessed at Intermediate 1 level throughout S3. Some pupils will remain at this level in S4
and subsequently sit the Intermediate 1 exam at the end of S4.
Those who are able to continue to the next level in S4 will then be assessed at Intermediate 2 level in their 4 th year,
sitting the Intermediate 2 exam at the end of S4.
The NABs are as follows:
Intermediate 1: 3 Speaking assessments – 1 conversation, 2 role-plays
1 Reading – a text in French, questions and answers in English
1 Listening – listen to short sentences in French, questions and answers in English
1 Writing – a written response to a situation e.g. confirmation of a hotel booking
Intermediate 2: 1 Speaking – Presentation on a topic followed by a conversation on another topic
1 Reading – text in French, questions and answers in English
1 Listening – listen to French, questions and answers in English
either
1 Writing – a written response in French to a text/film studied
or
1 Writing – a letter of personal communication
GEOGRAPHY
COURSE: ADVANCED HIGHER
YEAR: S6
INTRODUCTION
The two main aims of the course are to:

develop an extensive knowledge and understanding of physical and human environments and their interrelationships

develop expertise in graphical, cartographical and evaluating skills.
Entry requirements:

Higher passes preferably at A or B.
What the course consists of:
The course is made up of three compulsory units:
 Unit 1
:
Geographical Methods & Techniques
 Unit 2
:
Geographical Study ( a fieldwork based report)
 Unit 3
:
Geographical Issues ( a critical evaluation essay)
CONTENT
Geographical Methods and Techniques (DF4A 13)
The unit builds on skills and techniques learned in Intermediate and Higher. For the purposes of the unit assessment
you have only to do two of the fieldwork methods and techniques listed below :
Fieldwork
(a) Physical Methods & Techniques :
 morphological mapping
 vegetation sampling
 slope analysis
 stream analysis
 soil profiles and characteristics
 pebble analysis – size, shape and rock type
(b) Human Methods & Techniques :

rural land use mapping

urban land use mapping

traffic, pedestrian and environmental quality surveys

questionnaire design and implementation

use of secondary sources

Reilly’s gravity law

nearest neighbour analysis (area, linear, clustered)
Statistical Awareness

sampling

handling different data types

graphical presentation of data

descriptive statistics

introductory statistical testing
Production and Interpretation of Maps and Diagrams

design and layout of maps

interpretation of O.S. maps (1:25 000 and 1:50 000 scales) and related data

topographic analysis based on O.S. maps
Geographical Study (DF48 13)
In this unit you plan and research an area of geographical study in depth. You need to set clear aims and objectives.
You need to select a variety of appropriate methods and techniques from the three areas of fieldwork, statistics and
mapping & graphics.
Geography Advanced Higher (contd.)
Geographical Issues (DF49 13)
You are to identify one geographical issue related to the Higher Geography Core and Environmental Interaction
topics. Any areal context is acceptable and it can exhibit elements of more than one Core or Environmental
Interaction topic. The Core and Environmental Interactions are :
Atmosphere
Population Geography

Hydrosphere
Rural Geography

Lithosphere
Industrial Geography

Biosphere
Urban Geography
 Rural Land Resources
 Rural Land Degradation
 River Basin Management
 Urban Change & Management
 European Regional Inequalities
 Development & Health
HOMEWORK
While regular homework tasks are linked to the weekly class work sessions, candidates are expected to work
independently to complete their Geographical Study. A large part of the experience of AH Geography is fieldwork
and the department will present opportunities for this wherever possible.
ASSESSMENT
 Unit 1
:
Geographical Methods & Techniques
 Unit 2
:
Geographical Study ( a fieldwork based report)
 Unit 3
:
Geographical Issues ( a critical evaluation essay)
To achieve the course award you must pass all three unit assessments plus the final course exam.
OTHER INFORMATION
Geography opens the door to a wide range of careers
Choosing Geography, along with other subjects that interest them, should lead pupils to a rewarding future career.
Some possibilities are listed below, along with the types of jobs they could lead to.
Modern Languages: business, bilingual secretary, overseas marketing, leisure and tourism
Maths: civil engineering, meteorology, mining, navigation, photography
History: archaeology, law, libraries, museums, publishing
Science: environmental protection, agriculture, environmental health, estate management, nature conservation
Art + Design Technology: advertising, architecture, cartography, landscape design
Science: environmental protection, agriculture, environmental health, estate management, nature conservation
GEOGRAPHY
COURSE :
HIGHER
YEAR: S5/S6
INTRODUCTION
Geography will help pupils to be more aware of the everyday life and problems of the people who live around them, in
other parts of the UK, and across the world. Geography is a highly topical subject, ever changing as world events
unfold. When pupils see newspaper items or television reports describing a controversial new wind farm, for example,
Higher geography will help them to make sense of the debate. Geography will make them better, more aware citizens
by allowing them to

understand the environment at local and global scales;

investigate the world through fieldwork;

consider the background to, and impacts of, decisions that effect the world we live in;

develop a wide range of transferable skills;

use computers and other technology for analysis/presentation;

understand and appreciate other cultures in UK and throughout the world;

locate and learn about a broad range of countries and environments.
CONTENT
As with Standard Grade geography, the higher course covers a wide range of topics. These are divided into three
main units: Physical Environments, Human Environments and Environmental Interactions. The result is a fascinating
course that provides an overview of many of the most important issues facing human kind today, from AIDS and
malaria to global warming and deforestation and from the management of coasts and uplands to urban design.
Physical Environment
Atmosphere –This unit studies the structure of the atmosphere and the movement of energy within it including the
operation of the atmospheric circulation cells, the Inter-Tropical Convergence Zone and the effect of ocean
currents. Finally we turn to global warming: the evidence for it, its causes, impacts and the steps that can be taken
to address the problem.
Hydrosphere looks at the movement of water upon the planet’s surface and the features it creates. We look at the
water cycle and the movement of water within the drainage basin before examining how floods may be graphed and
how these graphs can be used to predict how rivers respond to flood events. Finally we look at the major features of
a river, from source to estuary, and study how these can be explained.
Lithosphere studies the bones of the planet – the rocks that give us the landscapes around us. Pupils will study how
these rocks are attacked and broken up by the processes of physical, biological and chemical weathering; how the
processes of mass movement then transport his material down slopes and finally how the real powerhouses of
landscape evolution: glaciers, rivers and the sea; carve up the planet’s surface to give us the scenery we inhabit.
Biosphere examines the impact of the biological world on the shaping of landscape. Amongst other things, pupils
learn about how physical and biological processes operate together to create dune landscapes and how soils of various
types are created by the environments in which they form.
Human Environment
Population geography deals with another of the big topics when it comes to the future of our planet. After looking at
how population data is collected and presented we study the issues created by different patterns of population
growth (or decline) across the world. We then tackle another of the most controversial topics in the country today:
migration. We study the pros and cons of migration, not just for the country ‘sending’ migrants, but also for the
countries receiving them.
Rural geography looks at food production in three of the world’s major farming systems. We examine the
characteristics of the systems, the landscapes they create, and the ways in which they are adapting to the political,
economic, and climate change.
Industrial geography This topic deals first with the reasons for the growth of a major European heavy industrial
area (e.g. the Sambre-Meuse area of Belgium) before looking at its changing fortunes in the twentieth century. We
examine the causes and results of industrial decline and the ways in which governments can regenerate such an area’s
ailing fortunes before turning to the rise of modern hi-tech industries such as microelectronics and biotechnology.
Urban geography Taking Edinburgh as a case study this unit looks at the growth of the city, how different areas of
the city have changed over time and how it is tackling some of the difficult issues that face it.
Environmental Interactions
The two units that make up this section of the course allow pupils to apply the knowledge learned in the two
Environments units to particular case study areas and the issues that affect them. Schools are given a choice of six
Interactions units to choose from. At Millburn we study Development and Health and Rural Land Resources.
Development and Health
World development is never very far from the headlines these days. This unit starts by looking at how development
is measured and the reasons why development statistics can often misrepresent development within a country. We
then look at the reasons for differences in development, both within and between countries. Finally we look at the
challenges faced by development across the world, from the massive number of deaths caused by malaria and AIDS
to the realities of providing basic (primary) health care to rural communities in ELDCs.
Rural land resources
RLR takes a much more local perspective. It builds upon the Lithosphere, Hydrosphere and Biosphere units by taking
three major landscapes types: glaciated upland, limestone and coasts, and examining the distinct land management
issues each faces. These range from the difficulties of managing the impact of visitors (while profiting from their
spending) in the Cairngorms to the challenges facing coastal communities in the Pembrokeshire Coast National Park.
HOMEWORK
Regular homework is used to reinforce classroom learning and may take the form of essay questions, map work,
completion of coursework or revision exercises. Homework allows pupils to revise and master the concepts and skills
taught and also to familiarise themselves with examination techniques and expectations.
ASSESSMENT
Course assessment takes a variety of forms, from assessment of homework, check tests and class tasks to formal
NAB assessments and exams. All assessments allow an opportunity to recognise achievement and set targets for the
future. Feedback on assessments is often through traditional teacher comment, but peer and self assessment and
discussion are used to supplement this, allowing pupils to get the maximum benefit from their efforts.
OTHER INFORMATION
Geography opens the door to a wide range of careers
Choosing Geography, along with other subjects that interest them, should lead pupils to a rewarding future career.
Some possibilities are listed below, along with the types of jobs they could lead to.
Modern Languages: business, bilingual secretary, overseas marketing, leisure and tourism
Maths: civil engineering, meteorology, mining, navigation, photography
History: archaeology, law, libraries, museums, publishing
Science: environmental protection, agriculture, environmental health, estate management, nature conservation
Art + Design Technology:
advertising, architecture, cartography, landscape design
Science: environmental protection, agriculture, environmental health, estate management, nature conservation
GEOGRAPHY
COURSE :
INTERMEDIATE 2
YEAR: S5/S6
INTRODUCTION
Geography will help pupils to be more aware of the everyday life and problems of the people who live around them, in
other parts of the UK, and across the world. Geography is a highly topical subject, ever changing as world events
unfold. When pupils see newspaper items or television reports describing a controversial new wind farm, for example,
Int 2 geography will help them to make sense of the debate. Geography will make them better, more aware citizens
by allowing them to

understand the environment at local and global scales;

investigate the world through fieldwork;

consider the background to, and impacts of, decisions that affect the world we live in;

develop a wide range of transferable skills;

use computers and other technology for analysis/presentation;

understand and appreciate other cultures in UK and throughout the world;

locate and learn about a broad range of countries and environments.
CONTENT
As with Standard Grade geography, the Int 2 course covers a wide range of topics. These are divided into three
main units: Physical Environments, Human Environments and Environmental Interactions. The result is a fascinating
course that provides an overview of many of the most important issues facing human kind today, from AIDS and
malaria to global warming and deforestation and from the management of coasts and uplands to urban design.
Physical Environment
This unit builds on key ideas relating to the physical environment and international issues developed at earlier stages.
This is set within the area context of Scotland and The British Isles. Students will study glaciated uplands, upland
limestone, coasts and the conflict / management issues associated with these. Students will also study the processes
which create selected river features.
Human Environment
This unit builds on key ideas relating to the human environment and international issues developed at earlier stages.
This unit is based mainly on Population and is area free in context. Students will study global population issues as well
as two urban and two rural areas. There will be a case study from an economically more and an economically less
developed county. Industrial location and change is also studied.
Environmental Interactions
Students will study examples of two types of interactions chosen from the following:
Rural Land Degradation
River Basin Management
Development and Health
European Regional Inequalities
Environmental Hazards
At Millburn we will study Development and Health and Environmental Hazards.
Development and Health
World development is never very far from the headlines these days. This unit starts by looking at how development
is measured and the reasons why development statistics can often misrepresent development within a country. We
then look at the reasons for differences in development, both within and between countries. Finally we look at the
challenges faced by development across the world, from the massive number of deaths caused by malaria and AIDS
to the realities of providing basic (primary) health care to rural communities in ELDCs. This unit also looks at the
health problems in EMDCs (wealthier countries) by looking at heart disease both in terms of causes, prevention and
treatment of the disease.
Environmental Hazards
This unit looks at 3 types of Environmental Hazard – tropical storms, earthquakes and volcanic eruptions. For each
hazard, students will study the main causes and effects, concentrating on at least one case study for each one. This
allows students to carry out an in-depth study of each type of hazard, particularly looking at the effects it has had
on local people and the environment. Some of this work will be carried out as an individual research topic using
internet sources.
HOMEWORK
Regular homework is used to reinforce classroom learning and may take the form of essay questions, map work,
completion of coursework or revision exercises. Homework allows pupils to revise and master the concepts and skills
taught and also to familiarise themselves with examination techniques and expectations.
ASSESSMENT
Course assessment takes a variety of forms, from assessment of homework, check tests and class tasks to formal
NAB assessments and exams. All assessments allow an opportunity to recognise achievement and set targets for the
future. Feedback on assessments is often through traditional teacher comment, but peer and self assessment and
discussion are used to supplement this, allowing pupils to get the maximum benefit from their efforts.
Each unit has one NAB assessment of 25 marks. NABs are assessed under exam conditions and there will be the one
resit allowed. Pupils must pass each of the three NABs to be eligible to sit the final exam. The pass mark for each
NAB is 50%.There is also and external exam consisting of one paper.
OTHER INFORMATION
PROGRESSION
From the achievement of an Intermediate 2 in Geography, the student may be able to progress to the course or units
at Higher. Alternatively, students could progress to a course or units at an appropriate level in another social
subject.
Geography opens the door to a wide range of careers
Choosing Geography, along with other subjects that interest them, should lead pupils to a rewarding future career.
Some possibilities are listed below, along with the types of jobs they could lead to.
Modern Languages: business, bilingual secretary, overseas marketing, leisure and tourism
Maths: civil engineering, meteorology, mining, navigation, photography
History: archaeology, law, libraries, museums, publishing
Science: environmental protection, agriculture, environmental health, estate management, nature conservation
Art + Design Technology:
advertising, architecture, cartography, landscape design
Science: environmental protection, agriculture, environmental health, estate management, nature conservation
GRAPHIC COMMUNICATION
COURSE : Advanced HIGHER
YEAR: S6
CONTENT
The course is an integrated package of study that increases the pupils graphic knowledge and skills in order to
produce high-quality graphics. In order to complete the course the pupils have to complete the course outcomes and
produce 2 high quality folios. The course outcomes (detailed below) are designed to further the pupils knowledge and
skills. The 2 folios are run in conjunction with the course outcomes and they allow the pupil to plan and implement
their own presentations.
Technical Graphics
1. Apply manual techniques of geometric constructions to produce orthographic drawings.
2. Apply manual techniques of 2-point measured perspective to architectural settings.
Computer-Aided 3D Modelling, Visualisation and Presentation
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.
Computer-Aided Graphic Presentation
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.
HOMEWORK
Due to the nature of the subject and the fact that not all pupils have access to drawing boards or computers at
home, it is very difficult to have regular homework exercises. If a pupil does have the necessary equipment at home
they are encouraged to take work away with them. Pupils will be given revision booklets to take home. These booklets
revise the theory work that is covered in school and there will be questions given out that relate to this area.
ASSESSMENT
The course is assessed in three different ways.
1. Unit Assessment – The pupils have to complete certain drawings in each unit in addition to completing two NAB’s
for each unit. This does not count towards the overall grade but is essential as all units must be passed to
achieve a course award.
2
Computer-Aided 3D Modelling Folio - In tackling the course, the candidate will produce a range of
graphic items which have been computer produced. This will provide evidence for the internal
assessment of some of the outcomes of the course. Items produced for the units can be selected for
inclusion in a Computer-aided 3D Modelling Folio.
30%
3
The Graphic Presentation requires the candidate to show initiative, creativity, analysis and synthesis
in the production of a multi-page document through independent investigation and study. The
structure of this unit would embrace effective project management, processing of data, market
research, acquisition of relevant concepts and knowledge, reasoned choice of content, the application
of graphic techniques and evaluation.
30%
4
An external examination that samples graphic knowledge and drawing abilities.
40%
OTHER INFORMATION
GRAPHIC COMMUNICATION
COURSE : HIGHER
YEAR: S5/S6
INTRODUCTION
This course offers progression in the acquisition of knowledge and skills from Standard Grade Graphic
Communication. The course is structured to reflect the use of graphics in business and industry both in content and
methodology.
The course fulfils the following aims:

Develop aspects of technological capability

Develop technological creativity in relation to selecting information and evaluating its appropriateness for graphic
communication

Develop an ability to read and interpret a range of drawings and information presented graphically

Develop a technological perspective on the role of graphic communication in an industrial context

Develop an ability to communicate graphical information using both manual and computer graphic skills and
techniques

Develop a knowledge of appropriate computer hardware and software for graphic communication and its related
industrial applications

Develop technological confidence in planning and implementing a graphic presentation on a theme, using
appropriate samples from a range of manual and computer graphic skills and techniques.
CONTENT
The course is an integrated package of study that increases the pupils graphic knowledge and skills in order to
produce high-quality graphics. In order to complete the course the pupils have to complete the course outcomes and a
thematic presentation. The course outcomes (detailed below) are designed to further the pupils knowledge and skills.
The thematic presentation is run in conjunction with the course outcomes and it allows the pupil to plan and implement
their own presentation based on a theme.
Technical Graphics One
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 Two
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
1. Produce orthographic and pictorial drawings using a computer-aided draughting package.
2. Produce computer-rendered drawings for promotional purposes using an illustration purposes.
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.
HOMEWORK
Due to the nature of the subject and the fact that not all pupils have access to drawing boards or computers at
home, it is very difficult to have regular homework exercises. If a pupil does have the necessary equipment at home
they are encouraged to take work away with them. Pupils will be given revision booklets to take home. These booklets
revise the theory work that is covered in school and there will be questions given out that relate to this area.
In addition to formal homework the pupils are encouraged to augment their thematic presentation with work
undertaken at home.
ASSESSMENT
The course is assessed in three different ways.
2. Unit Assessment – The pupils have to complete certain drawings in each unit in addition to completing two NAB’s
for each unit. This does not count towards the overall grade but is essential as all units must be passed to
achieve a course award.
3. Thematic Presentation – Throughout the course the pupils have to produce a series of drawings, based on a
theme, that cover preliminary, production and promotional drawings.
30%
4. An external examination that samples graphic knowledge and drawing abilities.
70%
The Thematic Presentation will be internally assessed and externally moderated.
OTHER INFORMATION
This course leads onto Advanced Higher Graphic Communication and is extremely well suited to anyone who has an
interest in a career in Graphic Design or Architecture.
HISTORY
COURSE :
ADVANCED HIGHER
YEAR: S6
INTRODUCTION
The Advanced Higher History course aims to build on the skills acquired during the Higher course – Knowledge and
Understanding, Evaluating and Investigating Skills. Pupils will build up their knowledge of the course content, write
essays, evaluate a variety of evidence and research a topic independently in the dissertation. In doing so, you should
prepare effectively for Higher/Further education or employment.
CONTENT
Field of study 2: Scottish Independence 1286-1329
Unit 1 – Historical Study – 80 hours
You will study the changing nature of the Scottish nation, threats to the independence of the nation, responses to
those threats and the consequences.
Background Information
The reign of Alexander III
Social, Political, Economic and Religious Structures of the period.
Edward I and Scotland
Reasons for the first submission of the Scots to Edward I
Edward’s government in Scotland.
William Wallace and the War of Independence – Part 1
Wallace’s uprising and its consequences
Wallace’s guardianship/Support for Wallace
English invasions and the second submission of the Scots.
Robert Bruce and the War of Independence – Part 2
Bruce’s seizure of power/Support for/Opposition to Bruce
Campaigns and tactics – military and diplomatic.
Bruce in power
Bruce’s government of Scotland
There is a range of activities – teacher led ‘lectures’, tutorials, seminars, debate, discussion and individual research.
In addition to improving on the skills achieved at Higher level pupils will be expected to analyse different historical
viewpoints.
Unit 2 Historical Research – 40 hours
You will plan and prepare a 4000 word dissertation from a list of possible issues.
HOMEWORK
As with the Higher course, homework is an essential part of the coursework. You will be expected to write essays
and answer source questions on a regular basis after the introductory materials have been completed. You will have
to do a great deal of research, especially for the dissertation. A minimum of 2 hours per week is expected.
ASSESSMENT
As with the Higher course, you must pass all the unit assessments as well as the external assessment to gain a
course award.
Historical Study
Unit Assessment 1 takes the form of an essay.
Unit Assessment 2 takes the form of test questions based on a selection of primary and/or secondary sources.
Historical Research
You must plan and prepare a dissertation, which satisfies all learning outcomes. Although the dissertation is
externally marked, your teacher will assess the planning and gathering evidences stages. You will be given a list of
possible dissertation issues.
External
Exam Paper
There is one three hour external exam paper containing two sections
Paper 1 – 2  25 mark essays.
Paper 2 – sources and questions – 40 marks total
Dissertation
4000 words- 50 marks – externally marked
OTHER INFORMATION
It is expected that students starting the Advanced Higher Course will have achieved at least a C pass in Higher
History.
Students with a pass in Advanced Higher History may progress to –
 Higher Education courses eg., History, Humanities, Social Sciences, Law etc
 Further Education courses eg., HND in Arts and Social Sciences
Employment or Vocational Training in a variety of different areas.
HISTORY
COURSE :
HIGHER
YEAR: S5/S6
INTRODUCTION
The Higher History course aims to build on the skills acquired during Standard Grade and/or Intermediate 2 –
Knowledge and Understanding, Enquiry and Investigating Skills. Pupils will build up their knowledge of the course
content, write essays, evaluate a variety of evidence and research a topic independently. In doing so, you should
develop an enquiring attitude of mind and prepare effectively for Higher/Further education or employment.
CONTENT
There are three main units of work in the Higher History course. Each unit lasts 40 hours and is divided into various topics.
Unit 1: Historical Study : Scottish and British - Britain 1850’s - 1979
A study of political and popular attempts to influence the development of democracy; the social and economic
problems of the period and the changing role of government.
Unit 2: European and the World: USA 1918-1968
A study of the growing tensions in American society, focusing on racial divisions, economic difficulties, the
growth of federal powers and the struggle for civil rights, illustrating the themes of ideology, identity and
rights.
Unit 3: Historical Special Tiopic: Migration and Empire 1803-1939
A study of population movement and social and economic change in Scotland and abroad between 1830 and
1939, illustrating the themes of empire, migration and identity.
Teachers will use a range of activities and approaches e.g. whole class teaching, individual research, debates etc.
The main skills being developed throughout the course are essay writing (Units 1 & 2) and source handling (Unit 3).
In writing an essay pupils will display their knowledge and understanding of the topic, planning and organisational
skills, analysis of this information and be able to answer the question clearly. In Unit 3 pupils will demonstrate their
knowledge and understanding of the topic along with their ability to interpret, compare and evaluate sources.
More detailed information is available in the Higher Student Induction Booklet.
HOMEWORK
On going homework in the form of note taking is set regularly and formal essay writing set a minimum of fortnightly
(Units 1 & 2). When Unit 3 is being studied the formal homework will be source evaluation questions. Pupils are also
expected to read various texts to broaden their knowledge of the topics studied.
It is expected that Higher History pupils spend 2 hours per week on homework tasks, reading, revision, etc. Pupils
are also expected to monitor their own progress through peer and self assessment as well as teacher feedback. This
is then used by pupils to track their learning, target areas for development and take action to ensure they are
working to their pre-agreed target.
ASSESSMENT
Internal: Assessment is continuous in the form of practice essays and class tests.
Pupils also have to pass the internal assessment (NABs) for each unit of study. In Units 1 and 2 this takes the form
of a 20 mark essay written under exam conditions.
The assessment for Unit 3 comprises a 30 mark test of source handling skills with questions based on given sources.
There is also the formal prelim.
External: The extended essay is based on a topic studied within the course. It is researched and a 200 word plan is
written. The write up session is 2 hours under exam conditions and it is marked externally out of 30.
The final exam takes the form of 2 papers – in Paper 1 pupils write 2 x 20 mark essays, one from Unit 1 and the other
from Unit 2. In Paper 2 pupils answer 4 questions based on 5 sources. Paper 2 is worth 30 marks.
OTHER INFORMATION
History offers an enjoyable subject in its own right. Since History develops communications skills and the ability to
think creatively and critically, it is a useful subject for many different careers. Higher History might enhance the
career opportunities of those interested in law; education; journalism; tourism; local government; civil service;
social work; business etc. However, no matter the career chosen, History studied at this level helps the pupil
develop powers of analysis and critical appreciation. A pass in Higher History meets one part of the entry
requirements for further and higher education in any area of study. A good pass in Higher History is as useful as a
similar pass in another subject.
HISTORY
COURSE :
INTERMEDIATE 2
YEAR: S5/S6
INTRODUCTION
The Intermediate 2 History course aims to build on the skills acquired during S3 and S4 – Knowledge and
Understanding, Evaluating and Investigating Skills. Pupils will build up their knowledge of the course content,
evaluate a variety of evidence and research a topic independently. In doing so, you should develop an enquiring
attitude of mind and prepare effectively for further education or employment.
CONTENT
There are three main units of work in the Intermediate 2 History course. Each unit lasts 40hours and is divided into
various topics.
Unit 1: Historical Study : Scottish and British: Wallace, Bruce and the Wars of Independence 1286-1328
A study of the development of national identity and consciousness through the Anglo-Scottish wars of the
thirteenth and fourteenth centuries, illustrating the themes of authority, conflict and identity.
Unit 2: Historical Study: European and the World: Free at Last? Race Relations in the USA 1918-1968
A study of the development of race relations in the USA during the years 1918-68, illustrating themes of
ideas, identity and power.
Unit 3: Historical Study: Optional: The Cross and the Crescent: The First Crusade 1096-1125
A study of aspects of religious warfare in the Middle Ages as seen in the events of the First Crusade; the
themes illustrated are belief, conflict and conquest.
Teachers will use a range of activities and approaches e.g., whole class teaching, individual research, worksheets,
debates, etc. The main skills being developed throughout the course are knowledge and understanding and source
handling.
More detailed information is available in the Intermediate History Student Induction Booklet
HOMEWORK
Homework is an ongoing part of the course and its completion is expected. There are two main types of homework: Formal – work set by your teacher to be completed by a set date. This will take the form of essays or source
handling questions like those you will face in both Internal Assessments and the External exam.
Informal – ongoing note taking and revision. It is expected that you will spend at least one hour each week doing
History homework.
ASSESSMENT
To gain an award for the course you must pass all three internal unit assessments (NABs) and the external
assessments.
Internal
The internal assessment for each unit takes the form of a 20 mark question paper. There is also a formal prelim.
External
There are two parts to the external assessmentIn the Extended Response, you choose a question from one area of the course and write an essay worth 20 marks in
one hour. This essay is sent away for marking.
In the exam Part 1 consists of one short essay and Parts 3-4 have sources followed by questions.
OTHER INFORMATION
It is expected that candidates starting the Intermediate 2 History Course will have achieved at least a General pass
at Standard Grade. Successful candidates may then continue with History by opting for Higher in S6. Success in the
course could also lead to you studying for a Higher National Certificate/Diploma e.g. in Social Sciences or in another
course. A pass will also be helpful if you intend going straight into employment
HOSPITALITY (PRACTICAL COOKERY)
COURSE : INTERMEDIATE 2
YEAR: S5/S6
INTRODUCTION
RATIONALE –
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 their practical cooking skills

further develop their skills in the use of culinary equipment

amend and adapt recipes

practise their numeracy skills through food costing

develop an awareness of international cuisine.
CONTENT - Units
Practical Cookery skills for the Hospitality Industry - 80 hours
Food Preparation for Healthy Eating
- 40 hours
Foods of the World
- 40 hours
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 domestic and hospitality situations. The aims include:

the development of an awareness of how recipes can be adapted to produce healthier dishes

an insight into the potential of preparing selected international dishes.
 Enable pupils to gain a wide range of culinary skills used in the Hospitality Industry.
HOMEWORK
Due to the practical nature of the course, homework is fairly limited. Pupils may be asked to complete tasks at
home, carry out some research or revise a section of work for class assessment
ASSESSMENT - INTERNAL ASSESSMENT
This is mainly carried out by teacher observation of practical work.
Two of the units have written tasks, linked to practical exercises, which are retained for assessment evidence.
Prelim Examination - Practical Assignment 2.5 hours = 100 marks
OTHER INFORMATION
This course offers a bridge from Home Economics for those pupils wishing to progress into vocational training in the
hospitality services. It is of relevance to pupils who wish a career in hospitality/catering services or other areas of
the food industry eg. food product development.
LEADERSHIP WITH COMMUNITY SPORTS LEADER and H.S.E FIRST
AID WORK
COURSE:Higher, British Sports Trust Award & Health & Safety Executive Certificate YEAR: S6
INTRODUCTION
Leadership with Community Sports Leader and HSE First Aid at Work combined form an excellent course for S6
regardless of their chosen career path. Pupils for the Community Sports Leader course need not be of a high
sporting ability. They should, however, show interest in acquiring the confidence, ability and organizational skills
required to organize groups in games and physical recreation.
The HSE First Aid At Work Certificate is a requirement by Health and Safety Executive for all workplaces to have
qualified first-aiders on site. Employees are sent on First Aid at work courses and if successful and awarded the
certificate, they remain qualified for three years. An excellent opportunity to be able to sit this course while sill in
school. The First Aid qualification is a prerequisite for the CSLA Award.
CONTENT (By Unit)
First Aid at Work
Class Time – 30 hours (1 double period each week)
Principles of First-Aid
Unconsciousness
Circulatory
Shock
Wounds and bleeding
Fractures, Dislocations & Sprains
Effects of Heat & Cold
Content Includes:
Function of the Respiratory and Circulatory Systems
Asphyxia - Breathing
CPR
Poisoning
Burns
Eyes
Casualty Handling
SKILLS
Candidates showing a very good practical ability in carrying out resuscitation skills, treating an unconscious casualty
and applying dressings/bandages under exam conditions will be awarded a certificate of competence. As well as the
practical assessment candidates will be required to compete written and oral questions and carry out an initiative test
of skills. The certificate will be valid for a period of three years from the date of the assessment.
Higher Leadership with Community Sports Leader
Time : Leadership: An Introduction (Higher) (SCQF level 6) 20 hours, Leadership in Practice (Higher) (SCQF level 6)
40 hours and Community sports leader 25 hours (2 double periods each week) Plus 10 hours voluntary Leadership
experience.
Personal Skills - Appearance, dress, timekeeping, punctuality, enthusiasm, confidence to communicate
Organisational Skills – Ability to run safe, enjoyable activity.
Leadership Skills – Leading a group, pass on basic sporting skills, organising activity sessions
Safety – Safe practice to prevent injury, ability to cope in emergency.
Knowledge – Knowledge of units of work undertaken in the C.S.L.A.
ASSESSMENT
FIRST AID AT WORK:
Practical and theory assessments by two external examiners
COMMUNITY SPORTS LEADER AWARD:
Participants will be individually and continually assessed by the course tutor, according to the criteria laid down in the
course syllabus. A log book must be completed by all participants.
OTHER INFORMATION
FIRST AID AT WORK:
Your instructor for the course will vary the delivery of the syllabus between theory sessions, practical sessions
involving the whole group, video and other visual aids.
Because of the nature of the course and the practical work involved it is necessary to have contact with fellow
candidates throughout some of the sessions. If you are uncomfortable at the prospect of being used as a ‘casualty’
then please discuss this with the instructor. Similarly if you suffer from any injury that may be aggravated please
tell your instructor.
COMMUNITY SPORTS LEADER AWARD:
The ten hours of voluntary leadership experience must commence after the training programme has been successfully
completed. This aspect of the course is vital as it serves to provide each participant with an opportunity to gain
valuable experience and may be regarded as the transitional stage between that of a trainee and a fully qualified
Community Coach. Before the course ends pupils should have a clear idea of where they wish to carry out their
voluntary leadership experience. Pupils are encouraged to find their own placement.
LIFESTYLE & CONSUMER TECHNOLOGY
COURSE :HIGHER
YEAR: S5/S6
INTRODUCTION
COURSE AIMS –
1
To provide opportunities for the acquisition of specialist knowledge and understanding of the factors which
influence some of the choices and decisions made by individuals, families and society.
2 To apply skills of analysis and evaluation through the study of materials and resources necessary for the
identification of, and response to, the physical and social needs of individuals and families.
3 To develop the management skills necessary for the effective use of materials and resources and to provide
opportunities for the application of these skills.
4 To offer opportunities to use specialist craft skills for creative purposes as well as for investigatory and
problem-solving activities.
5 To develop a critical approach when responding positively to social and technological change and environmental
issues.
6 To offer opportunities for the achievement of technological capability in the four aspects of technological
perspective, confidence, sensitivity and creativity.
7 To offer opportunities for the development of personal and interpersonal skills in the areas of initiative,
responsibility, co-operation and adaptability, and to encourage a positive attitude to independent learning.
To foster vocational and community links and an awareness of the caring sector.
CONTENT
Resource Management (H) 80 hours
At the end of this unit, pupils will be able to use management skills necessary for the effective use of materials and
resources. Pupils will demonstrate technological capability to solve problems and apply knowledge and understanding
of Lifestyle & Consumer Technology to a range of situations. This unit includes a practical food component.
Consumer Studies (H) 40 hours
At the end of this unit pupils will have acquired knowledge and understanding about consumer choice of goods and
services. They will also have gained an insight into the manufacturers’/providers’ perspective on a range of consumer
issues. Students will be able to appraise the design of products and consider the consequences that technological
developments have on others. They will acquire a range of investigative skills enabling them to draw conclusions from
information sources and make reasoned choices which are a requirement for the discerning consumer.
Technological Project (20 hours)
Pupils will be required to complete and submit a technological project. This will enable them to demonstrate
integration of knowledge and skills across the two units of the course in order to realise a solution to the brief given
and demonstrate technological capability.
Pupils may carry out research and investigation in their own time, but the project must be completed under
supervision in school.
This course will provide pupils with the opportunity for in-depth study in the context of Lifestyle & Consumer
Technology. The course aims to develop pupils’ personal effectiveness in using and managing resources. They will be
required to integrate specialist knowledge and , through practical application, to solve technological problems.
Emphasis is placed on the development of transferable skills using a pupil-centred approach to learning. The course
will have particular appeal for pupils who wish to progress to degree courses in areas such as Applied Consumer
Studies, Dietetics, or Food Product Development.
HOMEWORK
Homework is an integral part of the course and will be issued weekly. The type of homework may vary depending on
the work being covered in class and may take the form of written work, research, revision, preparatory reading,
practise in exam technique. Homework exercises may vary in length but should not exceed 2 hours per week.
ASSESSMENT
Internal Assessment
Assessment – Resource Management
Three instruments of assessment are required to cover the internal assessment for the complete unit.
Assessment 1 – A practical exercise to be carried out at the most appropriate time for the pupils.
Assessment 2 – A design activity which will occur in the second half of the unit.
Assessment 3 - A question paper of 1 hour at the end of the unit.
Assessment – Consumer Studies
Three instruments of assessment are required to cover the internal assessment for the complete unit.
Assessment 1 – An investigation to be carried out at the most appropriate time for the pupils.
Assessment 2 – A report to be carried out at the most appropriate time for the pupils.
Assessment 3 – A question paper of 1 hour of the unit.
Assessments 1 & 2 for both units may be assessed through the Technological Project.
Prelim Examination – Question Paper 2 hours = 80 marks
External Assessment – Question Paper 2 hours = 80 marks
Technological Project 20 hours = 70 marks
OTHER INFORMATION
This course provides vocational training for pupils wishing to progress to Higher Education Courses or requiring
University Entrance requirements.
It is of relevance to pupils considering a career as a Home Economist or Food Technologist in the food industry. Also
of relevance to pupils considering careers in retail management, marketing, teaching, nursing, social services,
protective consumer services, food science, food processing, product development and dietetics.
MATHEMATICS
COURSE : ADVANCED HIGHER
YEAR: S6
INTRODUCTION
The course is designed to build upon and extend students’ mathematical learning beyond Higher mathematics. It also
provides a wide variety of topics for students who may wish to study mathematics at a higher level or use it in other
subject areas.
CONTENT (By Unit)
This course comprises three units as follows:
Mathematics 1 (AH)
Algebra – Differentiation – Integration – Properties of Functions – Systems of Linear Equations.
Mathematics 2 (AH)
Further Differentiation – Further Integration – Complex Numbers – Sequences and Series – Elementary Number
Theory and Methods of Proof.
Mathematics 3 (AH)
Vectors – Matrix Algebra – Further Sequences and Series – Further Ordinary Differential Equations – Further
Number Theory and Further Methods of Proof.
For detailed content of each unit please consult with the Principal Teacher of Mathematics.
HOMEWORK
Classes will have completion exercises set as homework from the work being carried out in class. Other formal
homework exercises will be set to consolidate and revise work. These exercises will be marked and graded by staff.
ASSESSMENT
To gain the award of the course, the student must pass all the unit assessments as well as the external assessment.
The unit assessments are only designed to test at grade C for the course. External assessment will provide the basis
for grading attainment in the course award. The external assessment will take the form of an examination of three
hours duration. Students will sit a paper assessing Mathematics 1 (AH), Mathematics 2 (AH) and Mathematics 3
(AH). The examination will consist of a balance of short questions designed mainly to test knowledge and
understanding and extended- response questions, which also test problem solving skills. These two styles of question
will include some which are set in more complex contexts to provide evidence of grades A and B. Students will sit
two prelims, the first in late January and the second at the end of the course prior to the external assessment.
Unit assessments will take place around the following times - Unit 1 - October break, Unit 2 – February and Unit 3
Easter.
OTHER INFORMATION
Please consult the Principal Teacher, Mathematics
MATHEMATICS
COURSE : HIGHER
YEAR: S5/S6
INTRODUCTION
The course is designed to build upon prior learning in the areas of algebra, geometry and trigonometry and to
introduce them to elementary calculus. Pupils should have a credit pass in Standard Grade mathematics or a pass at
Intermediate 2.
CONTENT (By Unit)
The course comprises three units as follows :
Mathematics 1 (H)
Properties of the straight line – Functions and graphs with related solution of equations – Basis differentiation –
Recurrence relations.
Mathematics 2 (H)
Factor/Remainder Theorem and Quadratic Theory – Basic Integration – Trigonometric formulae – Equation of the
circle.
Mathematics 3 (H)
Vectors in three dimensions – Further differentiation and integration – Logarithmic and exponential functions –
Further trigonometric relationships.
HOMEWORK
Classes will have completion exercises set as homework from the work being carried out in class. Other formal
homework exercises will be set to consolidate and revise work. These exercises will be marked and graded by staff.
Prior to unit tests, pupils will be issued with revision sheets to prepare for the tests.
ASSESSMENT
To gain the award of the course, the student must pass all the unit assessments as well as the external assessment.
The unit assessments are only designed to test at grade C for the course. External assessment will provide the basis
for grading attainment in the course award. The external assessment will take the form of an examination of 2 hrs
40 mins duration and will assess Mathematics 1 (H), Mathematics 2 (H) and Mathematics 3 (H). The external exam
will test the student’s ability to retain and integrate mathematical knowledge across the component units of the
course. The examination will consist of two papers each containing a balance of short questions designed mainly to
test knowledge and understanding and extended response questions which also test problem solving skills. These two
styles of question will include some which are set in more complex context to provide evidence of grades A and B. In
addition to this, paper 1 will also contain a section of multiple choice questions. Students will sit two prelims, the
first in late January and the second at the end of the course, prior to the external assessment. Unit assessments
will take place around the following times: Unit 1 – October break, Unit 2 – February and Unit 3 – Easter.
OTHER INFORMATION
Please consult the Principal Teacher, Mathematics
MATHEMATICS
COURSE : INTERMEDIATE 2
YEAR: S5/S6
INTRODUCTION
The course is designed to build upon and extend students’ previous mathematical learning in the areas of arithmetic,
algebra, geometry, trigonometry and statistics. Pupils should have a general pass in Standard Grade mathematics or
a pass at Intermediate 1.
CONTENT
Content (By Unit)
This course comprises of three units as follows:
Mathematics 1 (Int 2)
Calculations involving percentages – Formulae for volumes of solids – Linear relationships – Algebraic operations –
Properties of the circle.
Mathematics 2 (Int 2)
Trigonometry - Simultaneous linear equations - Graphs charts and tables – Use of simple statistics.
Mathematics 3 (Int 2)
Algebraic operations - Quadratic functions - Further trigonometry.
HOMEWORK
Classes will have completion exercises set as homework from the work being carried out in class. Other formal
homework exercises will be set to consolidate and revise work. These exercises will be marked and graded by staff.
Prior to unit tests, pupils will be issued with revision sheets to prepare for the tests.
ASSESSMENT
To gain an award at Intermediate 2 Mathematics, the students must pass all the component units of the course
(internal assessment) as well as passing the external assessment. External assessment will provide the basis for
grading attainment in the course and will consist of an exam sat in May covering the complete course content. Each
unit undertaken by a student will be internally assessed at the end of the unit. Unit tests will be at a minimum
competence level testing at Grade C and students will sit two prelim to assess at levels A, B and C. There prelims will
take place in late January and at the end of the course, prior to the external assessment. Unit Assessments will
take place around the following times: Unit 1 - October break, Unit 2 – February and Unit 3 – Easter.
OTHER INFORMATION
Please consult the Principal Teacher, Mathematics
MATHEMATICS
COURSE : INTERMEDIATE 1
YEAR: S5/S6
INTRODUCTION
The course is designed to build upon and extend students’ previous mathematical learning and to introduce them to
trigonometry and extend statistics and algebraic methods. Pupils should have a foundation pass in Standard Grade
mathematics or a pass at Access 3 for entry into the course.
CONTENT
Mathematics 1 (Int 1)
Basic calculations – Basic geometric properties – Expressions and formulae – Calculations in everyday contexts.
Mathematics 2 (Int 1)
Integers – Speed, distance, time – Theorem of Pythagoras – Graphs, charts and tables – Use of simple statistics.
Mathematics 3 (Int 1)
Simple algebraic operations – Graphical relationships – Trigonometry in a right-angled triangle – Standard form
(Scientific notation).
HOMEWORK
Classes will have completion exercises set as homework from the work carried out in class. Other formal homework
exercises will be set to consolidate and revise work. These exercises will be marked and graded by staff.
Prior to unit tests, pupils will be issued with revision sheets to prepare for the tests.
ASSESSMENT
To gain an award at Intermediate 1 Mathematics, the students must pass all the component units of the course
(internal assessment) as well as passing the external assessment. External assessment will provide the basis for
grading attainment in the course and will consist of an exam sat in May covering the complete course content. Each
unit undertaken by a student will be internally assessed at the end of the unit. Unit tests will be at a minimum
competence level testing at Grade C and students will be set two Prelims to assess at levels A, B and C. These prelims
will take place in late January and at the end of the course, prior to the external assessment. Unit assessments will
take place around the following times:
Unit 1 - September
Unit 2 - December/January
Unit 3 - March
OTHER INFORMATION
Please consult the Principal Teacher, Mathematics
MODERN STUDIES
COURSE :
HIGHER
YEAR: S5/S6
INTRODUCTION
Modern Studies develops an understanding of the political and social processes in the contemporary world. In the
study of issues from within the United Kingdom and the wider world, important skills are developed and enhanced
including –

developing informed attitudes and political literacy

adopting a structured approach to the study of contemporary issues and problems;

evaluating evidence, detecting lack of objectivity as well as drawing and presenting conclusions in a balanced and
structured way;

participating in debate and discussion, through which attitudes of open-mindedness and tolerance are fostered.
CONTENT
The course comprises two compulsory 40-hour units and two compulsory 20-hour units selected from a choice of
study themes:
Mandatory Units
Political issues in the UK
Social issues in the UK
International issues
Duration
40 hours
40 hours
2 x 20 hours
The two 20-hours study themes are selected from the following international issues:
Title of study theme
Duration
A society in change - China
20 hours
The United States of America
20 hours
A society in change - South Africa
20 hours
The European Union
20 hours
Global security
20 hours
The politics of food
20 hours
The two study themes in italic and underlined above are the ones to be taught.
Below is a summary of important skills developed and enhanced through the study of Modern Studies. These skills
include  handling and analysing complex data
 adopting a structured approach to the study of contemporary issues and problems
 constructing and sustaining lines of argument which mirror the complexity of the issues they address
 evaluating evidence, detecting a lack of objectivity and drawing and presenting conclusions in a balanced
and structured way
 participating in debate and discussion, through which attitudes of open-mindedness and tolerance are fostered.
Modern Studies also contributes to personal and social development. In particular the course addresses the area of
rights and responsibilities, including the rights and responsibilities of citizens in a democratic society and the moral
and ethical responsibilities of others.
Politics in a democratic society:
This unit is divided into four study themes of which pupils must study two.
- Decision making in Central Government
- Central and Local Government in Scotland
- Political parties and their policies
- The electoral system, voting and political attitudes
Two of the three contexts in italic and underlined will be taught.
Social Issues in a democratic society
There is one study Theme here:.
- Wealth and Health inequalities in the UK
Again the study theme in italics and underlined is the one to be taught.
In teaching and learning Higher Modern Studies promotes the use and interpretation of statistical data e.g., census
data and opinion polls and information is accessed via CD ROMS and the internet. Group work, discussion and debate
are valuable approaches as are essays and report writing based on evaluation and individual investigation. Pupils are
encouraged to take individual responsibility for their own learning within a supportive environment and each pupil is
provided with a course outline and a planned and detailed assessment programme for the whole session.
HOMEWORK
In line with the school and department policies, homework is regular and used to reinforce classroom learning.
Homework provides pupils with opportunities to revise concepts and skills taught, as well as to familiarise all with
examination techniques and expectations.
ASSESSMENT
A planned and detailed assessment programme is provided to all pupils along with syllabus. To obtain a minimum pass
candidates must provide evidence to satisfy SQA requirements. Internal assessments using National Assessment
Bank items provide opportunities to demonstrate competence in the outcomes for each unit. In order to sit the final
examination in June all candidates must achieve 50% in all internal (NAB) assessments
OTHER INFORMATION
Modern Studies is a useful subject not only as part of a set of Highers for entry to University or College of Further
Education, but also as an acceptable grounding for any of the following careers –
Social work
Journalism
HM Forces
Consumer Protection
Public Administration
Town and Country Planning
Social Services
Teaching
Advertising
TV and Radio
Police
Marketing
Insurance
Politics
International Relations
Law
MUSIC
COURSE :ADVANCED HIGHER
YEAR: S6
INTRODUCTION
AIMS AND RATIONAL
Advanced Higher Music is designed for pupils who:

Wish to study the subject as part of a general education

Wish to pursue an interest in music

Intend to follow a career in music
It aims to:

Enrich the lives of pupils.

Develop in pupils an informed interest in music

Develop in pupils musical skills and insights

Encourage pupils’ individual interests
CONTENT
Advanced Higher Music is divided into two units that run concurrently throughout the course.
Unit One (Composition)
Pupils learn composition techniques allowing them to compose two pieces of music (4-10 minutes in length).
Unit Two Performing
Element One and Two (Performing)
A choice of two solo instruments is made between the following classroom instruments: electronic keyboard, lead
guitar, bass guitar, drum-kit or voice.
If pupils already study an instrument with an instrumental tutor/teacher this is usually chosen as one of their solo
instruments.
Throughout the course pupils improve their technical/performing skills and also learn to play in contrasting musical
styles.
N.B. It would be usual for pupils to select their Higher solo instruments for this unit. They are also required to play
pieces of a minimum Grade 5 standard.
Element Three (Listening)
Pupils learn in increasing depth about different styles of music, compositional devices, and how to develop close
listening techniques
HOMEWORK
The most important task is that pupils (with home access to the instruments that they play) maintain regular,
frequent practice (daily where possible).
Pupils should also regularly revise the listening concepts appropriate to the work covered in class – as directed by the
teacher. Revision of these concepts will also be expected for main assessments and throughout the course.
ASSESSMENT
PUPILS ARE REQUIRED TO PASS ALL INTERNAL ASSESSMENTS IN ORDER TO SIT THE EXTERNAL
EXAMINATION.
Unit One – Composition
Internal Assessment
Continuous Assessment Aug – March. It will be expected that a number of pupils should be finished their invention by
Christmas.
External Assessment
Completion Date – End of March. Inventions are marked by the Music Department and moderated by S.Q.A.
Unit Two – Performing and Listening
Element One and Two – Performance
Instrument 1
Internal Assessment
Continuous Assessment Aug – May. The major internal assessment is the prelim.
External Assessment
Pupils are required to play their full prelim programme of music (15 minutes)
to an external examiner.
Exam date – May
Instrument 2
Internal Assessment
Continuous Assessment Aug – May. The major internal assessment is the prelim.
External Assessment
Pupils are required to play their full prelim programme of music (10 minutes)
to an external examiner.
Exam date – May
Element Three – Listening
Internal Assessment
Pupils sit two full listening papers, the first during prelims and the second immediately after the Easter holidays.
Pupils are also required to write two extended essays on topics agreed with the class teacher.
External Assessment
Pupils sit a listening paper during the main diet of S.Q.A. written examinations.
OTHER INFORMATION
The usual requirement for entry into Advanced Higher music is a good pass at Higher music and evidence that the
pupil will work hard in all areas of the course. A good pass in the listening element at Higher would be strongly
advised. However it may be possible for a pupil to enter the course without a Higher music pass if they play to grade
5 level on both instruments and receive regular lessons on one instrument and show an exceptional all round musical
talent – In this case admission to the course is by audition.
As a large percentage of this course consists of individual work and practice it is important that all pupils taking
music can be trusted to work on their own (on occasions unsupervised).
MUSIC
COURSE : HIGHER
YEAR: S5/S6
INTRODUCTION
AIMS AND RATIONAL
Higher Grade Music is designed for pupils who:

Wish to study the subject as part of a general education

Wish to pursue an interest in music

Intend to follow a career in music
It aims to:

Enrich the lives of pupils

Develop in pupils an informed interest in music

Develop in pupils musical skills and insights

Encourage pupils’ individual interests
CONTENT
Higher Grade Music is divided into two units that run concurrently throughout the course.
Unit One (Composition)
Pupils learn composition techniques allowing them to compose two pieces of music (the folio should last between 2– 8
minutes in length).
Unit Two (Performing)
Element One & Two (Performing)
Pupils learn to play on two contrasting instruments. Pupils can choose between the following classroom instruments:
electronic keyboard, lead guitar, bass guitar, drum-kit or voice.
If pupils already study an instrument with an instrumental tutor/teacher this is usually chosen as one of their solo
instruments.
Throughout the course pupils improve their technical/performing skills and also learn to play in contrasting musical
styles.
N.B. It would be usual for pupils to select their S.G. instruments for this unit. They are also required to perform
pieces of a minimum Grade 4 standard.
Unit Three (Listening)
Pupils learn in increasing depth about different styles of music, compositional devices, and how to develop close
listening techniques.
HOMEWORK
The most important task is that pupils (with home access to the instruments that they play) maintain regular,
frequent practice (daily where possible) Weekly written homework is also set.
Pupils should also regularly revise the listening concepts appropriate to the work covered in class – as directed by the
teacher. Learning and revision of these concepts will also be expected for main assessments throughout the course.
ASSESSMENT
PUPILS ARE REQUIRED TO PASS
INTERNAL ASSESSMENTS IN ORDER TO SIT THE EXTERNAL
EXAMINATION.
Unit One – Composition
Internal Assessment
Continuous Assessment Aug – March. It will be expected that a large number of pupils should be finished their
composition by Christmas.
External Assessment
Completion Date – End of March. Compositions are marked by the Music Department and moderated by S.Q.A. The
composition folio must last between 2 – 8 minutes.
Unit Two
Element One & Two – Performance
Instrument 1.
Internal Assessment
Continuous Assessment Aug – Feb. The major internal assessment is the prelim.
External Assessment
Pupils are required to play their full prelim programme of music (10 minutes)
to an external examiner.
Exam period: mid February – end of March.
Instrument 2.
Internal Assessment
Continuous Assessment Aug – Feb. The major internal assessment is the prelim.
External Assessment
Pupils are required to play their full prelim programme of music (5 minutes)
to an external examiner.
Exam period: mid February – end of March
Unit Three – Listening
Internal Assessment
Pupils sit a full listening paper at prelim and immediately after the Easter holidays.
External Assessment
Pupils sit a listening paper during the main diet of S.Q.A. written examinations.
OTHER INFORMATION
The usual requirement for entry into Higher music is a good Credit pass in Standard Grade music and evidence that
the pupil will work hard in all areas of the course. It is also strongly advised that pupils have at least a 2 in the
listening element at Standard Grade. However it may be possible for a pupil to enter the course without S.G. music if
they play to Grade 4 level on both instruments and receive regular lessons on one instrument - In this case admission
to the course is by audition..
As a large percentage of this course consists of individual work and practice it is important that all pupils taking
music can be trusted to work on their own (on occasions unsupervised).
PHILOSOPHY
COURSE :
Higher Philosophy
YEAR: S6
INTRODUCTION
Higher Philosophy provides opportunity for pupils to develop their thinking and reasoning skills by studying the
structure of logical argument and engaging with ideas in a critical way. The course introduces principles of critical
thinking and some of the classic arguments in philosophy. Pupils are encouraged to consider the strengths and
weaknesses of arguments and are given an opportunity to read and reflect on extracts from Descartes’ meditations
CONTENT
The course comprises two twenty hour units and two forty hour units. The twenty hour units involve the study of
Critical Thinking and Metaphysics and the forty hour units involve the study of Epistemology (the Philosophy of
Knowledge) and Moral Philosophy.
Critical Thinking
Candidates learn about the structure of logical argument. They learn to analyse arguments, to present them in logical
form and to differentiate between valid and invalid, sound and unsound arguments. Common fallacies are also studied.
Metaphysics
Candidates study the following metaphysical debate:
Do human beings have free will?
Epistemology
Candidates investigate three questions which are relevant in the area of epistemology:

Why are knowledge claims a problem in philosophy?

What is knowledge?

Can knowledge claims be justified?
They then consider a rationalist position in response to these questions by studying Descartes’ meditations.
Moral Philosophy
Candidates study the moral theories of John Stuart Mill and Immanuel Kant. They then consider what is meant by
the claim that an action is morally right.
HOMEWORK
Candidates will be expected to do some reading, research and written work at home as well as regular home study to
prepare for assessments and consolidate learning.
ASSESSMENT
In order to achieve success candidates must pass the unit assessment for all units and achieve an award in the final
examination. Unit assessments will involve a mixture of short answer questions, extended response questions and
essay type questions. There will be a similar variety of types of question in the final examination. Candidates who
fail to achieve a pass in the first unit at Higher level may be given the opportunity to complete the course at
Intermediate 2 level.
OTHER INFORMATION
Higher Philosophy equips students with critical thinking skills that will be useful in most areas of further academic
study. Qualifications in Philosophy are often held in high regard by employers.
Those who wish to enrol on this course should have a pass in Higher English. Normally a pupil would also be expected
to have recommendation on their S4 RME report for further study at Higher level.
PHOTOGRAPHY HIGHER
COURSE :HIGHER
YEAR: S5/6
INTRODUCTION
This course is for pupils who have an interest in photography and who would like to develop their skills to create
creative images using technology. Pupils who succeed in this course may follow a career in photography.
CONTENT
The course comprises two mandatory units and one optional unit as follows.
Basic Camera Techniques
(Higher) 1 credit (40 hours)
Photography Research Project
(Higher) 1 Credit (40 hours)
Optional Units
Photography: Creative Image Making Techniques
OR
Photo Reportage
OR
Digital Imaging
(Higher) 1 credit (40 hours)
(Higher) 1 credit (40 hours)
(Higher) 1 credit (40 hours)
HOMEWORK
You will be asked to do homework tasks related to the outcomes on a regular basis. The tasks will be set by your
teacher. At the start of the course you will be given a homework plan which must be kept up to date.
ASSESSMENT
In order to gain an award of the course, you will have to pass the internal assessments associated with the units. In
addition you must meet the standards targeted by the external assessment instruments.
The external assessment is a practical assignment. This is not exclusively practical, but is designed to emphasise
skills relating to the practical skills and related to knowledge and understanding of task management/organizational
skills.
You will be asked to generate evidence of the practical activity along with a written piece equivalent to 500 words,
development evidence showing the processes involved, evaluation in the form of a report equivalent to 1,000 words.
OTHER INFORMATION
Having an interest in photography is essential for pupils embarking on this course. Ideally you will have done
Standard Grade Art & Design and achieved a credit grade or achieved a good pass at Higher. You must be prepared
for the written aspect of the course and keep up with all of the course deadlines. You will be asked to complete
photography assignments during your own time as a major part of the course.
PHYSICAL EDUCATION
COURSE :
HIGHER
YEAR: S5/6
INTRODUCTION
Performance is the prime focus of the Higher course in Physical Education. Practical experiential learning provides
the opportunity to develop high standards of performance. Pupils will develop this through both practice and theory
and will be able to demonstrate knowledge in relation to understanding and improving specific parts of performance.
CONTACT
The course design allows the two component units, performance and analysis and development of performance to be
integrated in a flexible way.
Performance – Pupils should improve their performance in a minimum of two activities. Activities are usually 3 of the
following: badminton, basketball, football, volleyball and hockey, working for approximately ten weeks at each, other
activities such as gymnastics and dance could be offered depending on numbers on course.
Analysis and Development of Performance – Pupils will develop the ability to analyse and evaluate performance of
themselves and others in three of the following areas: Performance appreciation; skills and techniques; preparation of
the body; structures and strategies and composition.
Work in each area is mainly experiential and last for ten weeks.
HOMEWORK
Homework – reading and written assignments – are given out on a regular basis, normally with one week’s notice.
Additional time is offered at lunchtime / after school to improve performance.
A substantial commitment of time is required to complete the Analysis and Development of Performance assignment
for the internal assessment.
ASSESSMENT
The practical performance unit counts as 40% towards overall grade. There is continuous assessment with SQA
moderation in March.
Analysis and development of performance = 60% of overall grade.
Three unit tests during each area of study
NAB assignment to be completed for unit assessment
Prelim exam in February
Extended written exam (2.5hours) in May
OTHER INFORMATION
Requirement – overall Credit Grade in Standard Grade Physical Education.
PHYSICAL EDUCATION
COURSE :
INTERMEDIATE 2
YEAR: S5/6
INTRODUCTION
Performance is the prime focus of the Int 2 course in Physical Education. Practical experiential learning provides the
opportunity to develop high standards of performance. Pupils will develop this through both practice and theory and
will be able to demonstrate knowledge in relation to understanding and improving specific parts of performance.
CONTENT
The course design allows the two component units, performance and analysis and development of performance to be
integrated in a flexible way.
Performance – Pupils should improve their performance in a minimum of two activities. Activities are usually 3 of the
following: badminton, volleyball, basketball, football and hockey, working for approximately ten weeks at each time.
Other activities such as gymnastics and dance could be offered depending on numbers on course.
Analysis and Development of Performance – Pupils will develop the ability to analyse and evaluate performance of
themselves and others in three of the following areas: Performance appreciation; skills and techniques; preparation of
the body; structures and strategies and composition.
Work in each area is mainly experiential and last for ten weeks.
HOMEWORK
Homework – reading and written assignments – are given out on a regular basis, normally with one week’s notice.
Additional time is offered at lunchtime / after school to improve performance.
A substantial commitment of time is required to complete the Analysis and Development of Performance assignment
for the internal assessment.
ASSESSMENT
The practical performance unit counts as 50% towards overall grade. There is continuous assessment with SQA
moderation in March.
Analysis and development of performance = 50% of overall grade.
Three unit tests during each area of study
NAB assignment to be completed for unit assessment
Prelim exam in February
Extended written exam (2hours) in May
OTHER INFORMATION
Requirement – ideally an overall Grade 3 in Standard Grade Physical Education.
PHYSICS
COURSE :
ADVANCED HIGHER
YEAR: S6
INTRODUCTION
The course is ideally suited to a pupil going on to study Physics or a science at college. Pupils who are interested in
the subject but will not be studying Physics beyond school will also benefit.
CONTENT
Units
Mechanics
- (1 credit, 40 hours) August – October
Wave Phenomena
- (½ credit 20 hours) November - January
Electrical phenomena - (1 credit, 40 hours) February - April
Investigation
- (½ credit 20 hours) August – March
The content of Advanced Higher Physics is more mathematically demanding and abstract than Higher. As a result
most teaching is by lecture and discussion which may be backed up by experiment or practical demonstration.
Theory Units:
Outcome 1 Knowledge and understanding of physical concepts relevant to each unit.
Outcome 2 Problem Solving based on content learnt for outcome 1.
Outcome 3 – Practical data collection, analysis and reporting
Investigations
Outcome 1 Develop a plan for an investigation
Outcome 2 Collect and analyse information obtained from the investigation
HOMEWORK
Standard homework exercises are issued weekly. These may take between one and two hours depending on the time
needed for background reading. Revision for unit assessments should take 2 to 4 hours depending on how well the
material has been covered during the unit.
Pupils are expected to reinforce class work with background reading from issued text books and other sources.
Much of the writing up of the investigation is to be done outside of class time.
ASSESSMENT
Standard homework exercises are issued weekly. These may take between one and two hours depending on the time
needed for background reading. Revision for unit assessments should take 2 to 4 hours depending on how well the
material has been covered during the unit.
Pupils are expected to reinforce class work with background reading from issued text books and other sources.
Much of the writing up of the investigation is to be done outside of class time.
OTHER INFORMATION
A pass at B or better is needed in Higher Physics. A pass at C or above in Higher Maths is strongly recommended
PHYSICS
COURSE :
HIGHER
YEAR: S5/S6
INTRODUCTION
The Higher Level Physics course aims to provide students with an understanding of physical processes and concepts.
Higher Physics is of benefit to any pupil going on to study a scientific or technical course, or work in a technical
environment. A pass at B or above may lead on to Advanced Higher Physics in sixth year.
CONTENT
Units
 Electricity and Electronics
June - October
 Mechanics and Properties of Matter October -January
 Radiation and Matter
February - April
The course is presented with experiments, demonstrations and class discussions. More emphasis is placed on theory
and calculation than at standard grade.
Each unit has three outcomes

Outcome 1
Knowledge and Understanding – learning relationships and understanding
concepts.

Outcome 2
Similar to problem solving at Standard grade – applying the knowledge
from outcome 1 in unfamiliar situations.

Outcome 3
Writing up an experiment
HOMEWORK
Standard homework exercises are issued weekly. These may take between one and two hours depending on the time
needed for background reading. Revision for unit assessments should take 2 to 4 hours depending on how well the
material has been covered during the unit.
Pupils are expected to reinforce class work with background reading from issued text books and other sources such
as Heriot Watt Scholar materials on line.
ASSESSMENT
Regular diagnostic quizzes are given to allow students and staff a chance to check progress and provide early
remediation.
Each unit is assessed by an internal end of unit assessment which tests outcomes 1 and 2 only. Candidates must pass
this assessment to be able to sit the course exam. Only one re-assessment of a unit assessment is allowed.
Outcome 3 is assessed internally in each unit.
All internal assessment is graded pass/fail with no ‘headroom’ to provide estimate grades.
The external course exam is a single 2½ hour paper assessing all 3 outcomes.
A 2½ hour prelim paper is sat in February, the marks from this course-style exam are used to generate estimate
grades. A further course exam on the Radiation and Matter unit is sat in April. The marks from this paper and the
prelim would be used to provide evidence in the case of an appeal.
OTHER INFORMATION
A credit award at Standard Grade Physics with credit grades (1 or 2) in both KU and PS are prerequisites for entry
to a Higher Physics class. In exceptional circumstances pupils with a grade 3 in problem solving may progress to
Higher after consultation with Guidance and Physics departments.
PRACTICAL CRAFT SKILLS
COURSE : INTERMEDIATE 1 AND 2
YEAR: S5/6
INTRODUCTION
Practical Craft Skills (woodwork) is a course designed to teach the pupil a wide range of woodwork tools, joints and
their use in the wold around them. Intermediate 1 and Intermediate 2 share a common course, the pupil’s final grade
depending primarily on the quality of the pupils completed models.
CONTENT
Throughout the course there are three areas that the candidate will be expected to demonstrate an ability in:
1
The ability to recognize the tools and joints in this unit and use the proper terminology on a regular basis.
2
3
Work will be inspected to assess the candidate’s ability to read working drawings, mark out and make wooden
articles to set down standards.
The candidate’s approach to practical work in terms of safety and care of themselves, their tools, their working
area and awareness of others around them
The course begins with a selection of practice woodwork joints. This lasts until the first week of the course after
the summer break
The course from this point is broken into three Outcomes ;
Outcome 1 - is achieved by the candidate demonstrating careful use of tools, the ability to sharpen both chisels and
plane blades, and the completion of a short written test.
Outcome 2 – is achieved by completing three models which demonstrate the ability to produce Dowelled, Halving,
Bridle and Mortise and Tenon joints.
Outcome 3 – is achieved after the completion of a specified frame product. This outcome is marked by the class
teacher and then moderated by the Scottish Qualifications Authority.
Outcome 4 –is achieved after the completion of a model, which is machine produced.
HOMEWORK
This course requires little or no homework on the part of the candidate. All of the practical work must be completed
in the classroom, and while there is a written test the knowledge necessary is more than adequately covered in class
time.
ASSESSMENT
The award is dependent on the completion of five specified models, and a short written test. The level of the award
(Intermediate 1 or Intermediate 2) is decided by the accuracy and quality of the finished models, and the
construction method used to produce these models.
OTHER INFORMATION
Practical Craft Skills is a suitable course for any pupil interested in a career in construction or joinery, or as a
stepping stone to further education in these fields
PRODUCT
DESIGN
COURSE: HIGHER
YEAR: S5/6
INTRODUCTION
The Higher Product Design course aims to develop in pupils an understanding of the process of designing in an
industrial context. The course also aims to enhance knowledge and understanding of industrial manufacturing
processes and materials; increase awareness of economic considerations and the social implications of design and
manufacture.
CONTENT
The course consists of three mandatory units, each of 40 hours, with a further 40 hours for induction, support,
consolidation, integration and preparation for external assessment.
UNIT 1 – DESIGN ANALYSIS (40 hours)
LO 1 : Evaluation of a commercially produced product. Design Issues are identified and justified.
Valid conclusions about the product are reached.
LO 2 : Establish a Design Specification from a brief. Brief is analysed, design issues are identified
and researched. A detailed specification is given.
UNIT 2 – DEVELOPING DESIGN PROPOSALS (40 hours)
LO 1 : Produce a design proposal. A wide range of alternative ideas is generated and developed.
LO 2 : Use graphic techniques during the production of a design proposal.
A range of types of drawings and sketches is produced. Rendering skills are used effectively.
LO 3 : Use modelling techniques during the production of a design proposal.
A range of types of models is produced. Practical skills are used effectively.
UNIT 3 – MANUFACTURING PRODUCTS (40 hours)
LO 1 : Explain why particular materials are used for the manufacture of commercial products.
Identification of materials, and their suitability for given products.
LO 2 : Explain why particular processes and systems are used for the manufacture of
Commercial products.
Processes and systems used to manufacture given products are correctly identified.
Processes to include Machining, Die-casting, Injection-Moulding, Extrusion,
Laminating, Rotational Moulding, Pressing, Vacuum-forming, Joining and Blow-Moulding.
LO 3 : Produce an orthographic drawing suitable for use in the manufacture of a given product.
A complete and accurate orthographic drawing is produced.
HOMEWORK
Due to the nature of the course, pupils are required to do quite a lot of work at home. There are some formal
homework exercises, and pupils will be expected to work at home on a regular basis practicing their graphic and
designing skills, as they work on some of their many design folios. Pupils must also work at home when revising for
class tests.
ASSESSMENT
To gain the award of the Higher Product Design course, the pupils must pass all of the course units, which are
internally assessed. All of the Learning Outcomes in the three units need to be achieved. As well as this pupils must
also pass the external assessment.
EXTERNAL ASSESSMENT: 1. Written Exam Paper 2 hours
worth 70 marks.
2: Design Assignment 10 hour folioworth 70 marks.
The course award will be a grade A to D, and will be based on the total score achieved in the external assessment.
OTHER INFORMATION
This course leads onto Advanced Higher Product Design and will be of interest to anyone interested in a career in;
design / industrial design and manufacture, architecture, engineering or construction. The Higher is a suitable
entrance qualification to university and further education courses.
PSYCHOLOGY
COURSE: HIGHER
YEAR: S6
INTRODUCTION
Higher Psychology offers pupils the opportunity to further their understanding of human behaviour. The Course is
designed to stimulate curiosity in Psychology and to provide opportunities for self-development.
For those new to the subject, the Higher course serves as an introduction to the discipline of Psychology. For pupils
who have studied Psychology at Intermediate 2 level, the course encourages the development of more in-depth
knowledge and understanding and more advanced research skills.
The study of Psychology has unique potential to promote the development of cognitive, emotional and social skills
which will enhance study activity, self-awareness and conceptual understanding of issues of personal relevance.
These are transferable skills of value in both personal and professional contexts, and it is intended that the Higher
Course promotes these skills.
CONTENT
Unit 1 – Psychology: Understanding the Individual
Two topics are studied in this unit with the focus on individual processes.

Early socialisation

Memory
Unit 2 – Investigating Behaviour
The nature of the research process is studied, several specific types of psychological research methodologies and
data analysis are considered, and ethical issues in research are examined. Psychological research skills are developed
by means of planning, implementing and reporting a Research Investigation.
Unit 3 – The Individual in the Social Context
Two topics are studied in this unit with the focus on psychological processes in the context of social interaction.

Conformity and obedience

Atypical behaviour and therapies
HOMEWORK
Regular homework will be issued to complement work carried out in class. Pupils will be expected to prepare for
assessments at home.
ASSESSMENT
In order to achieve success, candidates must pass the unit assessments for all units and achieve an award in the final
examination. They will also have to complete a research report for submission to the SQA. Unit assessments will
comprise a mixture of short answer questions, restricted response and extended response items.
OTHER INFORMATION
Psychology is a popular and competitive subject to study in further education and Higher Psychology will be a great
advantage for any pupil wishing to further pursue study in the subject. Psychology equips pupils with a good overall
knowledge and understanding of human behaviour which can be useful in many areas of further study or employment.
Those who wish to enrol on this course should also have a pass at Intermediate 2 level in Psychology or a pass in
Higher English. Normally a pupil would also be expected to have a recommendation on their S4 RME report for
further study at Higher level.
PSYCHOLOGY
COURSE :
INTERMEDIATE 2
YEAR:
S5/S6
INTRODUCTION
Intermediate 2 Psychology offers pupils the opportunity to further their understanding of human behaviour. The
Course is designed to stimulate curiosity in Psychology and to provide opportunities for self-development.
CONTENT
Unit 1 – Psychology: Understanding the Individual
Two topics are studied in this unit with the focus on individual processes.

Development of the self-concept

Learning Theories
Unit 2 – Investigating Behaviour
Research Methods in Psychology are addressed in this unit. Psychological research skills are developed by means of
planning and carrying out a classroom based research task, either a survey or an experiment, and reporting on this in
a Practical Portfolio. The topics studied in this unit are:

The nature of the research process

Experimental methods

Non-experimental methods – survey, case study

Data analysis and presentation

Ethical issues in research
Unit 3 – The Individual in the Social Context
Two topics are studied in this unit with the focus on individual differences and the influence of society on the
individual’s behaviour:

Personality

Pro-social behaviour – altruism

HOMEWORK
As Psychology will be a new subject to all pupils, regular revision of class work at home is essential. Homework will be
issued to complement work carried out in class.
ASSESSMENT
In order to achieve success, candidates must pass the unit assessments and achieve an award in the final examination.
An essential element of assessment in the unit ‘Investigating Behaviour’ is a practical task involving carrying out
either a survey or an experiment.
Candidates who fail to pass the first unit at Intermediate 2 level may be given the opportunity to complete the
course at Intermediate 1 level.
OTHER INFORMATION
Intermediate 2 Psychology will help pupils who wish to further study the subject at college/university and for S5
pupils is a good way to prepare for Higher Psychology in S6. Psychology equips pupils with a good overall knowledge
and understanding of human behaviour.
Entrance requirements of the Course – general Standard Grade English plus one science or social subject. Normally a
pupil would also be expected to have a recommendation on their S4 RME report for further study at Intermediate 2
level or above.
SKILLS FOR WORK - ENGINEERING
COURSE: INTERMEDIATE 2
YEAR S5/6
RATIONALE
The Skills for Work Engineering Course is designed to help candidates to develop:

Skills and knowledge in a broad vocational area

Core Skills

An understanding of the workplace

Positive attitudes to learning

Skills and attitudes for employability
SUMMARY OF COURSE CONTENT
The Intermediate 2 Engineering Skills Course has been designed to provide a basis for progression into further
education or for moving directly into training or employment within an engineering sector. The overall purpose of the
Course is to ensure that candidates start to develop the generic and practical skills, knowledge and understanding and
employability skills needed within an engineering sector. The course focuses on the broad areas of Mechanical,
Fabrication, Electrical, Electronic, Maintenance and an element of Design and Manufacture. This will allow the
candidates to gain basic transferable skills which can be applied to other engineering areas.
ASSESSMENT
Assessment of this course is done continuously throughout the year. Pupils will be assessed on the practical skills
they have demonstrated whilst carrying out tasks and the assessor checklists used to mark their work. All pupil work
will be internally verified and externally moderated. Throughout the course pupils will also be assessed on areas of
employability skills such as, timekeeping, attendance, following instructions, taking advice, maintaining work areas,
planning, self evaluation and health and safety. There is no external examination for this course
SKILLS FOR WORK – (LABORATORY SKILLS)
COURSE :
INT 2
YEAR: S5/6
INTRODUCTION
This course provides a broad experiential introduction to laboratory science. Pupils will explore a variety and range of
industries and services and the career opportunities in science laboratories.
CONTENT
Pupils will have the opportunity to develop the basic practical skills for working in a laboratory – measuring, weighing
and preparing compounds and solutions and to understand and implement the health and safety requirements for a
safe working environment. The specific practical skills related to microbiology, measuring radioactivity, chemical
handling and laboratory instrumentation are developed and a practical investigation will be carried out by pupils. The
course places emphasis on the employability skills and attitudes valued by employers which will help to prepare
candidates for the workplace.

Careers using Laboratory Science

Working in a Laboratory

Practical Skills

Practical Investigation
Candidates will require a grade 3 or above in any Science at standard grade, or grade A at intermediate 1. A good
record of practical techniques and investigations in Standard Grade or Intermediate 1 will be considered for this
course.
HOMEWORK
Candidates will be expected to carry out research tasks and preparation for assessments at home. There is an
expectation for an industry placement as part of the course.
ASSESSMENT
Assessment is completed internally and is divided into the four units: Careers using Laboratory Science - assessed
through an investigation; an open book assessment and candidate reviews of their employability skills. Working in a
Laboratory - assessed through an open book assessment, and by carrying out a risk assessment and practical
activities.
Practical Skills - assessed through practical activities and open book assessment.
Practical Investigation - assessed through an open book assessment, a practical activity, working as a member of a
team and a candidate review of their contribution.
OTHER INFORMATION
SKILLS for WORK – SPORT & RECREATION
COURSE :
INT 2
YEAR:
S5/6
INTRODUCTION
Skills for Work Courses are designed to help candidates to develop:
 skills and knowledge in a broad vocational area
 Core Skills
 an understanding of the workplace
 positive attitudes to learning
 skills and attitudes for employability.
A key feature of these Courses is the emphasis on experiential learning. This means learning through practical
experience, with chosen partner businesses and learning by reflecting on experience.
CONTENT
The Intermediate 2 Sport and Recreation Course has been designed to provide a basis for progression into further
education and training/employment in the sports and recreation sector. The Course will allow candidates to start to
develop the general and practical skills, knowledge and understanding and employability skills and attitudes needed in
the sector. Candidates will work under supervision in an appropriate sport and recreation environment, but will be
expected to become actively involved with customers and operational staff.
The Intermediate 2 Course allows candidates to gain an insight into several of the important areas of the Sport and
Recreation Industry and to make informed choices regarding a career in the Leisure Industry. The following topics
will be covered during the course:

Knowledge, skills and understanding relating to the sport and recreation industry

Adhering to health and safety procedures

Communication and customer care skills

Technical knowledge and skills in relation to setting up and checking equipment

Working with Others

Developing and reviewing physical training plans for customers and, and setting targets for improvement
HOMEWORK
There are no formal homework elements to this course. However homework may be issued occasionally to
re-enforce pupil learning and understanding.
ASSESSMENT
Assessment of this course is done through continual assessment. Pupils will be assessed on the practical skills they
have demonstrated whilst carrying out practical assessment tasks. This is done through an assessor checklist and
then externally moderated.
Throughout all aspects of the Skills for Work course they pupils will also be assessed on timekeeping, attendance,
following instructions, taking advice, maintaining a tidy workspace, planning, checking, attitude, self-evaluation, and
health and safety.
There is no external end of year examination in this course.
OTHER INFORMATION
The Course has been designed to meet the needs of the sport and recreation industry. It has been confirmed that
there is a need to introduce a qualification to encourage school leavers into the industry, to reduce the skills gaps and
to promote the image of sport and recreation as a career.
Sport and Recreation is a well-established industry with qualifications ranging from National Qualifications and SVQs
for Sport and Recreation, to Higher National qualification in areas such as Fitness, Health and Exercise, and Sport
and Recreation Management.
SPANISH
COURSE :
ADVANCED HIGHER
YEAR: S6
INTRODUCTION
The aim of this course is to give pupils the opportunity to acquire specialist knowledge of Spain and other Spanish
speaking countries and Spanish life via literature, internet, research and closer study of grammar.
CONTENT
2 Units


Unit 1



Unit 2

Language (unit 1) - 80 hours
Extended Reading / Viewing (Unit 2) – 40 hours
Personal, social and cultural issues
Topical, cultural and European issues
Environmental issues
2 pieces of literature – to be studied in detail.
Both Units run concurrently.
Unit 1 Language focuses on the development of the language and grammar study.
Unit 2 focuses on Spanish literature.
HOMEWORK
Regular







ASSESSMENT
Internal (Pass/Fail)
Topic Research
Literature To Read
Essay Writing
Reading Comprehension
Listening Tasks
Grammar Study
Speaking Preparation
Speaking ….by December
Listening …..by December
Reading ….. by December
NABS
External



Folio in English ….March = 2 essays in English on books studied
Speaking with Visiting Examiner …… March
Exam ……… May
SPANISH
COURSE :
HIGHER
YEAR: S5/S6
INTRODUCTION
Aim is to continue to develop the pupil’s ability to communicate in Spanish by speaking, reading, listening and writing
but in greater depth. Also to have awareness of Spanish culture and lifestyle of Spanish people in Spain and other
Spanish speaking countries.
CONTENT
2 Units of work to be completed during the academic session.
Unit 1 = Language
Unit 2 = Extended Reading/Viewing.
Both units are taught concurrently with time built in for revision, assessment, and exam practice.
Unit 1 Focuses on the language aspect and covers 3 themes, Lifestyles/Education & Work/Wider World, which are
subdivided into topics.
Topic 1 – Sport / Leisure
Topic 2 – TV / Music
Topic 3 – Family / Friends
Topic 4 – School / Study
Topic 5 – Future / Career
Topic 6 – Health / Society
Topic 7 – Holiday / Travel / Tourism
Each topic lasts approximately 2 weeks and involves the 4 elements of Speaking, Reading, Listening, Writing as well as
grammar study.
Unit 2 You will be expected to read a Spanish book/watch video. Class work includes comprehension of text plus
discussion of characters/summary of chapters in Spanish.
This unit deals predominately with Reading and Writing skills (June – October).
HOMEWORK
Unit 1 – Weekly task – Reading/Writing/Listening/Speaking preparation (1 hour)
- for each Spanish day – vocabulary or grammar.
Unit 2 - Weekly task of reading a chapter of book or writing brief summary.
ASSESSMENT
Unit 1 –
Regular vocabulary / grammar tests
Unit assessments in Reading and Listening in December - NABS
Prelim - January/February
External assessment in March of Speaking
External exam (May)
Unit 2 - Writing assessment under exam conditions dealing with character development, plot etc usually in
December.
OTHER INFORMATION
Entry into the Higher class is usually guaranteed with an A at Intermediate 2 however, pupils with A B or C may join
the class after discussion with class teacher and Principal Teacher of Modern Languages. Pupils who achieve an A at
Intermediate 1 could join this class and work towards Intermediate 2.
TECHNOLOGICAL STUDIES
COURSE :
HIGHER
YEAR: S5/S6
INTRODUCTION
In line with the systems approach, and applying this methodology to the learning process, the depth of treatment of
topics introduced at Standard Grade is developed further. In electronics, the level of understanding is developed
from a sub systems base to a study at component base level. Structures, materials, and programmable systems are
treated in a more rigorous and formal manner.
The course aims:

To develop an appreciation of selected key issues in technology, the contexts in which these may be viewed and
the constraints within which solutions or designs must be achieved.

To instill a knowledge of physical principles and of commercial methodologies and to apply them to solving
problems or meeting specifications.

To develop each student’s communication and presentation skills.

To inculcate a receptive attitude towards technological progress and its demands.

To foster the ability to seek out, research and apply technological information.

To foster technologically sensitive attitudes.
CONTENT
The course consists of four units.
APPLIED ELECTRONICS
Students are required to develop an understanding of the function and operation of electronic devices and apply
quantitative analysis to verify the operation of electronic systems. The main topics of study are transistors,
operational amplifiers and combinational logic. Students are also required to develop practical skills in constructing
electronic systems.
SYSTEMS AND CONTROL
A quantitative performance analysis of open and closed loop control systems is undertaken. Applications of
programmable control systems are investigated and students are required to develop software programs to control
the operation of mechatronic systems. Data logging is used as a means of monitoring the operation of a system.
STRUCTURES AND MATERIALS
Students establish an understanding of the concept of equilibrium and its application to concurrent and nonconcurrent force systems. Some knowledge of tensile testing is also introduced. The effects of both internal and
external forces acting on a body are considered. The use of strain gauges is introduced. Calculations and the use of
graphical data are applied to establish a specification for a structural component.
CASE STUDY
Students are required to critically analyse the development of an existing solution to a given problem set in an
industrial context and produce a 1500 word report.
HOMEWORK
Homework is an integral part of the course. The frequency and amount of homework will vary throughout the year
depending on the topics being covered in class. Towards the end of a topic, students will attempt written questions
at home as revision/reinforcement prior to sitting a NAB test in class. In particular, the case study report will be
largely researched and produced outwith normal class time using the internet at home or in school.
ASSESSMENT
Each course unit has a number of National Assessment Bank (NAB) tests. The student will sit these under exam
conditions during normal class time throughout the year. The student must achieve a minimum cut off score to pass
these NAB tests.
External assessment (3 hour exam) provides the only basis for grading attainment in the course award.
OTHER INFORMATION
This course allows students to gain technological capability and confidence. It leads onto Advanced Higher
Technological Studies and is extremely well suited to anyone interested in a profession in any of the technology or
engineering disciplines.
TRANSITION PROGRAMME
COURSE: INTERMEDIATE 2
YEAR: S5/6
INTRODUCTION
The transition from secondary school to life beyond school needs careful planning and preparation for some pupils.
This course will help with that process, and give enough time to really prepare pupils for leaving school. Planning will
focus not just on what happens immediately after leaving school, but to develop independence and skills needed for a
constructive and enjoyable adult life.
CONTENT
 Highland Council’s ‘My Transition Guide’ is used.
 Pupils will develop a Transition Map. To do this they will identify their skills and abilities, who they are,
achievements, plans, needs and who can help.
 This is used to create a To Do List. This becomes the focus of all transition work. With relevant support,
pupils will work through the To Do List. There are tasks, deadlines and people identified to help.
 Links are formed with Skills Development Scotland and other agencies as required.
 Other challenges faced by pupils in S5 & S6 can also be addressed in this course eg revision programmes,
preparing for exams, interview preparation, independent travel, work experience, social skills etc.
HOMEWORK
Any homework set will relate to the Transition To Do List or to practising skills out with the school setting.
ASSESSMENT
Not applicable
OTHER INFORMATION
This course can be chosen in S5 and / or S6 regardless of when a pupil plans to leave school.
TRAVEL AND TOURISM
COURSE :
Intermediate 2
YEAR: S5/S6
INTRODUCTION
This Course will be taught jointly by the Geography and Business Studies departments.
Tourism is changing constantly and forms an increasingly important part of people’s lives. Changes in the length of
the working week, improvements in travel and increases in wages have meant people spend more money on holidays
than ever before. This Course provides a sound broad-based foundation in the vocational aspects of travel and
tourism in a variety of contexts. It is designed in a flexible way to allow changes affecting the industry to be
incorporated when they occur. The main aim of the course is to prepare students for employment within this sector
of industry.
The Course at Intermediate 2 is designed to introduce students to basic skills, knowledge and understanding relating
to a range of occupations in travel and tourism. It provides an insight into travel and tourism by examining the
development and growth of various sectors of the industry as well as the impact that the industry has on people and
places. Facilities and services provided by the local travel and tourism industry are investigated with a strong
emphasis on the key functions of promotion, customer service and technology. Finally there is also the opportunity to
examine popular travel and tourism destinations.
CONTENT
The development of knowledge and skills is achieved through the following Units, each consisting of 40 hours:
TRAVEL AND TOURISM – AN INTRODUCTION – GEOGRAPHY DEPARTMENT
This Unit introduces the candidate to terminology used in the travel and tourism industry. It looks at how and why
the industry has developed and is currently changing. Students will also study the history of the travel industry
including the growth of the package holiday. Students are also given the opportunity to examine the economic, social
and environmental impact of travel and tourism activities.
BUSINESS PRACTICES IN TRAVEL AND TOURISM – BUSINESS STUDIES DEPARTMENT
In this Unit, pupils will investigate the main participants in the travel and tourism industry with a focus on business
functions involving promotion, customer service and information and communication technologies. Either an
investigation of business practices in the local area, or a library based investigation will be carried out.
TOURIST DESTINATIONS – GEOGRAPHY DEPARTMENT
This Unit develops the student’s knowledge of a selection of the most popular tourist destinations. Physical features,
attractions and popular touring areas are identified on maps and students will be able to provide information on their
tourist appeal. Areas studied will be from the UK, Europe and the USA/Caribbean and will also concentrate on the
types of holidays taken e.g. city break, coastal resort, scenic area, winter sports, all year sun etc.
HOMEWORK
Regular homework is used to reinforce classroom learning and may take the form of essay questions, map work,
research tasks, and completion of coursework or revision exercises. Homework allows pupils to revise and master the
concepts and skills taught and also to familiarise themselves with examination techniques and expectations.
ASSESSMENT
Course assessment takes a variety of forms, from assessment of homework, check tests and class tasks to formal
NAB assessments and exams. All assessments allow an opportunity to recognise achievement and set targets for the
future. Feedback on assessments is often through traditional teacher comment, but peer and self assessment and
discussion are used to supplement this, allowing pupils to get the maximum benefit from their efforts.
Each unit has one NAB assessment. Two of these are made up of short answer and restricted response questions,
under exam conditions, while the Business Practices unit requires students to produce a folio. Student must pass
each of the three NABs to be eligible to sit the final exam. There is also an external exam consisting of one paper
lasting 1 hour 45 minutes.
OTHER INFORMATION
- RECOMMENDED ENTRY
It is expected that students will have attained one of the following: Standard Grade English at General level or
above;
Intermediate 1 Travel and Tourism or its Units; Intermediate 1 Geography or its Units; Standard Grade in a Social
Subject at General or above.
PROGRESSION
This course or its component units may provide progression to: Higher Travel and Tourism (not offered by Millburn
Academy at present); further education; training or employment.