Senior Phase (S4-6)
Course Information
2016/2017
Oban High School Vision and Values
We at Oban High School believe that the school has a responsibility to ensure that all our
youngsters achieve the best possible qualifications.
We also believe that we need to nurture and develop their social, emotional and vocational
knowledge and skills to enable them to achieve their full potential throughout their lives.
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Contents
Progressing into the Senior Phase (S4-S6) and SQA National Qualifications: Course
Levels ......................................................................................................................... 4
SQA National Qualifications: Progression Routes ..................................................... 5
Course Structure and Assessment ............................................................................. 6
Making Your Choices ................................................................................................. 7
Administration and IT National 4, 5 and Higher .......................................................... 8
Art and Design ......................................................................................................... 10
Biology ..................................................................................................................... 13
Business Management National 4, 5 and Higher ..................................................... 16
Chemistry ................................................................................................................. 18
Computing Science National 4, 5 and Higher........................................................... 21
Cyber Security (NPA) ………………………..……………………………………………23
Drama .................................................................................................................... 234
Engineering Science National 4, 5 and Higher ......................................................... 27
English ..................................................................................................................... 29
Environmental Science............................................................................................. 33
Gàidhlig (Fluent Speakers) ....................................................................................... 35
NPA Computer Games Design (S5 & S6 only) ........................................................ 36
Geography ............................................................................................................... 37
Graphic Communication National 4, 5 and Higher ................................................... 42
Health and Food Technology ................................................................................... 44
History ...................................................................................................................... 46
Hospitality Practical Cooking .................................................................................... 49
Mathematics ............................................................................................................. 50
Modern Languages .................................................................................................. 55
Modern Studies ........................................................................................................ 58
Music ........................................................................................................................ 61
Musical Theatre ........................................................................................................ 64
Pathways……………………………………………………………………………………65
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Physical Education ................................................................................................. 657
Physics ..................................................................................................................... 70
Psychology ............................................................................................................... 74
Religious, Moral and Philosophical Studies (RMPS) ................................................ 75
What is ‘Skills for Work’? .......................................................................................... 77
Skills for Work: Automotive
................................................................................... 78
Skills for Work: Early Education and Childcare ....................................................... 80
Early Education and Childcare (Higher) .................................................................. 82
Skills for Work: Construction Crafts ......................................................................... 84
Skills for Work: Engineering Skills ........................................................................... 86
Skills for Work: Hairdressing ................................................................................... 88
Skills for Work: Health & Social Care ...................................................................... 90
Skills for Work: Maritime Skills ................................................................................. 91
Skills for Work: Rural Skills ................................................................................... 952
Skills for Work: Travel & Tourism .......................................................................... 903
National Progression Award in Cosmetology .......................................................... 95
The Open University (YASS) .................................................................................... 96
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Progressing into the Senior Phase (S4-S6)
The Senior Phase at Oban High School consists of learners in their fourth, fifth and
sixth year of learning. Having completed a ‘Broad General Education’ in the Junior
Phase (S1-S3), progression into the Senior Phase facilitates increased depth of
learning, personalisation and choice. The Senior Phase for each learner must
adequately prepare learners for the next transition into a positive and sustained
destination eg employment, college or university.
Opportunities within the Senior Phase at Oban High School include:
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Attaining SQA national qualifications
Achieving accreditation for personal achievements
Developing personal leadership skills eg Senior Pupil Leadership Team,
Committees and Pupil Working Groups
If you intend to progress through the Senior Phase at Oban High School then we
have high expectations of you. You need to be sure that you can deliver! You
are now a senior pupil within the school, a role model for younger pupils, and we
expect high standards of:
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Effort
Respect for the whole school community
Full compliance with the school dress code
Attendance (90% as a minimum) and punctuality
You are responsible for your future. The school will provide you with a lot of support
to help you make the right choices, but ultimately it is up to you.
SQA National Qualifications: Course Levels
The learning journey for each pupil is specific to their learning needs and their
curriculum will be customised accordingly eg learners with additional support needs
(as per the Additional Support for Learning Scotland Acts 2004 and 2009), learners
who require additional work experience opportunities, learners who require
accredited hours of volunteering, etc.
The SQA National Qualifications available within the Senior Phase at Oban High
School on the ‘Course Choice Option Form’ are:
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National Level 1,2,3,4 and 5 Qualifications
National Level 6 Qualifications (Higher)
National Level 7 Qualifications (Advanced Higher)
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SQA National Qualifications: Progression Routes
National / Access 3
National 5
National 4
Pass
CfE Level 4
(consolidating or
secure)
CfE Level 4
(developing)
or
CfE Level 3
(consolidating or secure)
Higher
National 5
National 4
Advanced Higher
Higher
National 5
Advanced Higher
Higher
Advanced Higher
It should be noted that at any stage a learner may also progress
laterally/horizontally, and not only vertically eg a learner who has worked hard to
achieve qualifications at a particular level may be best suited to selecting new
courses at the same level the following year to allow further consolidation of
particular skills. Principal Teachers of Guidance and Principal Teachers of Subjects
are best placed to provide appropriate advice to individual learners.
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Course Structure and Assessment
National Qualifications (N1-N7) require 160 hours of study.
National Qualifications are divided into course units and outcomes. Pupils must
pass the units and outcomes to achieve an overall award. The units are assessed
on a pass/fail basis.
At National Level 1-4 schools will carry out all the assessment required including the
‘Value Added Unit’.
At National Level 5-7 a pass in an external exam is also required in addition to
passing the unit assessments in order to achieve an overall award. The ‘Value
Added Unit’ also involves an externally marked course assessment.
Further details on specific courses and assessments methods can be examined on
the following websites:
www.sqa.org.uk and www.sqa.org.uk/cfassessment
For your Child to have the Greatest Chance of Success in:
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Higher courses - pupils should have a National 5 level pass in that subject
National 5 courses – pupils should have a National 4 level pass in that subject
National 4 level – pupils should have National 3 level pass or be CFE level 3
consolidating/secure or level 4 developing in that subject
For pupils in S3 going into S4 we recommend that you study at National 4 or
National 5 level. Some pupils may be best suited to National 3 and some may
consider Higher. Your Principal Teacher of Guidance will discuss these
options with you.
Crash Highers – many pupils are perfectly capable of succeeding in Higher
subjects where they have attained an A or B in a similar subject. Please
discuss this with your Principal Teacher of Guidance.
Before Making your Choices – Do your Research!
As you enter the Senior Phase you must ensure that you are choosing the courses
which are most likely to enjoy, be successful in and which may be required for your
next learning destination after school. At this stage it is absolutely essential that
you do some research with your parents and think carefully about your
learning journey and where it is leading eg into employment, college or
university.
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We strongly recommend that you explore all the possibilities by having a look on the
following websites: www.ucas.ac.uk
This website provides information on every university course in Britain and the Entry
Profile (EP) will give you the most up to date Scottish Qualifications which are
required for entry to each course.
www.obanhigh.argyll-bute.sch.uk
This website provides information about our courses.
www.skillsdevelopmentscotland.co.uk
Even if you are unsure of your future post-school at this stage, you will know which
courses you enjoy the most and are making progress in. Whatever you want to do,
Skills Development Scotland offers careers advice for pupils of all ages and stages
of their education.
Making Your Choices!
Step 1: Do your research with your parents and make sure the information you have
about future careers and college/university courses is accurate - make sure you
check the UCAS, and/or the Skills Development Scotland websites. You may make
an appointment to meet with your Principal Teacher of Guidance to discuss your
options.
Step 2: If you know what your next learning destination will be after Oban High
School then find out:
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Which SQA national qualifications you need and whether or not you need
them all in ‘one-sitting’?
The specific skills which you may require?
Whether you need accredited hours of volunteering in order to apply?
If it is essential that you have relevant work experience?
Step 3: Examine the ‘Course Choice Option Form’ and consider which choices are
best for you. If you need more information ask the Principal Teacher of that subject.
Step 4: Complete the Course Choice Option Form by writing your preference and
level you have chosen.
All Senior Phase pupils will receive an interview from their Principal Teacher of
Guidance who will ensure that the courses selected are appropriate for the
learner based on progress made to date.
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Administration and IT National 4, 5 and Higher
The national 4 and 5 courses will build on the broad general education offered in S1S3 and will progress to Higher level.
Administration is a growing sector which
cuts across the entire economy and
offers wide-ranging employment
opportunities. Moreover, administrative
and IT skills have extensive application
not only in employment but also in other
walks of life.
Aims of the course
The main aim of this Course is to develop
administrative and IT skills and, ultimately, to
enable pupils to contribute to the effective
functioning of organisations in administrative
positions.
There will be a significant practical
component in this course, which involves
experiential learning, encouraging the
integration of skills, knowledge and
understanding through practical activities. Its
use of real-life contexts makes it relevant to
the world of work and its uniqueness lies in
enabling learners to work towards industry
standard in IT in an administration-related
context. Pupils will develop a range of skills;,
including the ability to use the following IT
applications: word processing, spreadsheets, databases, presentations and desktop
publishing; the ability to use technology, including the internet, for electronic
communication and investigation; and the ability to organise, manage and
communicate information.
They will also develop the skills required to organise and support events.
At each level, National 4 and National 5 there are three mandatory units and then a
course assessment. The units cover the same areas for both levels, but the course
assessments differ significantly between National 4 and National 5.
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The mandatory units are:
Administrative Practices
This Unit will give pupils a broad introduction to
administration in the workplace. They will
develop an understanding of key legislation
affecting both organisations and employees, the
benefits to organisations of good customer care
and the skills, qualities and attributes required of
administrators. They will be able to apply this
understanding in carrying out a range of
administrative tasks required for organising and
supporting events.
IT Solutions for Administrators
This unit will develop skills in IT, problem solving and organising and managing
information in largely familiar administration-related contexts. Pupils will select the
following IT applications — word processing, spreadsheets, databases — and use
them to create and edit business documents. The Unit will allow emerging
technologies to be incorporated so as to ensure that its content remains current and
relevant.
Communication in Administration
This unit will prepare pupils to use IT for gathering and
sharing information with others in largely familiar
administration-related contexts. They will develop an
understanding of what constitutes a reliable source of
information and an ability to identify and use the most
appropriate methods for gathering information. They will
also be able to communicate information in ways
appropriate to its context, audience and purpose. The Unit
will allow emerging technologies to be incorporated so as to
ensure that its content remains current and relevant.
Course assessment
National 4 – Added value unit
National 5 – Practical Assignment
Higher – Practical Assignment and Question Paper (Exam)
The course will be delivered in an integrated way. Students will cover a range of
small, topic based projects that cover aspects of all units. The units will be delivered
in familiar contexts. There will be opportunities to develop practical skills as well as
developing knowledge and understanding.
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Art and Design
National 3
This course forms a natural buffer between the broad general junior experience and
the more structured senior courses. It gives students an opportunity to apply prior
knowledge, skills and techniques to folios over which they have more choice and
control. Whilst structure and delivery is very similar to National 4 & 5,
National 3 courses are not graded but units are assessed on a
pass/fail basis. This often takes the form of peer and teacher
review. Homework tasks are set to encourage personal reflection or
recording and are an invaluable research aid. Personal sketchbooks
are encouraged. The broad generic skills developed in this course
include: Personal learning and the thinking skills of understanding, applying and
creating. National 3 forms a natural springboard for further study in Art & Design.
National 4 and 5
Progression to National 4/5 courses in the Senior school phase builds on this prior
knowledge and gives participants an opportunity to work in a creative environment
which encompasses the CfE principles. Broad generic skills are also built into the
course drawn from
• Literacy
Health &
Wellbeing and Thinking
Skills.
The combined elements of this course are designed to extend the student’s ability to
full potential.
Depending on experience, knowledge and ability, pupils will be presented at an
appropriate level. The content of our new National courses closely resembles
existing courses with increased emphasis on art and design practice and analysis
of social and cultural influences. The delivery is tailored by staff, dependent on
the individual needs and interests of each candidate.
It takes the form of practical Expressive and Design Folios with associated Art
& Design Studies relating to each unit.
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• Each folio is based around research and investigation of a particular artist,
designer or art movement or style. This knowledge then influences and
informs the candidate’s subsequent practical folio which is monitored
internally and subsequently sent for external assessment.
• Knowledge and understanding of the working practise and cultural and
historical influence of artists and designers is examined in a 1 hour written
paper.
Higher
The course is a natural development from the National 5 level and is available to
pupils who have proved they can cope with the analytical aspects of the subject, as
well as the practical. A considerable amount of individual study is required. The
course encompasses the CfE principles and is designed to extend the student’s
ability to full potential. Higher consists of three distinct units of approximately 40
hours duration:
• Design Folio ~ 40 hours
• Expressive Folio ~ 40 hours
• Art & Design Studies ~ 2 blocks of 20 hours.
Higher courses culminate with a written exam (Art & Design Studies) and the
external assessment of both practical folios.
Advanced Higher
This is a natural extension to the Higher course for students wishing to extend their
Art & Design studies. The course has two distinct units taken over 120 hours. Its
content and style is dictated by the student which demands a high level of Creativity,
Commitment &Curiosity.
Pupils can choose to specialise in Design or Expressive for their course.
• Design or Expressive Studies ~ 80 hours
• Design or Expressive Enquiry ~ 40 hours.
The course is assessed entirely by an externally-marked Portfolio. In the
portfolio, learners will further develop selected examples of their previous work and
will use these, and their in-depth understanding of artists and art practice, to
influence and inform the development of their expressive ideas and art work. The
portfolio will focus on both the process and products of learning.
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Careers Information
Though the best reason for studying Art & Design is for your own fulfilment and
enjoyment, certain professions and areas of employment prefer evidence of your
proficiency in the subject, for example: Artists (freelance), Architect, Millinery,
Dressmaking & Costume Designer, Make-up Artist Cinematographer, Photographer,
Jeweller, Graphic Designer, Product Designer, Town Planning, Environmental Artist,
Landscape Architect, Interior Designer, Advertising, Web Designer, Textile Designer,
Art Technician, Window Display, Florist, Renovation & Bookbinding, Project Curator,
Model Maker, Primary Teacher. The historical knowledge gained from Art & Design
studies can also enhance study in the fields of History, Geography, Literature and
social subjects.
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Biology
National 4 and National 5
Life on Earth
All of the plants and animals on the planet depend on each other for survival. In this
unit we will look at these relationships and the factors which influence where specific
plants and animals live by sampling organisms in the local environment. We will also
look at the roles these organisms play in these areas and how they have adapted to
do so
We will look at how energy gets into the food chain through the process of
photosynthesis and how this energy moves is passed between organisms. We will
also look at how food is produced on a global scale and the nutrients required for its
growth.
Animals and plants have all adapted to live in certain environments. You will learn
about the interactions between these organisms and how humans have managed a
range of environments. In addition you will discover ways in which you can monitor a
specific environment.
We will also look at how animal behaviour has developed to allow them to live in a
wide variety of ecosystems.
Multicellular Organisms
Different organisms reproduce in different ways. In this topic you will learn about the
benefits of each type of reproduction. You will also learn about how genetic
information is passed between generations and how this affects our features such
eye and hair colour.
All living things are made up of cells. You will learn about the many different types of
cells and how they are perfectly suited to do specific jobs in your body. You will also
learn the tissues and organs which allow us to stay alive.
As part of this unit you will learn more about the human body and how all of the parts
work together to ensure that we can survive. You will also look at how your body
copes with changes in the environment but manages to keep things like your
temperature the same regardless of the external conditions.
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Cell Biology
This topic will look at the wide variety of cells and using
microscopes and other practical activities you will look at the
internal structure of cells. You will also learn more about
how cells can be used to treat some medical conditions.
For cells to survive they must allow certain substances such
as water and oxygen to pass in and out. This topic will look
at the processes which allow this to take place.
You will also look at the structure of DNA and how it carries genetic information from
generation to generation. You will learn about genetic medical conditions and how
modern genetics is used in a wide variety of medical applications.
Assessment National 4
The National 4 the course will be internally assessed through the assessment of
each unit. You will also be assessed on an added value unit where you will carry
out a project and will be given a test at the end. Through this added value unit you
will be able to demonstrate the breadth of knowledge and skills you have acquired
from across all the other units.
Assessment National 5
At National 5 the course will be externally assessed. The units completed as part
of the course will also be assessed to check your level of understanding of each
unit.
If you are successful at achieving a National 4 qualification in Biology you can
progress to any of the sciences at National 5 level.
Those successful in achieving a National 5 qualification in Biology can progress to
Higher Biology.
Careers
Biology qualifications can be used in a wide variety of careers such as:
Medicine
Dentistry
Animal Care
Physiotherapy
Nursing
Research
Agriculture
Biotechnology
Conservation
Ecology
Genetics
Veterinary
Aquaculture
and many more!
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Higher
Course Description
The course provides a broad based study of biological topics which builds on the
concepts developed in National 5. The three units are: DNA and the Genome,
Metabolism and Survival, and Sustainability and Interdependence. Opportunities are
provided to gain knowledge of biological facts and ideas as well as to develop
problem solving and practical skills. The relevance of recent advances in genetics,
environmental biology, etc is examined and students are encouraged to develop an
open-minded approach. As with National 5, language skills are important both for the
completion of practical reports and for the short essay questions which are part of
the course assessments.
Advanced Higher
Course Description:
The course consists of two 40-hour units - Cell & Molecular Biology and
Environmental Biology, and one 20-hour unit - Animal Behaviour. Each of these is
assessed by an end of topic NAB and the external exam.
A further 25 hours is allocated to devising and carrying out a short individual
investigation. This helps to develop planning and research skills which will be of use
in any future university or college course.
Careers Information
Biology is either essential or recommended for most of the health professions such
as medicine, dentistry, nursing, physiotherapy, occupational therapy, etc, and also
veterinary medicine. Professional biologists may be employed in areas such as
forensic science, medical research, genetics, agriculture, fish farming, bacteriology,
sports science and environmental health. Biotechnology is now a rapidly expanding
career area for biologists with several Scottish companies at the forefront of research
in this field.
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Business Management National 4, 5 and Higher
The national 4 and 5 courses will build on the broad general education offered in S1S3 and will progress to Higher level.
Business plays an important role in
society. We all rely on businesses to
create wealth, prosperity, jobs and
choices. Therefore, it is essential for
society to have effective businesses and
business managers to sustain this role.
This course will develop enterprising
skills and employability skills. Pupils will
be able to understand and make use of
business information to interpret and
report on overall business performance in
a range of contexts. Pupils will study organisations in the private, public and
voluntary sectors.
The Course explores the important impact businesses have on everyday life, and
therefore gives pupils experiences which are topical. It develops skills for learning,
life and work that will be of instant use in the workplace. It supports personal
financial awareness through improving learners’ knowledge of financial management
in a business context.
Aims of the course
The main aim of the Course is to highlight
ways in which organisations operate and the
steps they take to achieve their goals. This will
be achieved through combining practical and
theoretical aspects of business learning
through the use of real-life business contexts
and visiting speakers, etc. The skills,
knowledge and understanding gained are
embedded in current business practice and
theory, and reflect the integrated nature of
organisations, their functions, and their
decision-making processes.
At each level, there are three mandatory units
and then a course assessment. The units
cover the same areas for both levels, but the course assessments differ significantly
between National 4, national 5 and Higher.
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The mandatory units are:
Understanding Business
In this Unit, pupils will be introduced to the business
environment. They will be carrying out learning activities
relating to the role of business organisations and
entrepreneurship in society, using real-life contexts. They
will be introduced to the main activities associated with
businesses and other organisations. They will explore
issues relating to the external environment in which
organisations operate and their effects on organisational
activity, decision making and survival.
Management of People and Finance
In this Unit, pupils will develop an understanding of the internal
issues facing organisations in the management of people and
finance. They will carry out activities that will enable them to grasp
theories, concepts and processes relating to human resource
management. They will develop an understanding of how to
manage people in order to maximise their contribution to an
organisation’s success. They will also follow basic theories,
concepts and processes relating to financial aspects of business
in preparing and interpreting financial information in order to solve
financial problems facing businesses.
Management of marketing and Operations
In this Unit, pupils will develop an understanding of the
importance to organisations of having effective marketing
and operations systems. They will carry out activities that
introduce them to the processes and procedures
organisations use in order to maintain quality and
competitiveness. They will develop an understanding of
how marketing can be used to communicate effectively
with consumers, maximise customer satisfaction, and enhance competitiveness.
Course assessment
National 4 – Added value unit
National 5 – Assignment and Question Paper
Higher – Assignment and Question Paper
The course will be delivered in an integrated way. Students will cover a range of
small, topic based projects that cover aspects of all units. The units will be delivered
in familiar contexts.
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Chemistry
National 4 and National 5
Chemical Changes and Structure
You will do a series of experiments to learn about how
different chemicals react together and what causes these
reactions to occur at different rates. You will also learn
how to make predictions about chemicals based upon
their properties.
In this topic you will look at the atomic structure of different substances and how
they join together. You will then be able to use this knowledge to explain the
physical properties of elements. You will also learn why some elements are more
reactive than others and take part in practical activities on electrical conductivity,
melting and boiling point to explore the effects of bonding.
You will learn about the uses of acids in food and drink and their impact on health.
In addition you will understand how acids and alkalis are formed from oxides. This
subtopic also looks at how our carbon footprint can have an impact on our lives
and the planet as a whole and what we can do to control this.
Nature’s Chemistry
This topic will look at the formation and extraction of
crude oil. You will learn how we get a range of chemicals
such as petrol and diesel from crude oil but you will also
learn about their environmental impact. Following this
you will learn about alternative fuels such as biodiesel
and biomass, and how they are produced. You will even
get to produce your own alternative fuels in the
classroom.
Chemicals such as petrol, diesel and paraffin all belong to a group called
hydrocarbons. In this topic you will learn that although these chemicals contain all
of the same elements, the way in which they are arranged gives them very
different properties. You will investigate how different structures give the
chemicals these different properties.
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Chemistry in Society
By learning about conductivity and other properties of metals
you will be able to identify possible uses of a wide variety of
metals. You will also look at how metals are extracted from
ores and how their reactivity makes this process easier.
Plastics are an extremely important and common group of materials. In this unit
you will learn how they are made and look at new plastics which can biodegrade
and also look at the potential uses of many new and exciting “novel materials”
Plants require certain elements to survive and in this unit you will learn how these
elements get into the soil using fertilisers and carry out an investigation using
fertilisers made in the class.
You will also learn about the uses of radioactive elements and also their benefits
and potential disadvantages. For example, carbon dating can be used to date
some substances, in this unit you will learn how this is done, in addition to looking
at the more conventional uses such as the production of electricity.
Assessment
The National 4 course will be internally assessed. You will sit assessments and
gather evidence over the course of the 2 years. There is no final exam.
The National 5 the course will be externally assessed. The units done as part of
the course will also be assessed to check your level of understanding of each unit.
If you are successful at achieving a National 4 qualification in Chemistry can
progress to any of the sciences at National 5 level.
Those successful in achieving a National 5 qualification in Chemistry can progress to
Higher Chemistry.
Careers
Chemistry qualifications can be used in a wide variety of careers such as:
Forensics
Medicine
Agriculture
Research
Pharmacy
Petrochemicals
Biotechnology
Neuroscience
and many more.....
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Higher
Course Description
This one year Higher course consists of three Units: Chemistry in Society, Chemical
Changes and Structure and Nature’s Chemistry. Students sit tests at the end of
each unit and an overall examination at the end of the course which lead to course
awards in Higher Chemistry.
Advanced Higher
Course Description
This is a very demanding but rewarding one year chemistry course. It consists of
coursework, experimental work and an investigation. It is excellent preparation for
University study not only in Chemistry but for other subjects too. Students are given
lectures on content as in Universities but are encouraged to ask questions. This
helps to bridge the gap between School and University. Students are encouraged to
plan their laboratory work with the teacher acting as advisor.
Students taking medical and veterinary courses at university are usually required to
take Advanced Higher Chemistry during S6.
Careers Information
Chemistry occupies the central position in science because of its very strong links
with both Biology and Physics. A chemistry qualification is a frequently quoted
entrance requirement and combined with another science gives students a very
flexible choice of further education courses. Chemistry often supports study in areas
which initially may seem unconnected, eg engineering and is essential in
medical/biological areas including nursing, agriculture, food sciences. Chemistry is
also a good qualification in its own right.
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Computing Science National 4, 5 and Higher
The national 4 and 5 courses will build on the broad general education offered in S1S3 and will progress to Higher level.
Computing science is vital to everyday life — socially,
technologically and economically; it shapes the world in
which we live and its future. Computing is embedded in
the world around us, from systems and devices in our
homes and places of work, to how we access
education,
entertainment,
transportation
and
communication.
Understanding
computational
processes and thinking is also vital to many other fields
including science, economics, business and industry.
Aims of the course
The main aim of the course is to
develop an appreciation of the
central role of computation in the
modern world and gain an
understanding of the many
functions of computing systems,
concepts and processes. Pupils will
gain an insight into the capacities
of computing professionals as
problem-solvers and designers,
able to design, implement and
operate hardware and software
systems, and the far-reaching
impact of information technology on
our environment and society. They
will also develop a range of transferable skills for learning, skills for life and skills for
work, opening up a wide range of career and study opportunities and enabling them
to develop as global citizens who can contribute effectively to their communities,
society and the world.
At each level, there are two mandatory units and then a course assessment. The
units cover the same areas for both levels, but the course assessments differ
significantly between National 4, National 5 and Higher.
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The mandatory units are:
Software Design and Development
The aim of this Unit is to develop knowledge,
understanding and practical problem-solving skills in
software design and development through appropriate
software development environments. Pupils will
develop their programming and computational thinking
skills by implementing practical solutions and
explaining how these programs work. These tasks will
involve some complex features and be presented in
different contexts, which will require some interpretation
on the part of the learner. They will also develop an
understanding of how data and instructions are stored
in binary form, basic computer architecture and
awareness
of
different
contemporary
software
languages/environments.
development
Information System Design and Development
The aim of this Unit is to develop knowledge,
understanding and practical problem-solving
skills related to information system design and
development through a range of practical and
investigative
tasks.
Pupils
will
apply
computational thinking skills to implement
practical solutions using a range of
development tools and to develop an
understanding of the technical, legal and
environmental issues related to one or more
information systems. Tasks will involve some
complex features different contexts, which will
require some interpretation on the part of the learner.
.
Course assessment
National 4 – Added value unit
National 5 – Assignment and Question Paper
Higher –
Assignment and Question Paper
The course will be delivered in an integrated way. Students will cover a range of
small, topic based projects that cover aspects of all units. The units will be delivered
in familiar contexts to provide opportunities for pupils to enhance skills in planning
and organising, working independently and in teams, critical thinking and decision
making, research, communication and self-and peer-evaluation.
22
NPA Cyber Security (S5 & S6 only)
DO YOU WANT TO LEARN TO BE A COMPUTER HACKER?
(I hope not, but if you want to know how to protect yourself online – this course is for
you!)
The National Progression
Award (NPA) in Cyber
Security provides foundation
knowledge and skills in data
security, digital forensics and
ethical hacking – providing a
skills pipeline into the Cyber
Security industry.
These awards are designed to
raise awareness of Cyber
Security and fill the current
skills gap in this field. They
will encourage learners to
improve their cyber hygiene and resilience, and enable them to identify security
vulnerabilities safely, legally and ethically. They will also help learners to contribute
more safely to virtual communities.
They are the first schoolbased national qualifications
in Cyber Security to be
developed and will prepare
learners for further studies
and future employment in this
area. The aim of the awards is
to produce knowledgeable
and skilled individuals who
are aware of the potential
misuses of, and unauthorised
access to, computer systems
but who use these
competences for legal and
ethical purposes.
23
Drama
National 3, National 4 and National 5
What will I be learning?
There are two units in National 3, National 4 and National 5 Drama:
 Drama Skills
 Drama Production Skills
Drama Skills
Drama skills teaches you how to create your own original plays and performance.
You will learn lots of different acting and directing techniques to help you make a
piece of drama that is interesting and entertaining. Some
of the areas you will cover will include:
 Voice
 Movement
 Characterisation (The process of becoming your
character)
 Form, Structure & Style including: Comedy, Tragedy, Mime, Docu-Drama,
Pantomime, Forum Theatre and many more.
Drama Production Skills
In the Drama Production Skills, you will learn about all of the different jobs that are
available in the Theatre – it’s not just about the acting! In this unit, you will learn how
to do the job of two production roles – you will have the choice of:Acting, Lighting
Designer, Sound Technician, Set Designer, Props Master/Mistress, Costume
Designer, and Make-up Artist. Once you have learned how to do these jobs, you will
choose one to specialise in. You will then study and perform a play, learning how to
apply your new knowledge
How will I be assessed?
National 3 and National 4
You will be assessed throughout the year by your teacher, who will observe your
practical work during lessons, as well as giving you written tasks to complete. In
addition to the teacher observations, you will have to make a folio which contains
evidence of your learning throughout both of the course units. The final part of your
assessment is to perform your Drama Production Skills play. Your teacher will
observe you doing the job you chose to specialise in and may also interview you to
find out more about the process you went through.
24
National 5
As well as completing a folio of evidence similar to
National 4 above, you will have an external exam.
Your exam will come in two parts: Question Paper
(40% of your grade) and Practical Performance (60%
of your grade). You will perform your play to an
external examiner.
Higher Drama
There are two units in Higher Drama:
•
Drama Skills
•
Drama Production Skills
Drama Skills
In Drama Skills, you will learn the art of devising theatre. Using the themes and
context of an existing play as a stimulus, you will work with others to create,
rehearse and perform in a new piece of drama – taking responsibility for directing a
section.
You will explore how form, structure and genre can be used to enhance your play,
and will keep a folio of the process. Once you have created and rehearsed your new
piece of theatre, you will premiere it to the world at a public performance in one of
the school’s performance spaces. You will then evaluate your contribution to the
devising process in detail.
Drama Production Skills
In the Drama Production Skills, you will learn how to apply production skills to
enhance the performance of a play, you will undertake two production roles, creating
and applying your design and performance concepts to en extract of a play. You can
choose from the same roles previously studied at National 5.Once you have finalised
your concepts, you will perform your chosen extracts in the Drama Studio to an
audience; demonstrating the skills you have learned.
How will I be assessed?
Internal Assessment - Your class teacher is your assessor for the Drama Skills and
Drama: Production Skills Units.
External Assessment - This part of your assessment will determine your final grade
for the course. Your exam will come in two parts: Question Paper (40% of your
grade) – you will write two essays in your question paper - and Practical
Performance (60% of your grade).
25
What can I do with a Drama Qualification?
Firstly, if you wish to pursue a career in the industry, the course will prepare you for
further professional training.
These are just some of the many careers available: Actor, Director, Producer,
Playwright, Lighting Designer, Sound Technician, Set Designer, Props
Master/Mistress, Costume Designer, Make-up Artist, Community Drama Work, Arts
Journalist and Performance Artist.
But it’s not just about the theatre! Drama will give you skills that are recognised and
used in a wide range of careers. Because you are building your confidence,
developing team working and social skills, as well as exploring the world around you,
the subject can make you very employable.
26
Engineering Science National 4, 5 and Higher
The national 4 and 5 courses will build on the broad general education offered in S1S3 and will progress to Higher level.
Engineering is vital to everyday life;
it shapes the world in which we live
and its future. Engineers play key
roles in meeting the needs of society
in fields which include climate
change, medicine, IT and transport.
Our society needs more engineers,
and more young people with an
informed view of engineering. The
Course provides a broad and
challenging
exploration
of
engineering. Because of its focus on
developing transferable skills, it will
be of value to many learners, and
particularly beneficial to learners
considering a career in engineering,
or one of its many branches.
Aims of the course
The Course develops a number of integrative
themes. These are used to explore varied
engineering systems through simulation,
practical projects and investigative tasks in a
range of contexts. This course will provide a
very strong foundation for further study in
engineering or the sciences. This course
encourages pupils to be creative in their use of
technologies and to develop perseverence
and confidence and to become more
enterprising learners.
At each level, there are three mandatory units and then a course assessment. The
units cover the same areas for both levels, but the course assessments differ
significantly between National 4, National 5 and Higher.
27
The mandatory units are:
Engineering Contexts and Challenges
This develops an understanding of engineering
concepts by exploring a range of engineered
objects, engineering problems and solutions. Pupils
will learn to explore some existing and emerging
technologies and challenges, and to consider
implications relating to the environment, sustainable
development, and economic and social issues.
Electronics and Control
This Unit explores a range of concepts and
devices used in electronic control systems,
including analogue, digital and programmable
systems. Skills in problem solving and
evaluating are developed through simulation,
practical projects and investigative tasks in a
range of contexts.
Mechanisms and Structures
This Unit develops an understanding of mechanisms and
structures. Skills in problem solving and evaluating are
developed through simulation, practical projects and
investigative tasks in a range of contexts.
Course assessment
National 4 – Added value unit
National 5 – Assignment and Question paper (exam)
Higher –
Assignment and Question paper (exam)
The course will be delivered in an integrated way. Students will cover a range of
small, topic based projects that cover aspects of all units. The units will be delivered
in familiar contexts. There will be opportunities to develop practical skills as well as
making use of computer simulation.
28
English
What will I be studying?

Just as S1, S2 and S3 you will study a range of different texts – drama, prose,
poetry and media.
o Prose: You will study some of the following novels:
o Drama & Media: You will also study one of the following plays or films:
o Poetry: Over the course of the year, you will study many different types of
poetry. Some of the poems you might study include:








Glasgow V March or In the Snack Bar – Edwin Morgan
Assisi or Visiting Hour – Norman McCaig
Dulce et Decorum Est – Wilfred Owen
My Last Duchess – Robert Browning
Havisham- Carol Ann Duffy
You’ll also continue to undertake group talk and solo talk on a regular basis.
Close Reading
Critical Essay Writing
How is it different from S1 – S3 English?


While we will still be studying the same sorts of texts, you will be undertaking
the new qualifications that you will be presented for at the end of the year.
There are a number of units completed as part of class work that you need to
pass and which will be recorded by SQA.
29
National 4




National 4 is coursework based. This means that there is no exam at the end
of S4.
Throughout the year, you will have to pass units (UASPs) in:
o Reading
o Writing
o Talking
o Listening
You will complete plenty of these assessments and your teacher will
continually assess your progress over the year.
You will also complete an Added Value Unit. This is a project that will
involve you investigating and reporting upon a topic of your choice.
National 5 English






National 5 English is a literature based course. As well
as developing your reading, writing, talking and listening
skills, you will study a variety of texts from drama to
poetry and prose.
National 5 English culminates in an exam which involves completing two
papers (Critical Reading and Close Reading) under timed conditions. This is
the biggest change to what you have done so far.
o The exam counts for 70% of your overall grade.
 30% for the Close Reading paper
 40% for the Critical Reading paper which involves writing a
critical essay on a text you have studied (20%) and answering a
series of textual analysis questions on a Scottish set text (20%).
You will also produce a Folio of writing (that counts for 30% of your overall
grade) that includes:
o One discursive or persuasive piece (15%)
o One creative or personal piece (15%)
You will start preparing for this at the beginning of the year and your teacher
will give you plenty of practice in this skill and it is very important that you
prepare carefully.
In order to sit the exam, you will needed to have passed two units (UASPs):
o Creation & Production – A talk assessment and a piece of writing
o Analysis & Evaluation – A listening assessment and a reading
assessment
To gain entry into the National 5 English course in S5, you must pass National
4 English.
30
National 5 Literacy






The National 5 Literacy Unit is coursework based. This means that there is
no exam at the end of the course.
It differs from National 5 English as it is not literature based. This course is
highly suited to pupils coming up from National 4 who did not enjoy studying
literature or writing critical essays lower down the school.
Throughout the year, you will have to pass units (UASPs)
in:
o Reading
o Writing
o Talking
o Listening
The course will develop and assess your literacy skills through challenges
based on The Apprentice.
Highlights include: interviewing successful ‘Obanites’ and creating your own
advert or trailer.
To gain entry into the National 5 Literacy course in S5, you must pass
National 4 English.
Higher




At Higher you will sit an exam which involves completing which involves
completing two papers (Critical Reading and Close Reading) under
timed conditions.
o The exam counts for 70% of your overall grade.
 30% for the Close Reading paper
 40% for the Critical Reading paper which involves writing
a critical essay on a text you have studied (20%) and
answering a set text question (20%).
In order to sit the Higher exam, you must pass two internal assessments (or
UASPs). These will be done in class time under controlled conditions.
o Creation & Production–This UASP compromises of a talk
assessment and a piece of writing.
o Analysis & Evaluation–This UASP compromises of a listening
assessment and a close reading assessment.
You will also produce a Folio of writing (which counts for 30% of your overall
grade) that includes:
o One discursive or persuasive piece (15%)
o One creative or personal piece (15%)
You will start preparing for this from the start of S5. Your teacher will give you
plenty of practice in this skill and it is very important that you prepare carefully.
31
Advanced Higher


Advanced Higher English is an incredibly challenging and rewarding course
for pupils who have a genuine interest in language and literature. You will
study a wide range of literature in great depth and participate in pupil-lead
discussions.
The course is structured around classes, seminars, tutorial sessions and
workshops. Advanced Higher is externally assessed and splits into three
elements:
o A Creative Writing Folio
o A Dissertation based upon an individual study
of literature (that you have chosen).
o A literature exam which involves completing one Critical
Essay and one unseen textual analysis essay under timed conditions.
Destinations
English is one of the most important qualifications to have on your résumé. Gaining a
qualification in English shows that you have: good literacy skills; strong
communication skills; imagination; determination; and the ability to meet deadlines.
These are all skills that employers, colleges and universities look for in people. Most
college and university courses ask that you gain a qualification in English for this
reason. Therefore, when talking about destinations, it is important that you know that
English can take you anywhere! Finally, remember that what you will achieve in
English is squarely down to the amount of effort you are prepared to put in. You will
be expected to behave appropriately, complete all homework on time and listen to
the advice your teacher gives you. If you have any questions or worries about the
new qualifications please speak to your teacher.
32
Environmental Science
Higher
This coursewill be offered jointly by the Biology and Geography Departments in
OHS. It will be of particular interest to pupils who have their National 5/Higher
Biology and/or Geography.
As the population grows, earth and its environment are involved in a struggle to meet
the ever-increasing needs of humans, which have a widespread impact on the
delicate balance between man and nature. Environmental science is the study of the
interactions between the living and non-living constituents of the environment,
environmental problems with specific emphasis on the role of humans, and the
solutions to these problems. In the current scenario, with the world just about
waking up to the damaging effects that our daily lives have on the earth’s natural
reserves, understanding the earth’s processes, studying sustainable alternative
energy sources and reducing emissions are just a few of the subjects that are under
research under the wide umbrella of environmental issues.
The Environmental Science course enables learners to develop a scientific
understanding of environmental issues. Learners will investigate key areas of the
living environment, such as biodiversity and interdependence, resource issues in the
atmosphere, hydrosphere, geosphere and biosphere, and sustainability and
sustainable development.











Develop and apply knowledge and understanding of environmental science
Develop an understanding of environmental science’s role in scientific issues
and relevant applications of environmental science, including the impact these
could make in society and the environment.
Develop scientific inquiry and investigative skills
Develop scientific analytical thinking skills, including scientific evaluation, in an
environmental science context
Develop the use of technology, equipment and materials, safely, in practical
scientific activities, including using risk assessments
Develop planning skills
Develop problem solving skills in an environmental science context
Develop practical fieldwork skills in an environmental science context
Use and understand scientific literacy to communicate ideas and issues and
to make scientifically informed choices
Develop the knowledge and skills for more advanced learning in
environmental science
Develop skills of independent working
33
There are 4 units:




Environmental Science: Living Environment
Environmental Science: Earth’s Resources
Environmental Science: Sustainability
Added Value Assignment
34
Gàidhlig (Fluent Speakers)
National 4, National 5 and Higher
Why continue to study Gàidhlig?
Being able to read, write and of course speak Gaelic has become highly desirable
in many jobs in Scotland today. It is a real advantage for young people entering
the workplace. Very many opportunities exist for people who have learned the
language to a high level, from cultural activities like Mòds and Fèisean, to career
opportunities in:
 teaching
 the arts
 the media
 local government
Of course the language is an important part of Scottish heritage and identity, as
well as a living component of the diverse society that is modern Scotland. Gàidhlig
is regarded as the same qualification as English by employers and universities.
What will I do?
These courses are open to pupils who have studied Gàidhlig for fluent speakers.You
will encounter a wide range of different types of texts in different media. Building on
the four capacities, the Course enables learners to communicate, be critical thinkers,
develop cultural awareness and be creative. Learners develop an appreciation of
Scotland’s literary and linguistic heritage.
You will understand, analyse and evaluate a range of texts in Gaelic.




You will create and produce texts in Gaelic.
You will also concentrate on working on and showing literacy skills in Gaelic
at National Level.
You will continue to learn about Gaelic cultural heritage and the cultural
heritage of others.
Assessments will take place in the skills of Reading, Writing, Listening and
Talking.
35
NPA Computer Games Design (S5 & S6 only)
Computer games are being used increasingly for leisure, in education and workbased training with players interacting via personal computers, consoles, PDAs,
mobile devices and web browsers. Computer gaming is now a growing industry, with
Scotland one of the global leaders. In Scotland there are more than 50 companies,
mostly based in Dundee, Edinburgh and
Glasgow. These companies rely on a range
of creative skills such as art, design,
animation,
audio
and
programming.
Employers increasingly expect candidates
to have critical thinking and problem solving
abilities, to be good communicators and
able to work within a group/team, as these
are essential skills for working in a modern
business environment.
Aims of the Course





To develop candidates’ creativity and communication skills through
knowledge of digital media creation and design processes.
To develop candidates’ knowledge of computer games design methodologies.
To develop candidates’ knowledge of computer games development
environments.
To develop candidates’ knowledge of computer games platforms,
environments and genres.
To prepare candidates for progression to further study in computing or related
disciplines
36
Geography
The National 3, 4 and National 5 Geography courses have three main study themes:
The Physical Environment
We will be studying the formation of various landscapes across the UK, e.g. the
Yorkshire Dales and the Scottish Highlands. We will also discover how our weather
and climate works across them to produce the British countryside. Going on from
there we will see that there are lots of pressures on the countryside both from the
people that either live in or visit these areas. Just think about traffic in Oban on a
busy summer’s day. We will find out together how these landscapes are managed
and how the various tensions and problems are sorted out.
The Human Environment
In this section of the course we will be getting to know a number of locations around
this amazing world of ours looking at a range of developed and developing countries
We will be exploring why the world’s population is constantly growing, moving and
changing in ever increasing ways. We will be looking in to the fast growth of the
megacities and the problems that this throws up ……crime, violence and
overcrowding on the one hand; incredible development like cable cars in slums and
Rio 2016 on the other.
37
Global Issues
Why do 500 million people live on or near to volcanoes? San Francisco is getting
ready for the big one, the big overdue earthquake. We will find out the how and the
why. We will also have a good look at Global Climate Change, how will it affect you
and what can we do about it?
Digging Deeper – An added value unit (N4) and an assignment (N5) will give you
the opportunity to dig deeper into one chosen aspect of the course.
Fieldwork – Field work over a number of days locally and away to other parts of the
UK will be a key part of these courses and will expand on your map skills, build
independent research skills and expand your understanding of landscapes, weather
and pressures of living with a population of 60 million on thesmall island that is the
united Kingdom.
Moving Through the Years – Depending on how you progress, you might complete
National 3, National 4 or National 5 in S4. In S5, if you can progress from National 3
to National 4, National 4 to National 5, or National 5 to Higher. If you are progressing
on from National 5, you can move onto Higher. Higher is usually taken over a single
year, but you may be able to take it over two years. In S6, from Higher, you can
proceed on to Advanced Higher Geography.
38
Mixing and Matching – There may also be some integration between Geography
and other subjects, namely Environmental Science which is run jointly by the Biology
and Geography Departments. There is a good deal of overlap e.g. areas such
sustainability issues in water use, waste management, food production, and energy
use.
Geography and Your Career – Geography is widely accepted as an entrance
qualification to both Arts and Science Faculties of Colleges and Universities and is
increasingly a part of many new degrees relating to environmental issues.
Geography would also be a useful qualification for careers in planning, law,
conservation, transport, current affairs, tourism, forestry, navigation, ecology,
teaching, environmental science, meteorology, geographical information systems,
surveying, geology and many, many more.
Higher Geography
The main aims of this course are to enable leaners to develop:





a wide range of geographical skills and techniques
an understanding of the complexity of ways in which people and the
environment interact in response to physical and human processes at local,
national, international and global scales
understanding of spatial relationships and of the complexity of the changing
world in a balanced, critical and sympathetic way
a geographical perspective on environmental and social issues and their
significance.
An interest in, understanding of, and concern for the environment and
sustainable development.
Geography: Physical Environments (Higher)
In this unit, learners will develop and apply geographical skills and techniques in the
context of physical environment. Learners will develop mapping skills in geographical
contexts. Learners will develop and apply knowledge and understanding of the
complex processes and interactions at work within physical environments on a local,
regional and global scale.
Key topics include: atmosphere, hydrosphere, lithosphere and biosphere.
39
Geography: Human Environments (Higher)
In this Unit, learners will develop and apply geographic skills and techniques in the
context of human environments. Learners will develop research skills in
geographical contexts. Learners will develop and apply knowledge and
understanding of the complex processes and interactions at work within urban and
rural environments and the management of urban and rural land use change in
developed and developing countries
Key topics include: population, rural and urban.
Geography: Global Issues (Higher)
In this unit, learners will develop and apply geographical skills and techniques in the
context of global geographical issues. Learners will develop skills of numerical and
graphical analysis in geographical contexts. Learners will develop and apply
knowledge and understanding of complex global geographical issues which
demonstrate the interaction of physical and human environments and the strategies
adopted in the management of these issues.
Key topics include: river basin management, development and health, global climate
change, trade, aid and geopolitics, energy.
`
Mosquito biting a human and spreading
Malaria
40
Assessment
To gain the award of the Course, the learner must pass all of the units as well as the
course assessment.
The course assessment will consist of two components: a question paper and an
assignment.
41
Graphic Communication National 4, 5 and Higher
The national 4 and 5 courses will build on the broad
general education offered in S1-S3 and will progress
to Higher and Advanced Higher level.
The Course provides opportunities to gain skills in
reading,
interpreting,
and
creating
graphic
communications. Pupils will create, develop
and communicate ideas graphically. They will develop
spatial awareness and visual literacy through graphic
experiences. They will develop skills in Computer-aided Graphics and Computer
generated 3D modeling as well as traditional manual technical drawing abilities.
Aims of the course
The Course allows pupils to
consider
the
impact
that
graphic
communication technologies have on our
environment and society.
It aims to enable learners to:
develop skills in graphic communication
techniques, including the use of equipment,
graphics materials and software;
extend and apply knowledge and understanding of graphic communication
standards, protocols, and conventions.
At each level, National 4 and National 5 there are two mandatory units and then a
course assessment. The units cover the same areas for both levels, but the course
assessments differ significantly between National 4 and National 5.
The mandatory units are:
2D Graphic Communication
This Unit will help to develop creativity and
skills within a 2D graphic communication
context. Pupils will learn to develop and
communicate ideas using graphic techniques
in familiar contexts.
Pupils will develop 2D graphic spatial
awareness. They will learn about various 2D
drawing techniques, CAD and Computergenerated graphic presentations.
42
3D and Pictorial Graphic Communication
This Unit will help to develop creativity and skills
within a 3D and pictorial graphic communication
context. Pupils will further develop their skills
and communicate ideas using graphic
techniques in familiar contexts. Pupils will
develop 3D graphic spatial awareness. They
will learn about different pictorial drawing
techniques and 3D computer generated
modeling.
Course assessment
National 4 – Added value unit (Internally assessed graphic design task)
National 5 – Assignment and Question paper (exam)
Higher – Assignment and Question Paper (exam)
The course will be delivered in an integrated way. Students will cover a range of
small, topic based units that cover aspects of both 2D and 3D graphics. This
approach will reinforce the practical uses of both. The units will be delivered in
familiar contexts. There will be an architecture unit and a manufacture unit.
43
Health and Food Technology
National 3, National 4 and National 5
You will learn about:






food, nutrition and health throughout life – the dietary needs of all age groups
what to think about for people with dietary needs- diabetes, heart disease,
obesity
the law and shopper/consumer rights – know your rights
how food manufactures develop products- designing, sensory analysis,
marketing
conducting market research- surveys, questionnaires, interviews
designing your own products- make your ideas take shape
The content will be delivered in a variety of ways:





Project work – development of research skills, presentation, IT skills
Group work- development of team building and leadership skills
Individual work- self-motivation, target setting, meeting deadlines,
responsibility
Use of the internet and IT- to research, analyse and evaluate nutrients in food
Meet the professionals –discover how your skills apply in work or further study
The practical content – putting the theory into practice “Cooking”

You will work independently, to design and make menus and food products
44
This is a good course for you if your career destination is any of the following:





health and sports – diet and performance
caring for the old or young – special nutritional needs
nursing – nutrition and health
retail management – consumer law, shopping trends, new products
running your own food company – market trends, design process, product
manufacture
45
History
National 3, National 4 and National 5
You will study three History units:

Historical Study Scottish: Migration and Empire 1830-1939



Historical Study British: The Atlantic Slave Trade 1770-1807




Exploring the experience of immigrants in Scotland
Exploring the experience of the Scots who emigrated abroad
The slave trade
Slave experience and resistance
The abolitionist campaigns
Historical Study European and World: Hitler and Nazi Germany



Germany after the war
The rise to power of the Nazis
Life under Nazi rule
46
How Will I Be Assessed?
To achieve a National 3 award in History you must pass all three unit assessments.
National 4 is also internally assessed; you must pass all three unit assessments and
complete an assignment.
To gain an award at National 5 you must pass all three unit assessments, which are
internally assessed, as well as the course assessment which is set and marked
externally.
The course assessment to gain an award at National 5 consists of :
1
Question Paper

lasting 1 hour 45 minutes

externally set and assessed by the SQA
The question paper will cover all three units

Historical study: Scottish
20 marks

Historical study: British
20 marks

Historical study: European and World
20 marks

Total marks for the Question Paper
60 marks
and
2
An assignment written under controlled conditions
20 marks
Destinations
A qualification in History is regarded as an indication of valuable and transferable
skills and attributes useful in many jobs and careers such as:

Law, Teaching , Journalism, researcher, broadcaster

Civil Service, Diplomatic Service Operational Officer

Archaeology , museum curator, tour guide and archive work

Architecture, Town and country planner

Social sciences, Politics, Local government

Librarianship
47
Higher
Course Aims
The course aims to develop the student’s knowledge and understanding of Britain’s
Social and Political History, European and World History. It aims to develop
important skills, including evaluation and analysis of historical sources and essay
writing. There is also an element of individual research in planning and writing an
extended essay.
Course Description
The units studied are:
 Changing Scotland and Britain 1851-1951
 The Impact of the Great War
 Appeasement and the Road to War
Course Assessment comprises of
1. Question paper lasting 2 hours 20 minutes – worth 60 marks
2. An Assignment written under controlled conditions – worth 30 marks.
Advanced Higher
Course Description
In Advanced Higher History, students undertake an in-depth study of a selected
historical context:
 Germany – Versailles to the outbreak of World War 2 –and produce an
extended piece of individual research.
Assessment comprises unit assessments in essay writing and course based
questions and one three-hour exam of two papers:
 Paper 1
2 x 25 mark essays
 Paper 2
40 mark source based questions.
In addition candidates must undertake the planning, research and presentation of an
historical issue in a 4000-word dissertation, worth 50 marks.
Careers Information
A Higher History qualification would fulfil entrance requirements to University and
College for further study in a large number of related fields, eg History, Archaeology,
Social Sciences, etc. The skills developed in Higher History are extremely relevant
for many careers and professions including Law, Journalism, the Diplomatic Service,
Civil Service, Teaching, Politics and Science.
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Hospitality Practical Cooking
National 3, National 4 and National 5
You will:







develop professional knife skills and how to prepare food
develop a knowledge of ingredients used in cooking
develop knowledge and skills to cook a range of food in a variety of ways
plan and cook menus for 2 and 3 course meals independently
work with professional chefs to advance your skills and level of performance
learn how to design and present food to restaurant standards
apply hygiene and safety in the kitchen to prepare food safely
The theory content will be delivered in a variety of ways:



Explore – discover and taste new ingredients then use them in your recipes
Use internet and IT- research and record the presentation of your own food
Raise your game – master classes with professionals prepare for the world of
work
The practical content – putting the theory into practice “Cooking”



Working in a kitchen- develop your team skills and leadership qualities
Individual work- choose, plan and make dishes working independently
Develop time management skills to prepare, make and serve restaurant
quality food
This is a good course for you if your career destination is any of the following:




Working in the hospitality industry as a chef or restaurant manager
Running your own food business – product manufacture
Caring for the old or young – basic food preparation skills
Just want to gain some life skills – cooking skills, food hygiene, healthy eating,
shop wisely
49
Mathematics
Why choose a course in Mathematics?
Mathematics is important in everyday life, allowing us to make sense of the world
around us and to manage our lives. It equips us with the skills we need to interpret
and analyse information, simplify and solve problems, assess risk and make
informed decisions.
For many Further Education courses this is a compulsory subject for entry and
employers very often require job applications to have a qualification in mathematics.
Which Course should I choose? - Mathematics or Lifeskills Mathematics
It should be noted that both Mathematics and Lifeskills Mathematics at National 4
and Mathematics and Lifeskills Mathematics at National 5 are at the same SCQF
levels and therefore should be considered of equal difficulty.
Mathematics Courses at National 4 and National 5 will develop the skills that are
required for progression to Mathematics Higher, Mathematics Advanced Higher
and beyond.
National 3 Mathematics is not offered by SQA
National 4 Mathematics
This course is made up of four Units.
1. Expressions and Formula
In this unit you will develop the
knowledge and skills to use, simplify and solve algebraic formulae. This
will includes aspects of algebra, statistics and geometry in 2 and 3
dimensions.
2. Relationships
Within this unit you will work with algebraic straight line, graphical
representation and solutions. You will work within
2-dimensions
with respect to Pythagoras’ rule, scale factors, angle properties,
trigonometry and statistics. You will develop your skills in solving
equations, analysing graphs, making reasoned deductions and
predictions all within the context of life and work.
3. Numeracy
This unit focuses on numerical skills in number processes and
information handling in order to solve problems and to make
informed decisions. These skills will be developed in contexts
including appropriate units, reading scales, interpreting graphs and
probability with respect to money, time and measurement.
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4. Added Value Unit
This unit develops mathematical skills acquired from across the
other three units of the course for use in unfamiliar applications.
All Units will be internally assessed on a Pass/Fail basis.
National 5 Mathematics
This course is made up of three Units followed by a Course Assessment:
1.
Expressions and Formulae
This unit involves the representation of ideas in symbolic form. This
will include simplification of expressions and evaluation of formula
covering aspects of algebra and geometry. You will then apply these
skills in contexts from life and work.
2.
Relationships
Within this unit you will work with relationships in algebra, geometry,
trigonometry and statistics. You will develop your skills in solving
equations, analysing graphs, making reasoned deductions and
predictions all within the context of life and work.
3.
Applications
In this unit you will develop the ability to interpret information, use
diagrams and select appropriate techniques to produce a solution to
real-life problems.
All Units will be internally assessed on a Pass/Fail basis. To gain an award, you
must pass all units as well as achieving a grade in the course assessment.
Course Assessment
This will be externally assessed and graded A-D. Both papers will consist of short
answer and extended response questions. A total of 90 marks will be available
across two papers.
Paper 1 – question paper - non-calculator
Paper 2 – question paper
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40 marks
50 marks
Lifeskills Mathematics
Courses at National 3, National 4 and National 5 will develop the Operational
skills that are immediately useful for life and work.
National 3 and National 4 Lifeskills Mathematics
These courses are each made up of three Units:
1. Managing Money and Data
As the title suggests, within this unit you will develop knowledge and
skills that focus on the use of financial skills and strategies that can
be applied to organise and plan personal life. You will develop
reasoning skills to explore aspects of money management,
household budgeting, income and expenditure, deciding on the best
deals available, foreign exchange, bank accounts, time
management and basic statistics.
2. Shape, Space and Measures
This unit allows you to develop knowledge and skills within the area of
geometry. You will develop reasoning skills to explore aspects of shape
using such skills as scale drawing and Pythagoras’ rule.
3. Numeracy
This unit focuses on numerical skills in number processes and
information handling in order to solve problems and to make informed
decisions. These skills will be developed in contexts including
appropriate units, reading scales, interpreting graphs and probability
with respect to money, time and measurement.
All Units will be internally assessed on a Pass/Fail basis.
National 5 Lifeskills Mathematics
This course is made up of two Units followed by a Course
Assessment:
1. Managing Finance and Statistics
This unit focuses on the use of mathematical ideas and
strategies that can be applied to 2organising and planning
personal life. You will develop reasoning skills to explore
money management and also work on statistics in the
context of life and work.
2. Geometry and Measures
This unit allows you to develop knowledge and skills within the area of
geometry. You will develop reasoning skills to explore aspects of shape
using such skills as scale drawing, bearings and Pythagoras’ rule.
52
Both Units will be internally assessed on a Pass/Fail basis.To gain an award, you
must pass all units as well as achieving a grade in the course assessment.
Course Assessment
This will be externally assessed and graded A-D. Both papers will consist of short
answer and extended response questions. A total of 90 marks will be available
across two papers.
Paper 1 – question paper - non-calculator
Paper 2 – question paper – case studies
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35 marks
55 marks
Higher Mathematics
Course Description
The syllabus is designed to build upon prior learning in the areas of algebra,
geometry, trigonometry and statistics and to introduce students to elementary
calculus.
It is extremely important to have a good grasp of the skills learned at National 5 in
order to make satisfactory progress at this level. The course is fairly demanding
but very rewarding and forms the basis of preparation for many courses at college
or university, particularly in the areas of commerce, engineering and science. To
gain an overall qualification, students must pass all 3 unit assessments, as well as
the external examination which will comprise of 2 papers. Paper 1is a noncalculator paper lasting 70 mins and worth 60 marks. Paper 2 lasts 90mins and is
worth 70 marks. Students are allowed the use of a calculator in Paper 2.
Advanced Higher Mathematics
Course Description
The course comprises 3 units covering Methods and Applications in Algebra and
Calculus, Geometry, Proof and Systems of Equations. The Advanced Higher
course is designed to meet the needs of those going into a wide variety of courses
as well as preparing students for further study in Mathematics. The units are
progressive and continue the development of algebra and calculus from Higher
level.
Assessment is by means of a 3 hour written examination worth 100 marks, in
addition to 3 unit assessments. The course is an excellent preparation for those
intending to follow a Higher Education course with a mathematical content.
Careers Information
Numeracy and problem solving skills are essential for everyday life. Many
problems in industry, business, engineering, science and practically every other
working environment are solved by using mathematical techniques. Most courses
at university/college insist on a National 5 or Higher pass as part of their entry
requirements – particularly so in science, engineering, management and finance.
For virtually every career, there is a large demand amongst employers for persons
with the core skills of numeracy and problem solving.
54
Modern Languages
French, Gaelic Learners, Spanish
Why should you choose to continue to study Languages?
A knowledge of both Gaelic or another European language has become a real asset
in the workplace nowadays. Gaelic has become highly desirable in many jobs in
Scotland today. It is a real advantage for young people entering the workplace. Very
many opportunities exist for people who have learned the language to a high level,
from cultural activities like Mòds and Fèisean, to career opportunities in teaching,
media, the arts and local government.
75% of the world’s population doesn’t speak any English at all. Languages aren’t
just useful if you want to work abroad or become an interpreter. They can lead to
more exciting opportunities and better pay,right here in the UK. A report issued in
November 2012 by the British Council claims that a lack of foreign language skills is
damaging to Scottish businesses.
Aside from the obvious career benefits, the simple satisfaction of being able to
understand and be understood in language other than English offers a real sense of
accomplishment, whilst helping understand Scottish culture more deeply, and being
able to appreciate other ways of life. Languages raise awareness of cultural
diversity and promote tolerance of different lifestyles.
What skills will you learn?
You will continue to develop your skills of talking, reading, writing and listening. By
studying a language in the senior phase, you will be learning key skills that
employers look for: an analytical mind, good thought process, amazing memory
capacity, cultural awareness, good communication and team working skills. By
studying a language in the senior phase, your self-confidence and literacy skills will
improve and you will develop the ability to build new relationships, by becoming fully
equipped to travel and communicate with native speakers of the language you are
learning.
What themes or topics will you study?
You will learn not just to talk or write about various subjects, but to express an
opinion about them. The themes studied in the senior phase at all levels include
Society, Culture, Learning and Employability.
Topics at National 4 /National 5 include the use of technology, relationships, healthy
living, jobs, education systems and future plans.
55
At Higher the topics include media, global citizenship and language learning, and
also looking in more detail at cultural background, including reviews of films. There
is an emphasis on being able to express yourself fluently at this stage.
Assessment
At all levels in the Senior Phase you will have assessments in Reading, Writing,
Talking and Listening.
It is strongly advised that you study the language that you have studied in S3.
What careers are available?
It is worth noting that there are plans for every primary pupil in Scotland to learn 2
languages in addition to English. It will be of great benefit if you have studied a
language in the Senior phase and are thinking of going into primary or secondary
teaching.
Modern Languages open up many doors for future careers. As a result of increased
activity in international business, there is a growing need for individuals who possess
language skills. In short, job prospects will be very much enhanced by having the
ability to communicate in another language. As well as jobs more commonly
associated with language learning, like teaching and translating, languages can be
helpful in a wide range of jobs, where contact with people from other countries might
be necessary. Just some examples of careers where a language is useful are
finance, travel & tourism, law, sales & marketing, publishing, banking, politics,
advertising, management, journalism, engineering, pharmaceuticals, technology.
Language skills are increasingly important in a globalised economy.
Remember 75% of the world’s population do not speak any English, so learning an
additional language is a unique selling point!
56
Modern Languages
National 4/5 Beginners’ German – Unit Awards
Why German?
German is a very useful and interesting language to learn for a variety of reasons.



Germany is our main trading partner in Europe
In terms of Scottish tourism, German tourists spend the most when visiting us.
Germany has a very interesting language structure – if you enjoy languages
and the way languages work, you will love German!
What will the course be like?
This course is designed for people who would like to learn German and who have no
prior knowledge of German or indeed any other language at all.
It is a beginner’s course focusing on learning basic language and then learning the
skills to do the following:




Introduce yourself and others
Find out about other people
Help with questions related to:
Booking into a hotel, finding accommodation
Language in shops – prices, etc
Language in cafés/restaurants
Directing someone to what is available in the local
area
Helping with public transport
Find out about German culture – food, way of life etc.
Assessment
You will be working towards gaining units at the most appropriate level for you –
either National 4 or National 5 - in Using and Understanding Language in German.
There will be assessments in Listening, Reading, Writing and Speaking.
It is important to understand that there is no final exam or overall award, but you will
gain unit awards if you pass the assessments during the year.
Prior Requirements
No experience in a language is required.
57
Modern Studies
You will study three units:

Political Issues: Democracy in Scotland and the United Kingdom:
o Understand the role of representatives
o The voting system
o Rights and responsibilities of citizens

Social Issues in the United Kingdom: Crime and Law:
o Extent, causes and consequences of crime
o Government responses to crime


International Issues: World Power:
Study of a G20 Power, e.g. USA
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How Will I Be Assessed?
To achieve a National 3 award in Modern Studies you must pass all three unit
assessments. National 4 is also internally assessed; you must pass all three unit
assessments and complete an assignment.
To gain an award at National 5 you must pass all three unit assessments which are
internally assessed as well as the course assessment.
The course assessment to gain an award at National 5 consists of
1
A Question Paper

lasting 1 hour 45 minutes

externally set and assessed by the SQA
The question paper will cover all three units,

Democracy in Scotland and the United Kingdom
20 marks

Social issues in the United Kingdom
20 marks

International issues
20 marks

Total marks for the Question Paper
60 marks
and
2
An assignment written under controlled conditions
20 marks
Destinations
A qualification in Modern Studies is regarded as an indication of valuable and
transferrable skills and attributes useful in many jobs and careers, here are a few.

Advice centre worker, Welfare rights officer

Broadcast journalist, Reporter,

Political researcher, Local councillor, Local government administrator,
Election agent

Civil Service, Diplomatic service, European Union administrator

Teacher, Police officer, Librarian
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Higher
Course Aims
The course aims to develop the student’s knowledge and understanding of political,
social and international issues. It develops the skills of evaluating sources and
communicating through extended writing. The course addresses the rights and
responsibilities of the individual in a democratic society.
Course Description
Units studied:
Political issues in the UK - decision making and voting systems
Social issues in the UK Health – health and wealth inequalities
International issues South Africa
Assessment comprises of
1. Question paper lasting 2 hours 15 minutes – worth 60 marks
2. An Assignment written under controlled conditions worth 30 marks
Advanced Higher Modern Studies
Assessment: Research project and formal examination.
At Advanced Higher level, pupils will study Law and Order in depth throughout the
year. They will complete a unit assessment assessing their knowledge and
understanding and their ability to synthesise sources. Pupils will also undertake a
research task, in which they will have to write a dissertation on a topic of their choice
within the Law and Order theme.
Careers Information
A Modern Studies qualification would fulfil entrance requirements for university and
college courses in many related fields, eg Politics and Social Sciences. The skills
developed in Higher Modern Studies are extremely relevant for many careers
including, Law, Journalism, the Media, Social Work, Teaching, Politics, Management
and Marketing.
60
Music
National 3, National 4 and National 5
The music course is divided into 3 units of study:
 Performing Skills
 Composing Skills
 Understanding Music
In addition to this there is a compulsory added value unit in music performance at
National 4andNational 5 levels.
National 3
o Pupils will develop their performing skills on two instruments, or one
instrument and voice, to a minimum of Grade 1 level.
o Pupils will create their own piece of music using simple concepts in
imaginative ways.
o In Understanding Music pupils will develop their knowledge and
understanding of a range of music styles, and simple music signs and
symbols used in music notation, through listening.
As National 3 is based on coursework there is no formal exam at the end of
the year.
National 4 and National 5
o Pupils will develop their performing skills on two
instruments, or one instrument and voice, to a minimum of
Grade 2 level, (National 4), Grade 3 level, (National 5).
o Pupils will develop their understanding of the creative
process and basic techniques used in music
composition, in order to create their own individual piece of
music.
o In Understanding Music pupils will develop their
knowledge and understanding of a variety of concepts
and music literacy by exploring styles of music through
listening.
o The compulsory Added Value Unit in Music Performance will be
assessed by performance of a programme of music (minimum Grade
2 (National 4), Grade 3 (National 5) standard) in a solo setting and/or as part
of a group, on two contrasting instruments.
o As National 4 is based on coursework there is no formal exam at the end of
the year. There is a formal written listening exam for National 5.
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Higher Music
The Higher Music course is divided into 3 units of study:
Performing Skills
Composing Skills
Understanding Music
Performing
o Pupils will develop their performing skills on two instruments, or one
instrument and voice, to a minimum of Grade 4 level. They will be preparing
and performing a solo and/or group programme of
challenging music on their two selected instruments. In
addition to this, pupils will be critically reflecting on and
evaluating the quality and accuracy of their performance,
and refining their performing skills. Through this process
they need to be able to identify strengths and areas for
improvement in their performing.
Composing Skills
o Pupils will analyse how a range of compositional methods and music
concepts are used by other composers and the influences on
their music. They will also experiment using complex concepts
and compositional methods in creative ways in order to create
their own original piece of music, through improvising, arranging
or composing.
Understanding Music
o In Understanding Music pupils will develop their ability to identify and
distinguish between complex level-specific music concepts in excerpts of
music through listening. They will also analyse the impact of social and
cultural influences on the development of specific musical styles and identify
the meaning of a variety of music signs, symbols and terms.
Value Added Performance Guide – All Levels
Level
Type
Grade
National 4
Internal
2
National 5
External
3
Higher
External
4
Advanced Higher External
5
Length
8 minutes
8 minutes
12 minutes
15 minutes
Advanced Higher Music
The Advanced Higher Music course is divided into 3 units of study:
Performing Skills
Composing Skills Understanding Music
62
Performing
o Pupils will develop their performing skills on two instruments, or one
instrument and voice, to a minimum of Grade 5 level. They will be preparing
and performing a soloand/or group programme of
challenging music on their two selected instruments or one
instrument and voice. In addition to this, pupils will be
critically reflecting on and evaluating the quality and
accuracy of their performance, and refining their
performing skills. Through this process they need to be
able to identify strengths and areas for improvement in their performing.
Composing Skills
o Pupils will analyse how a range of compositional methods and music
concepts are used by other composers and the influences on
their music. They will also experiment using complex and
sophisticated concepts and compositional methods in creative
ways in order to create their own original piece of music, through
improvising, arranging or composing.
Understanding Music
o In Understanding Music pupils will develop their ability to identify and
distinguish between complex level-specific music concepts in excerpts of
music through listening. They will also analyse the impact of social and
cultural influences on the development of specific musical styles and identify
the meaning of a variety of music signs, symbols and terms, through analysis
and research of selections of musical movements or works.
Added Value
o The added value unit at Advanced Higher consists of a choice of either a
prepared programme of music on two selected instruments or instrument and
voice, or the production of a portfolio of music composition. Pupils choosing
the composition portfolio will be assessed internally. At this time it is still to be
confirmed if the performance option will be assessed internally or in an
externally assessed exam.
Destinations
Performer, Music Teacher, Primary Teacher,
Music Therapy, Broadcasting
Journalism, Music Publishing, Events Management, Sound Engineer, Composer,
Arts Administration, British Forces.
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Musical Theatre
NPA
What will I be learning?
There are three units in Musical Theatre:



Acting Through Song
Solo Singing Skills
Preparation for Audition
Acting through Song
In acting through song, you will learn how to communicate the emotional journey of a
character whilst singing. You will explore how to apply the context of the musical in
performance, combining acting skills with singing techniques. You will also learn
how to analyse Musicals using Stanislavski’s theory of naturalistic acting. You will
also develop two contrasting songs to perform to an audience.
Solo Singing Skills
The Solo Singing Skills Unit is designed to help you develop your technical ability in
order to improve your singing skill. You will study the anatomy of the voice, gaining
an understanding of how it creates the sound it makes. You will also learn about
how to eat, drink and exercise to support your voice – as well as developing your
ability to warm up safely and effectively. In this unit, you will work on two contrasting
songs, targeting specific areas of your singing skills to improve. You will then
develop these songs through a range of rehearsal activities before performing to a
live audience.
Preparation for Audition
In this unit, you will learn how professional performers prepare for, and conduct
themselves at an audition. You will also study how the industry works, including
developing a CV, finding audition opportunities and dealing with unions and
employers. You will then select two songs from your repertoire to prepare for and
perform at a mock audition in front of a panel.
How will I be assessed?
The NPA Musical Theatre course is different from Higher Courses, as it is continually
assessed by your teacher, rather than having an end-of-year exam. As the course is
highly intensive and practical, your teacher will observe you in rehearsal and
performance regularly to ensure that you meet the assessment outcomes from the
course. You must also produce a substantial folio of research and written evidence
to demonstrate your process and understanding of key theory.
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Pathways (S6 only)
Pathways in Oban High School is a successful blended learning program
encompassing work placed vocation experiences, reflective practice and SQA
Awards.
Pathways is a course, designed for pupils in S6 who are looking to move into
employment, Furher or Higher Education and require industry experience and an
increased folion of awards.
Pathways has a multi dimensional approach as it is flexible and tailored to each
pupils individuals interests and future careers.
Work Experience and Reflective Practice
Each student is selects their own work based vocational learning experience which is
then organised by the school for at least 2 hours per from August until April.
These placements are shaped by the pupils interests or future career and they are
responsible for their attendance and attitude.
Experience in the workplace is a valuable addition to University and College
applications.
Placements this year have included Health (local Hospital), Education (local Primary
School and Nurseries), Engineering (electrical and mechanical), Oban Airport,
Strathclyde University, Computing, Journalism (Oban Times), Sport and Recreation
(Atlantis Leasure and Active Schools), Veterinary Practise, Law, SAMS and many
many more.
Reflective practice is a way of studying your own experiences to improve the way
you work. The act of reflection is a great way to increase confidence and become a
more proactive and qualified future professional.The pupil is expected to keep a
weekly diary of their placement and reflect on knowledge and skills they have gained
and also their own performance in the work place.
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SQA Awards
The SQA offer a diverse suite of awards which are based on wider achievement.
These awards are available from level 3 to level 6.
All pupils in Pathways will be expected to gain at least one award at level 5 or above.
These awards give the pupils valuable experience working on a project that they
have chosen for themselves.
Most of the award are made up of several units involving research and active
learning.
Awards available are











Wellbeing
Safe Road User
Leadership
Personal Development
Volunteering
Religion, Belief and Values
Enterprise and Employability
Scottish Studies
Sots Language
Caritas
Statistics
Pathways students who have Polish as a first language can also study for GCSE/A
Level Polish.
All awards must demonstrate sources and be fully referenced.
Assesment is internally marked and externally verified.
Comments from this years pupils about Pathways include
“It gives you some independence”, “life experience as well as work experience”,
“there is so much choice”, “ its good for your CV when you leave school”, “I like the
fact that my ideas and choices are important”, “I have learnt so much about business
on my placement”, “ I didn’t think you could get me a placement to do with Maths and
Physics but working on the robotics team has been amazing”
66
Physical Education
In the senior school there are 3 routes for Physical Education. There is certificated
PE in the form of National qualifications and Higher and there is our popular Sports
Coaching course. The new National 4/5 qualifications are designed to provide
students an opportunity to gain experiences in studying sport and the factors that
impact on performance, while helping them to improve their personal performance.
Sports Coaching
Students taking this course will gain sports coaching
certificates from national Governing Bodies over the
course of the year. At the same time, they will
develop leadership skills through working with
primary aged and then younger secondary students
in a sporting context. Students will organise a series
of events including clan clashes, primary festivals
and secondary tournaments. They will also perform
in the school dance show and help to run a number
of charity events.
National 3
The National 3 course is wholly internally assessed
and focuses on 2 units of study; Practical
Performance and Factors impacting on Performance.
In this Course, and its component Units, there will be
an emphasis on skills development and the
application of those skills. Assessment approaches
will be proportionate, fit for purpose and will promote
best practice, enabling learners to achieve the
highest standards they can.
National 4
National 4 is internally assessed on performance skills and
factors that impact on performance. The added value unit is to
prepare for and carry out a performance in a one off physical
activity. The main purpose of the Course is to develop and
demonstrate movement and performance skills in physical
activities. By engaging in physical activities, learners can
demonstrate initiative, decision-making and problem-solving.
The Course also encourages learners to develop a positive
attitude towards a healthy lifestyle, and the contribution that
physical activity makes to this.
67
National 5
Aims to enhance the performance of students and encourage
them to develop skills in monitoring and evaluating. They will
study performance and factors impacting on performance. The
added value unit requires students to complete a unit portfolio.
The main aims of the Course are to enable the learner to:





develop the ability to safely perform a comprehensive range of movement
and performance skills
understand factors that impact on personal performance in physical activities
build capacity to perform effectively
develop approaches to enhance personal performance
monitor, record and evaluate performance development
COURSE ASSESSMENT
National 5
The National 5 course is internally assessed with no exam. However students must
submit a portfolio to be assessed by the SQA. Students must achieve the National
standard in at least 2 activities and be assessed on a one off performance.
Higher
The Course is suitable for learners who have an interest in and
enthusiasm for developing movement and performance skills. It will
broaden their learning experience and contribute to their own health
and wellbeing. The Course is also suitable for learners progressing
from the National 5 Physical Education Course, because it will give
them the opportunity to develop the knowledge, understanding and
skills they need to pursue further study or a career in Physical Education.
Learners will develop the ability to use strategies to make appropriate decisions for
effective performance. They will also analyse a performance, understand what is
required to develop it and then apply this knowledge to their own performance.
The main aims of the Course are to enable the learner to:





develop a broad and comprehensive range of complex movement and
performance skills, and demonstrate them safely and effectively across a
range of challenging contexts
select and apply skills and make informed decisions to effectively perform in
physical activities
analyse factors that impact on performance
understand how skills, techniques and strategies combine to produce an
effective performance
analyse and evaluate performance to enhance personal effectiveness.
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COURSE ASSESSMENT
Higher
The Higher exam lasts for 1.5 hours and is a mix of essay style answers and
applying knowledge to scenarios. 60% of the course is based on the student’s
practical performance which also has a written element. Students must be at a
higher national standard for a minimum of 2 practical activities.
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Physics
National 4 and National 5
Dynamics and Space
In this topic you will learn about how forces act upon different objects. For
example, we may use video footage of a car in the car park to calculate its speed
or acceleration. This topic will also look at how we can use this data to calculate
many other factors, but also look at how objects travelling in space move in very
different ways.
There are a wide range of different types of satellites orbiting Earth, all performing
different functions. Much of the information that we receive on daily basis, often on
TV comes from satellites. You will learn how satellites work and put to use some of
the information you learned in the previous subtopics to investigate how quickly this
information is transmitted.
This topic will also allow you to explore the universe. You will learn about planets,
stars, moons, solar systems and galaxies. You will also learn about the difficulties of
space travel due to the massive distances involved. At the moment, there are only a
few other planets that we know of that could potentially support life, you will learn
about how planets may be able to do this, but also why we may never be able to
reach them.
Waves and Radiation
Energy is transferred by waves. You will look at how we use some of these waves in
our everyday lives; for example, transmitting television and radio signals. We will
also study the uses that we have for light and how we can exploit its properties for a
range of uses such as lenses and other medical applications. In this topic you will
also look at how we can use sound in areas such as ultrasound and sonar and learn
how these uses affect our lives.
We will be looking at the structure of atoms and how the arrangements of protons,
neutrons and electrons affect their properties. We will also look at the different
sources of radiation and how they can be both harmful and useful to us in areas
such as medicine and energy production.
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Electricity and Energy
In S1-S3 you will have learned
about the different types of energy
such as potential and kinetic. In this
topic you will build upon what you
have already learned and see why
energy is lost when it transfers from one form to another. For example, you may
study solar panels and look at the number of different energy changes which take
place in them.
This topic also looks at how electricity can be produced; it will take into account the
traditional methods but also allow you to investigate some of the alternative forms of
energy production. You will also learn about voltage, current and resistance, what
they mean and how they are important in a wide variety of uses. You will also learn
about electromagnetism and how it used in items which you will use every day of
your life.
Course Assessment
National 4 pupils will be assessed internally by external examination at the end of
the Course.
National 5 pupils will be assessed internally at the end of each unit and externally
by SQA.
If you achieve a National 4 qualification in Physics you can progress to any of the
sciences at National 5 Level.
Those successful in achieving a National 5 qualification in Physics can progress
to Higher Physics.
Careers
Physics qualifications can be used in a wide variety of careers such as....
Astronomy
Radiography
Electrician
Communications
Renewable energy Architecture
and many more.....
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engineering
Nuclear industry
Higher
Course Description
This course provides learning experiences leading to the acquisition of worthwhile
knowledge, skills and attitudes which will assist students to make their own reasoned
decisions on many issues within a modern society increasingly dependent on
science and technology. The course will also provide those who wish to proceed
beyond Higher Physics with a suitable basis for further study.
There are three units: Electricity, Our Dynamic Universe, Particles and Waves.
Advanced Higher
Course Description
This course endeavours to provide learning experiences leading to the acquisition of
worthwhile knowledge, skills and attitudes which will assist students to make their
own reasoned decisions on many issues within a modern society increasingly
dependent on science and technology. The course will also provide those who wish
to proceed beyond Advanced Higher Physics with a suitable basis for further study.
Careers Information
A qualification in Physics can lead to a wide variety of careers. In industry aerospace, chemical, electronics, food, petroleum; in the civil service - research,
defence, energy and resources; materials - metallurgy and new materials; computing
- computer design, computer-aided design, control and robotics; the environment radiation protection, conservation, environmental health; education - schools,
colleges and Universities; geophysics - mineralogy, prospecting and mineral
processing; engineering - chemical, civil, electrical, mechanical and control; medical
- the Health service, medical instrumentation, health physics; meteorology - weather
forecasting, oceanography, radio and TV transmission; alternative energy - solar,
wind and wave.
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The mandatory units are:

Flat Frame Construction
In this unit pupils will develop skills in the use of woodworking tools and in
making woodworking joints and assemblies commonly used in flat-frame
joinery. Tasks will involve some complex features. They will also be able to
read and use drawings and diagrams depicting both familiar and unfamiliar
woodwork tasks.

Carcase Construction
In this unit pupils will develop skills in making
woodworking joints and assemblies commonly used
in carcase construction. Tasks will involve some
complex features and may include working with
manufactured board or with frames and panels. The
Unit includes the use of working drawings or
diagrams, including unfamiliar contexts that require
some interpretation on the part of the learner.

Machining and Finishing
In this unit, pupils will develop skills in using
common machine and power tools. They will also
develop skills in a variety of woodworking surface
preparations and finishing techniques.
In each of the Units they will develop an appreciation of safe working practices in a
workshop environment. They will also gain an understanding of sustainability issues
and good practice in recycling in a practical woodworking context.
.
Course Assessment
National 4
-
Practical activity
National 5
-
Practical activity
The course will be delivered in an integrated way. Students will cover a range of
small, topic based projects that cover aspects of all units. Students will produce a
number of useful products, manufactured from a variety of different woods.
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Psychology
National 5 and Higher (S5 and S6)
The Higher Psychology Course is designed to develop learners’ understanding of the
study of human behaviour through the application of psychological
topics, concepts, theories and approaches. Learners will develop skills
in investigating and evaluating existing evidence and also develop the
ability to plan and carry out psychological research.
The Individual Behaviour Unit is designed to enable learners to
analyse individual behaviour. Learners will investigate topics and learn
how these topics can be explained using psychological approaches
and theories. Learners will evaluate approaches and theories and
apply psychological knowledge to show how an understanding of psychology can
support individual wellbeing.
The general aim of the Research Unit is to enable learners to
understand the research process and research methods used in
psychology. Learners will apply research skills required to conduct
psychological research. Numerical skills used in psychology are also
developed. On completion of this Unit, learners will be able to
evaluate the research process in psychology. This will enable learners to plan and
carry out a piece of psychological research that is fit for purpose and in accordance
with ethical standards.
The Social Behaviour Unit is designed to enable learners to
analyse how interaction with others shapes social behaviour.
Learners will investigate psychological explanations for social
behaviour and use research evidence to explain how the thoughts,
feelings and behaviours of individuals are influenced by the social
environment. Learners will apply psychological knowledge and understanding to
explain examples of everyday social behaviour.
Assessment
To gain the award of the Course, the learner must pass all of the Units as well as the
Course assessment.
The Course assessment will consist of two Components: a question paper and an
assignment.
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Religious, Moral and Philosophical Studies (RMPS)
S4, S5 and S6
The purpose of this Course is to develop knowledge and understanding of religious,
moral and philosophical issues that affect the world today. Religious and nonreligious perspectives will be included. The Course will explore the questions they
raise and the solutions or approaches they offer. Learners will have opportunities to
reflect on these and on their own experience and views.
The course has three units:
♦ World Religion
The general aim of this Unit is to develop detailed factual and
abstract knowledge and understanding of the impact and
significance of religion today, through studying some key beliefs,
practices and sources found within one of the world’s six major
religions (Buddhism, Christianity, Hinduism, Islam, Judaism and
Sikhism), and the contribution these make to the lives of
followers. Learners will develop skills to explain and comment on
the meaning and context of sources related to the religion
selected for study.
♦ Morality and Belief
The general aim of this Unit is to express reasoned views about
contemporary moral questions and responses. Learners will
develop detailed factual and theoretical knowledge and
understanding of contemporary moral questions and religious
and non-religious responses
♦ Religious and Philosophical Questions
The general aim of this Unit is to analyse religion and
philosophical questions and responses. Learners will develop
factual and theoretical knowledge and understanding of religious
and philosophical questions and responses.
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Assessment
To gain National 4 award of the Course, the learner must pass all of the Unit
Assessments as well as the Added Value Unit assignment.
To gain National 5 award of the Course, the learner must pass all of the Unit
Assessments as well as the Course Assessment which comprises of:
Component 1 — question paper 60 marks;
Component 2 — assignment 20 marks
To gain the Higher award of the Course, the learner must pass all of the Unit
Assessments as well as the Course Assessment which comprises of:
Component 1 — question paper 60 marks;
Component 2 — assignment 30 marks
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Skills for Work
What is ‘Skills for Work’?
Skills for Work courses are designed to help young people gain:
• Skills and attitudes for employability
• Positive attitudes to learning
• An understanding of the workplace
• Skills and knowledge in a broad vocational area
• Core Skills
A key feature of these courses is the emphasis on learning through practical
experience and reflecting on those experiences.
The courses let you try out the things you would do in jobs, while learning other
useful skills too. This means that you should find it easier to get work when you
leave school, as you’ll have lots of skills that employers are looking for, including
knowledge about health and safety, timekeeping, personal presentation,
communication, honesty, hard work and respect
Who is Skills for Work suitable for?
A Skills for Work Course is a vocational option equivalent to National Qualifications
or SVQs.
If you want to go on any of these courses you should be able to: be punctual; attend
regularly; communicate; be motivated; work within a team; display an understanding
of Health and Safety within the workplace.
What will my class be like?
Depending on the subject you choose and your location, you could be next to your
own classmates or pupils from other schools, being taught by College lecturers or
school teachers.
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Skills for Work - Automotive
The aims of this course are to provide an introduction to the automotive industry and
a progression route into further education or for moving directly into training or
employment within the automotive industry. The overall purpose of the Course is to
ensure that candidates develop practical skills, knowledge and understanding and
employability skills needed within the automotive industry as well as developing
generic transferable employability skills.
National 4
The course comprises four mandatory units as follows:
Automotive Skills: The Garage (SCQF level 4) (1 credit)
This Unit introduces candidates to the structure and organisation of the retail
automotive industry and the range of job roles and responsibilities within it.
Candidates will use a range of research sources and activities to help develop their
knowledge and understanding of the automotive industry, the businesses within it,
and the diversity of job roles it offers. The Unit also provides a basic introduction to
some of the health and safety legislation applicable to vehicle service and repair
workshops.
Automotive Skills: The Technician (SCQF level 4) (1 credit)
This Unit has a practical focus and introduces candidates to some of the tools and
techniques used by technicians in the automotive industry. Candidates will use a
range of common hand tools as well as more specialised tools and equipment such
as the torque wrench and trolley jack. Candidates will also learn the names,
functions and serviceability of automotive components while engaging in practical
activities and gain basic knowledge of working safely in an automotive engineering
environment.
Automotive Skills: The Car (SCQF level 4) (1 credit)
This Unit introduces candidates to basic safety checks, wheel changing and valeting
as carried out by technicians in the automotive industry. The candidate will use a
range of common hand tools, as well as more specialised tools and equipment. To
enrich the candidate/s understanding and range of associated skills they will carry
out engineering processes such as removing and refitting vehicle service items.
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Automotive Skills: The Vehicle Modification Project (SCQF level 4) (1 credit)
This Unit comprises a practical project and is designed to be completed after the
Units Automotive Skills: The Technician and Automotive Skills: The Car,
consolidating the previous practical skills developed. Candidates select a
modification project to carry out on a vehicle enabling them to put into practice and
further develop some of the basic hand skills and problem solving abilities that an
Automotive Technician requires.
Progression Route
SfW Automotive
SfW Engineering
Skills Nat. 4
Nat. 4
NCs in Engineering
SCQF 5 and 6
Apprenticeships
in a wide range of
energy and
engineering industry
Employment in the
energy or
engineering sector
SfW Engineering
Skills Nat. 5
SVQ 2 Performing
Engineering
Operations
SCQF 5
HNC/HND/Degree
programmes in Energy
& Utilities and
Engineering
Career Ideas: Careers in the engineering sector can include – Mechanical,
Manufacture, Maintenance, Fabrication, Welding, Electrical, Electronic, Foundry,
Automotive, Control, Transport, Aeronautical, Communications, Space, Energy
Generation, Conservation, Marine, Water Desalination, Oil/Gas and Petroleum.
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Skills for Work - Early Education and Childcare
The Early Education and Childcare Courses can help you begin to prepare for
working in the early education and childcare sector by giving you basic knowledge
about how children develop and by developing your employability skills. You will
begin to understand some of the demands and responsibilities associated with
working in this sector.
The emphasis of these courses is to help you prepare for working in the early
education and childcare sector but also to help you develop skills which will be
useful in any job, e.g. timekeeping, teamwork, customer care, problem solving
and goal setting.
At each level the course will involve the completion of three mandatory units
and one optional unit. You will be assessed for each unit using National
Assessment Bank (NAB) materials.
National 4
At National 4 you will study the development of children from birth to young
adulthood, how play can affect the development of children, and you will gain
an insight into the various types of early education and childcare provision
available for children.
The course is designed as an introduction to early education and childcare and
it will help you to begin to understand some of the demands and
responsibilities of working in this sector.
National 4 Mandatory Units
Child Development
Play in Early Education and Childcare
Working in Early Education and
Childcare
National 4 Optional Units
Parenting
Care of Children
Maintenance of a Safe Environment
National 5
This course follows similar learning and assessment methods to National 4 but
the work is more in depth and will cover a broader range of topics in each area
of study. You will also have the chance to develop a wider range of skills
including research skills, the ability to evaluate the planning and preparation of
play and to develop self-confidence and a positive attitude if you are
considering working in this area.
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National 5 Mandatory Units
Child Development and Health
Play in Early Education and Childcare
Working in Early Education and
Childcare
National 5 Optional Units
Parenting
Care and Feeding of Children
First Aid
Progression Routes
SfW EECC Nat. 4*
SfW EECC Nat. 5*
NC Early Education & Childcare
Full Time College Access
Course: Towards a Career in
Childcare
SCQF 5
SVQ Level 2
HNC Early Education &
Childcare SCQF 7
Social Services
(Children and Young People)
SVQ Level 3
Work or continued education
Social Services
or training
(Children and Young People)
Career Ideas: Nursery Support Assistant, Nursery Practitioner, Social Services
Support Worker, Child Minder, Nanny.
*Progression to college courses is also dependent on additional academic
qualifications required for entry to specific levels of childcare college courses.
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Higher Early Education and Childcare
SCQF 6 (Higher)
The Course will form an important part of the national provision, both for those who
have identified the field of early education and childcare as their chosen career path
and also for any candidates following a programme of study at Higher level who may
wish to extend their educational experience. The knowledge acquired in the areas of
child development, developmental theory and holistic approaches to child health may
be transferable to other academic or career pathways, particularly those which
involve working with children.
The Course provides opportunities for you to:
•
•
•
acquire specialist knowledge and understanding required to contribute to the
care, learning and development of children aged 0-12 years.
develop the ability to apply knowledge to a range of early education and
childcare environments.
develop the ability to analyse and evaluate within the early education and
childcare setting.
This Course comprises three mandatory Units, as follows:
DM3X 12
Child Development: Birth to 12 Years (H)
1 credit (40 hours)
DM3Y 12
Developmental Theory in Early Education and Childcare (H)
1 credit (40 hours)
DM40 12
Holistic Approaches to Child Health (H)
1 credit (40 hours)
Course assessment
To achieve the Course award the candidate must pass all the internal
assessments associated with the component Units and the Course
assessment. The candidate’s grade is based on the Course assessment.
The external assessment will consist of two question papers each with a time
allocation of 1hr 20 minutes and each worth 50 marks. The total mark
available is 100. There is a break of 20 minutes between each paper. Further
details of the Course assessment are given in the Course Assessment
Specification and in the Specimen Question Paper.
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Progression Route
SfW Health and Social
Care SCQF 6
Higher Early Education
and Childcare SCQF 6
Access to Health and Social
Care
Towards a Career in Childcare
(FT Course)
(SFT Course)
SVQ Level 2 Social Services
SVQ Level 2
(Health & Care)
Social Services (Children &
Young People)
SVQ Level 3
SVQ Level 3 Social Services
Social Services (Children &
Young People)
(Health & Care)
Career Ideas: Social Worker, Nursing, Health Visitor, Midwife, Chilcare Worker,
Nursery Manager.
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Skills for Work - Construction Crafts
The Construction Crafts Courses are a practical introduction to a wide range of
construction trades. At National 4 you will gain a broad experience in seven
important trades, and National 5 will give you a more in-depth experience of
three trades. The crafts-specific Units are in trades with high levels of identified
skill shortages.
These courses will be suitable for you if you have an interest in practical work.
You will learn a variety of skills in the trade-specific Units, which have been
selected for those trade areas with identified skill shortages. You will also have
a chance to develop skills and attitudes that will improve your employability in
any industry.
National 4
At National 4, this course is made up of eight 20 hour Units. Five of these Units
are mandatory and the remaining three will be chosen by your tutor from seven
optional 20 hour Units. You should check with your school which optional Units
are on offer as facilities will vary.
National 4 Mandatory Units
Employability Skills
Half Brick Walling
Decorative Painting
Site Carpentry and Bench
Joinery
Plumbing
National 4 Optional Units
Practical Copper Pipework
Brickwork Techniques
Carpentry and Joinery Techniques
Decorative Finishing Using Water-borne
Paints
Plasterwork
Roof Tiling
National 5
At National 5, this course consists of four 40 hour Units. Three of the Units are
mandatory and the remaining Unit will be chosen by your tutor from two
optional Units. You should check with your school which optional Unit will be on
offer.
National 5 Mandatory Units
Employability Skills
One Brick Walling
Bench Joinery
National 5 Optional Units
Plumbing of Sanitary Appliances
Decorative Painting Techniques
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Progression Routes
SfW Construction
Crafts Nat. 4
NPA in Bricklaying,
Painting &
Decorating, Electrical,
Carpentry & Joinery
or Plumbing
Continued trade or
SfW Construction
Crafts Nat. 5
Construction Skills
Apprenticeships
4 years
Advanced Craft in
Bricklaying,
Painting &
Decorating,
Carpentry & Joinery
or Plumbing
Self-employment
A range of trades are
available
HNC/HND/Degree
programmes in
Construction
Management, Quantity
Surveying, Architectural
Technology
Career Ideas: Bricklayer, Carpenter/Joiner, Plumber, Electrician, Construction
Manager, Quantity Surveyor, Architectural Technologist.
85
Skills for Work - Engineering Skills
These Courses focus on the four broad areas of Mechanical,
Electrical/Electronic, Fabrication and Manufacture. This will allow you to gain
basic transferable skills which can be applied to any of the above engineering
areas. The generic employability skills are integrated into each Unit and will be
delivered alongside the practical activities of each Unit. This will help you to
understand that skills such as time-keeping, following instructions and carrying
out quality checks of your own work are just as important as the practical skills
which you will learn.
National 4
This course is made up of 4 mandatory units
and the final Manufacture and Assembly Unit
allows you the opportunity to bring together the
mechanical, electrical/electronic and
fabrication skills you have learned in the
previous units.
Students will learn to use the correct tools and
components to set up and use a low voltage
circuit, make an object using basic skills
including bolting, riveting, screwing, soldering
welding and the use of adhesives and learn
how to use basic tools and develop the skills
of measuring, marking, cutting, shaping,
drilling and tapping.
National 4 Mandatory Units
Mechanical
Electrical/Electronic
Fabrication
Manufacture and Assembly
National 5
National 5 Mandatory Units
The course follows similar learning and
assessment methods but 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 you will start to
develop the generic and practical skills,
knowledge and understanding and
employability skills needed within an
engineering sector.
Mechanical and Fabrication
Electrical and Electronic
Maintenance
Design and Manufacture
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Students will select and use the correct tools and components and follow circuit
diagrams to set up working low voltage circuits for certain purposes, also learn
the tools and procedures used to test, disassemble, repair and re-assemble
suitable items and learn how to use basic tools to make an object using basic
engineering skills of cutting, shaping, drilling, forming and joining.
Students will develop their computer aided draughting (CAD) skills to design,
construct and test a project item, producing a suitable report of this project
Progression Route
SfW Engineering
Skills Nat. 4
SfW Engineering
Skills Nat. 5
NCs in Engineering
SVQ 2 Performing
Engineering
Operations
SCQF 5 and 6
Apprenticeships
in a wide range of
energy and
engineering industry
sectors
Employment in the
energy or
engineering sector
SCQF 5
HNC/HND/Degree
programmes in Energy
& Utilities and
Engineering
Career Ideas: Careers in the engineering sector can include – Mechanical,
Manufacture, Maintenance, Fabrication, Welding, Electrical, Electronic, Foundry,
Automotive, Control, Transport, Aeronautical, Communications, Space, Energy
Generation, Conservation, Marine, Water Desalination, Oil/Gas and Petroleum.
87
Skills for Work - Hairdressing
The opportunity to acquire skills in hairdressing is offered on this course. The
units will allow you to decide if you are interested in following a career in the
industry. It will give you an understanding of what’s it’s like to work in a salon
and what your employer will expect from you. A high standard or personal
presentation is essential.
As well as giving you experience in practical hairdressing skills, this course will
also teach you more general skills and attitudes required for the workplace to
prepare you for employment.
You will gain practical experience of general salon duties to support stylists and
assist with client care, and more specific skills such as shampooing,
conditioning and drying hair. You will also have the chance to explore the
creative side of hairdressing.
National 4
This basic hair qualification covers the kind of
apprenticeship skills required by the
hairdressing industry. There are 4 Mandatory
units in this course, each assessed by
National Assessment Bank (NAB) materials.
National 4 Mandatory Units
Working in the Salon
Salon Awareness
Employability Skills
Creativity
You will design your own mood board and work on your own creations on a
mannequin head. You will learn about customer care and how important it is to
work with others within a team, and you will gain an understanding of the roles
and responsibilities of different staff within a salon environment.
You will be given the opportunity to enter the Argyll College competition in
hairdressing and the chance to win products or services from the college salon.
National 5
Some students can join this more advanced
course directly, while others are better
completing the Nat. 4 course first. Again,
the course consists of 4 units with NAB
assessments:
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National 5 Mandatory Units
Working in a Salon Environment
Salon Skills
Creativity Trends
Introduction to Colour*
You will be given the chance to develop your creativity by researching this
year’s looks and gaining an understanding of how fashion trends influence hair
styles. You will develop an understanding of salon duties, health and safety
law, reception work and customer care. You’ll learn or develop practical salon
skills such as shampooing hair, applying conditioning treatments using
massage techniques, hair-up styles and blow drying hair. In the final unit you
will gain a basic understanding of the colouring process, learning about
preparing hair before the colouring, and learn the basics of colour application.
*Students under 16 years of age will not be allowed to work with colour
products or have their hair coloured.
Progression Route
SfW Hairdressing
Nat. 4
SfW Hairdressing
Nat. 5
SVQ Hairdressing Level 1
SVQ Hairdressing Level 2
Career Ideas: Salon junior stylist; colour
technician; TV or theatre stylist; mobile
hairdresser, cruise ship stylist, salon
owner.
SVQ Hairdressing Level 3
Work as a junior stylist in a
salon or continued
education or training
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Skills for Work - Health & Social Care
SCQF 6 (Higher)
This course will introduce you to the nature of health and social care work. It includes
investigating the types of health and social care establishments that are available
and the roles of care workers in these settings. You will also be investigating the
principles of good care practice and exploring what constitutes day to day care work,
for example identifying people’s needs and strengths and learning how care workers
try to meet those needs through care plans.
Health, safety and protection issues are important within health and social care
settings and you will explore these issues and some practical approaches to dealing
with them. Using the insights gained from psychology you will also explore how to
support service-users in an informed way. This will include a study of how people
develop, how to help raise self-esteem and how to help service-users manage their
stress. This will help you to become a flexible health and social care worker should
you decide to pursue a career in this sector.
You may have the opportunity to develop your skills through work placements or
simulation exercises, investigation and group work. You will be involved in evaluating
your own skills, setting personal goals and reviewing your progress during the
Course. The emphasis throughout the Course will be on experiential learning and
developing the knowledge and skills valued by the care sector
The course has 4 mandatory units and you will be assessed for each unit using
National Assessment Bank (NAB) materials.
SCQF 6 Mandatory Units
Understanding and Supporting People in Health and Social Care
Settings
Care Principles and Practice
Working in Health and Social Care Settings
Health, Safety and Protection Issues in Care Settings
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Skills for Work - Maritime Skills
SCQF 5
This 5 unit Maritime Skills course combines practical and theory based activity
including small-boat based activities on the water using the College RIB. It is an
introduction into the Maritime Industry and has been designed to provide students
with opportunities to develop general skills needed to work in the maritime sector.
Students will be introduced to the operation of boats and their
equipment in the unit Seamanship: an Introduction
including the following practical activity: Boat handling, the use of ropes, wires and chains
 effective anchoring, mooring and the securing of a
vessel
An introduction is given to marine navigation where
candidates learn how to: use a marine chart, plot the position of a vessel using
standard marine instruments
 how to take account of the weather for all marine
activity.
SCQF 5 Mandatory
Units
Seamanship: An
Introduction
Maritime Environment:
An Introduction
Small Boat
Engineering
Health and Safety in
the Maritime Sector
Employability and
Careers in the
Maritime Sector
The safety aspects of any job in the maritime sector are tackled in the Unit Health
and Safety in the Maritime Sector. Safe working practices on board ship, life
saving principles, basic first aid and basic fire safety are considered.
Students will be required to enter the water safely wearing life jackets (done in
the swimming pool!).
Through the Small Boat Engineering unit students also study and carry out the
basic engineering involved with small boats such as routine care and maintenance of
the engines and auxiliaries and pumping and steering mechanism.
Progression Route
SfW Maritime Skills SCQF 5
Maritime Skills NC
HNC Marine Engineering
SCQF 5
HNC/ HND Nautical
Science
Career Ideas: Commercial sea-fishing, the Royal Navy, the Merchant Navy, inland
waterways and marine leisure, ports and harbours.
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Skills for Work - Rural Skills
National 4
This course will enable you to gain a qualification and help you gain knowledge
and skills in horticulture and countryside management. It will give you an
understanding of what it’s like to work in the outdoor environment and an
opportunity to gain valuable employability skills.
The skills you will learn are transferrable and provide progression pathways to
employment or training in areas other than Rural Skills.
You will participate in a number of
National 4 Mandatory Units
activities
including
practical
Estate Maintenance
projects, theory classes, and site
visits. The course aim is to
Land-based Industries
develop a range of skills that will
Employability Skills for Landprepare you for either progression
based Industries
to further study or employment.
Crop Production
Soft Landscaping
Progression Route
Career Ideas:
SfW Rural Skills Nat. 4
Countryside
SVQ Level 2 - Horticulture
and Conservations with
Landscaping
SVQ Level 2 - Countryside
Management
(SCQF 5)
(SCQF 5)
Management
Estate work
Plant nurseries
HNC Countryside Management /
HNC Horticulture
Landscape
gardener
(SCQF 7)
National parks
HND Countryside
Management
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Skills for Work - Travel & Tourism
These courses are designed to provide you with a broad introduction to the travel
and tourism industry and to enable you to develop skills, knowledge and attitudes
needed to work in the travel and tourism industry.
You will experience a range of work related activities relevant to the travel and
tourism industry.
SCQF4 (National 4)
You will be introduced to a range of jobs across the travel and tourism industry and
will gain an understanding of the skills and qualities identified by employers as being
the most important. You will learn about promoting products and services and how to
deal with customer issues, and you will carry out investigations of Travel and
Tourism in Scotland, the UK and rest of the world.
National 4 Mandatory Units
Travel and Tourism: Employability
Travel and Tourism: Customer
Travel and Tourism: Scotland
Travel and Tourism: UK and Worldwide
SCQF5 (National 5)
You will develop skills which will help you become an effective job-seeker and
employee and learn to deal effectively with all aspects of customer care and
customer service in travel and tourism.
You will gain product knowledge and skills to deal effectively with customer enquiries
in relation to travel and tourism in Scotland, the rest of the United Kingdom and
worldwide
At SCQF level 5, you will be expected to work alone or with others on tasks with
minimum support
National 5 Mandatory Units
Travel and Tourism: Employability
Travel and Tourism: Customer Service
Travel and Tourism: Scotland
Travel and Tourism: UK and Worldwide
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Progression Route
SfW Travel &
Tourism Nat. 4
SfW Travel &
Tourism Nat. 5
SVQ level 2
NC Travel & Tourism
Hospitality and Tourism
SCQF 5
SVQ level 3
Work or continued
education or training
Hospitality and Tourism
Career Ideas: Travel Agency Consultant; Tour Operator; Travel Rep.
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National Progression Award in Cosmetology
National 4
The NPA in Cosmetology at National 4 allows you the choice of sampling
hairdressing, barbering, beauty, and make-up artistry disciplines while gaining a
recognised qualification which meets the needs of the Hair and Beauty industries.
The NPA in Cosmetology includes five mandatory Units, which cover topics such as
Working with others, product awareness, assisting in a workplace, health and safety
and career options, working with customers and colleagues and one optional unit
which will be chosen by your tutor.
National 4 Mandatory Units
National 4 Optional Units
Working
with
Customers
and
Colleagues
Product Awareness
Career Options and Choices
Health and Safety
Prepare and Assist in a Workplace
Environment
Barbering — Practical Skills
Hairdressing — Practical Skills
Beauty — Practical Skills
Make Up Artistry — Practical Skills
Assessments are carried out towards the end of the Units and are practical in nature,
reflecting the practical emphasis of the Units, testing the expertise in each of the
subject areas.
Progression Route
NPA Cosmetology
Nat. 4
SfW Beauty (Higher)
SCQF 6
NC Beauty Care & Makeup
NC Beauty Care
SCQF 6
SCQF 5
Career Ideas: Salons, hotels, cruise ships or self-employed.
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SVQs Beauty Therapy
Young Applicants in Schools Scheme (YASS)
– The Open University
The Open University
YASS is available to S6 students only who have achieved at least 3 Higher in S5.
YASS enables pupils to stretch themselves academically without the need for them
to enter a traditional university early or wait until they leave school for their first
experience of Higher Education. It also allows young motivated pupils to gain
experience of a more independent style of learning which will stand them in good
stead when they continue their degree level studies – particularly in competitive
subjects like medicine or law.
YASS is a unique opportunity for students to experience learning at university level
and develop their study and independent research skills. As well as enabling them
to take the first step towards an Open University degree qualification, it also helps
them develop an impressive academic portfolio which will differentiate them from
other students when it comes to applying to other universities at a time of increased
competition.
Open University modules provide an opportunity for students to deepen their existing
knowledge or try a completely different subject. Students taking arts subjects at
Higher or Advanced Higher level might like to study Maths or Science to broaden
their skills for example. Alternatively they might opt for an Open University module
which relates closely to their Higher or Advanced Higher level subjects – improving
their knowledge and helping them to approach topics in a different way.
Open University modules are available in the following areas: Art, Business and
Management, Computing and ICT, Education, Engineering and Technology,
Environment, Health and Social Care, Languages, Law, Mathematics, Science,
Social Sciences as well as Sport.
Full
course
and
assessment
www.openuniveristy.co.uk/yass
information
can
be
accessed
at
If you wish to study a YASS course in S6 you should see Mr Champion for a
registration pack.
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