Forrester
High School
Senior School (S4 – S6)
Course Information Booklet
2015-2016
Forrester High School – Senior School Curriculum
Index
Page
The Senior School Curriculum
1
Fourth, Fifth and Sixth Years in Forrester High School
2-7
S4 Social Education
8
S5 Personal Development Time
9
S6 Personal Development Time
10-11
S6 Induction Week
12
Planning Ahead
13-14
The Careers Adviser
15
Library Resource Centre
16
Subject Guides:
Art and Design
Biology
Business Education
Chemistry
Computing
Craft Design and Technology
Drama
English
Geography
History
Home Economics
Mathematics
Modern Studies
Modern Languages
Music
Physical Education
Physics
Religious, Moral & Philosophical Studies
17-21
22-26
27-33
34-38
39-44
45-54
55-60
61-72
73-77
78-81
82-87
88-94
95-100
101-107
108-113
114-122
123-127
128-131
Course Choice Instructions
Course Choice Form
Recommendation Sheet
132
133
134
The Senior School Curriculum in Forrester
High School
In S4, S5 and S6, students are able to take a mix of subjects at different levels. The courses which are being
offered for session 2014-2015 are described in this booklet. Students and parents should, however, note
that only courses which have sufficient take-up will eventually run.
This year is the second year of new national examinations established under Curriculum for Excellence. These
new courses will eventually replace all existing SQA courses.
This year we will continue to be phasing in the new qualifications.
New National Examinations
National 3, 4 and National 5 and the new Higher courses are the new courses in the Curriculum for Excellence
which replace the old Access, Intermediate 1, Intermediate 2 and Higher courses respectively.
These courses all comprise of units which are assessed internally and must be passed to gain an overall award.
In addition there is an external exam at the end of each National 5 and Higher course which must be passed to
gain an overall award.
Teaching staff will assist students by advising them of the appropriate levels of study for next session. It is
vital that every student should consult her/his subject teachers before making her/his provisional
choices. Final choices should then be decided in consultation with parents/carers and Support for Pupil Staff.
1
Fourth, Fifth and Sixth Years in
Forrester High School
School Leaving Dates
The statutory school leaving dates in Scotland are as follows:

If you are 16 between 1 March and 30 September, you may leave school at the end of May.

If you are 16 between 1 October and the last day of February, you may leave at Christmas.
The school provides courses for all ability levels. In a few cases however some students may wish, with
guidance, to consider whether it might be better to leave and try for a job or some other form of education or
training, such as Skill Seekers or a college place. Some employers still prefer to recruit 16-year-old school
leavers (for certain jobs and especially apprenticeships).
You should be aware that 16-year-old school leavers (and 15-year-olds eligible to leave school) may secure a
two-year Skill Seekers placement. 17-year-old leavers are normally eligible for only one year’s training.
The Options Available In School
Fourth and Fifth Years
Every Fourth year pupil must choose six subjects from the menu of Highers, National 3’s, 4’s and 5’s. Every
Fifth year pupil must choose five subjects and then select from some Wider Achievement options depending
on their number of National 4/5 or Higher exams.
Highers are the main entrance qualifications for courses at University and College and also for entry to many
professions. The Higher Grade course is a demanding and intensive course normally taken over little more
than 2 terms. An A or B pass at Intermediate 2/National 5 and real application are necessary if a pupil is to
have a realistic chance of success at Higher Grade.
National courses provide students with the opportunity of studying at a less demanding level than Higher
Grade. Successful completion of Intermediate 2 or National 5 may allow a pupil to attempt Higher during the
following session.
National 3 and National 4 courses allow students to study a subject without having to sit a final examination.
Assessment takes place throughout the year, and credit for units passed is recorded on a pupil’s SQA National
Certificate.
Sixth Year
If you decide to return for a Sixth Year, you will be expected to study at least five subjects from the menu of
Advanced Highers, Highers, National 4/5 courses and Open University Modules. In exceptional cases – for
example, when a student wishes to take a particularly demanding group of courses such as an Advanced Higher
and three Highers – Support for Pupil staff may agree that a student should take only four subjects.
2
Open University Courses – S6 only
As one of their options, S6 students may select an Open University Course through the YASS Scheme (Youth
Applicants in School and Colleges Scheme)
Selecting an Open University course gives you the opportunity to study at University Level. Materials are
sent to you from the Open University to enable you to study at school and at home. An Open University tutor
is assigned to you and contact can be made by e-mail or telephone. The school will also support and advise
you through a named teacher.
Most modules have a start date in September and a completion date in February. On completion of the course
you gain points towards an Open University degree.
YASS encourages independent learning, builds self confidence and assists your UCAS application at the end
of S6 by differentiating you from other students.
If you are interested in this opportunity you must discuss it fully with you Support for Pupil Teacher and read
the Open University booklet carefully to find out exactly what each module is about.
The school has agreed to fund you studying. However, due to the substantial cost, there must be a full
commitment on your behalf to complete the course.
Open University Courses (May be some changes form the time of printing)
Arts
The arts past and present
English for academic purposes online
Business and Management
An introduction to retail management and marketing
Introduction to bookkeeping and accounting
Professional communication skills for business studies
Engineering and technology
Engineering the future
Technologies in practice
My digital life
Design thinking: creativity for the 21st Century
Health and Social Care
An introduction to health and social care
Understanding the autism spectrum
Topics in health sciences
3
Languages
Ouverture: intermediate French
Auftakt: intermediate German
En rumbo: intermediate Spanish
Vivace: intermediate Italian
Exploring languages and cultures
Bon depart: beginners’ French
Rundblick: beginners’ German
Portales: beginners’ Italian
Croeso: beginners’ Welsh
Beginners’ Chinese
Law
An introduction to law in contemporary Scotland
Mathematics
Introducing statistics
Essential mathematics 1
Discovering mathematics
Science
Exploring Science
Topics in Science
Maths in Science
The frozen planet
Living without oil: chemistry for a sustainable future
Galaxies, stars and planets
Volcanoes, earthquakes and tsunamis
Molecules, medicines and drugs: a chemical story
Social Sciences
You and your money: personal finance in context
Sport
Introduction to sport, fitness and management
4
Courses in Other Establishments
All S4 – S6 student may decide to follow a course at Edinburgh College/Stevenson Campus. These college
courses significantly extend the choice available to senior students in Forrester. It is advised that any student
interested in these courses should read the Edinburgh College Information Booklet which is available on the
Edinburgh College web site or from Support for Pupils staff, to ensure they are fully aware of what each
course involves. At the time of printing, these courses have not yet been confirmed by Edinburgh College.
Edinburgh College: Stevenson Campus Courses
Course
Advanced Higher
Higher
National 5
NPA
NPA
SQA Units Int 2
SQA Unit Int 2/1
Skills for Work
Skills for Work
Fulltime Course – Leavers
Column 4
Column 5
French
German
Biology/Chemistry Investigation Support
Spanish
Early Education & Childcare
ESOL
French
German
Psychology
Sociology
Early Education and Child Care
ESOL
Psychology
Retail
Travel & Tourism
Digital Media Basics
Photography
Electrical Engineering
Creative Hairdressing/Beauty Trends
Motor Vehicle
Transition Pre Vocational
Preparation for Work
Entry to Education
In addition, if you find it difficult to follow your preferred combination of subjects in Forrester, you
may be able to travel to another school to take a particular course. Full details of these courses will
be available from your Support for Pupils Teacher.
5
Courses in Other Establishments
Queen Margaret University Academies
As part of a student’s S5 and S6 curriculum, students may opt to apply for one of the Queen Margaret
University Academies. These courses are delivered jointly between Edinburgh College and Queen Margaret
University.
Most of the teaching is done through Edinburgh College and the classes are mainly timetabled in the
Tuesday/Thursday Travel columns. You are also expected to attend some Friday afternoon classes at Queen
Margaret University throughout your 2-year programme.
1. The Creative Industries Academy
Academy students can opt to study for the HNC Media & Communication or the HNC Acting &
Performance. Subjects studied include performing arts, media, film, photography, copywriting and public
relations.
HNC Media and Communication
Year 1 - Entry requirements: 3 National 5s including English
Year 2 - Entry requirements: 2 Highers (grade C or above)
At the end of two years successful students will achieve an HNC and will gain access to Year 2 in any of the
following courses:




HND Creative Industries (Edinburgh College)
BA (Hons) Film and Media (QMU)
BA (Hons) Media (QMU)
BA (Hons) Public Relations and Media (QMU)
HNC Acting and Performance
Year 1 - Entry requirements: 3 National 5s including English or Drama
Year 2 - Entry requirements: 2 Highers (grade C or above)
At the end of two years successful students will achieve an HNC and will gain access to Year 2 in any of the
following courses:



HND Acting and Performance (Edinburgh College) with possible progression after HND to Year 3
of BA (Hons) Acting and Screen (QMU)
BA (Hons) Drama and Performance (QMU)
BA (Hons) Theatre and Film (QMU)
6
2. The Food Science and Nutrition Academy
Year 1 - Entry requirements: Studying Chemistry at Higher level in S5 in addition to having secured Maths
and preferably Biology at National 5.
Year 2 – Successful completion of year 1.
You will study chemistry, biochemistry and microbiology and will gain lots of hands on practical laboratory
experience and data handling skills. You will gain work experience by visiting local industry and your work
placement will be in a food and drink company based in the Lothians.
At the end of the 2 years, if you gain the HNC Applied Science, you can apply for direct entry into Year 2
of the BSC (Honours) degree programmes in Nutrition or Human Biology or Applied Pharmacology or Food
Science at QMU.
Alternatively you can apply for entry into Year 2 of a Science HND programme in any of Scotland’s colleges.
If your preference is directly into employment, the HNC qualification enables you to apply for level 3
Modern Apprentice in Life Science.
3. The Health & Social Care Academy.
Year 1 - No specific academic entry requirements. Candidates will be asked to attend a group interview
where they will be assessed for communication skills, attitude and aptitude for a career in Health and Social
care.
Year 2 - Successful completion of year one or as above.
There are two qualifications offered;
1. National 5 in Care.
2. Skills for Work Higher in Health & Social Care.
There is also a “Careers Pathways in Health and Social Care” course offered for students thinking of going
directly into employment after school.
4. Hospitality and Tourism Academy – HNC Hospitality
The HNC Hospitality covers a mix of theory and practical subjects, taught throughout your S5 and S6.
You will study subjects including Management theory, Supervision, Finance and have practical classes
preparing and serving meals in the College restaurant.
Each unit of the HNC Hospitality has continuous assessment with no final exam.
Most of the teaching is done through Edinburgh College, at Granton and Milton campuses, and the most
suitable campus for your location will decide the specific campus.
The classes are mainly timetabled in the Tuesday / Thursday Travel columns, however finish times will vary,
and some of the practical classes with continue into the evening, finishing at College around 7pm.
You are also expected to attend some Friday afternoon classes throughout your 2-year programme.
Exit destinations on successful completion of the HNC Hospitality include:
 Employment / Modern Apprentice
 Year 2 of an HND Hospitality Management
 Advanced entry to Level 2 of the International Hospitality and Tourism Management degree at
Queen Margaret University
7
S4 Social Education
The aim of Social Education in S4 is to help you improve the skills you need to make the most of yourself
and to build upon existing knowledge to help you make informed choices with respect to a number of different
topics.
It could help you to:
Build upon existing knowledge which you already have in particular areas
Be able to make informed choices with regards to a number of different issues
Decide which job/course to apply for
Be able to write successful letters and applications
Work as a member of a team
Improve your study skills
Be more confident in your own abilities
Develop your self awareness and self esteem
Initially, you will be asked to review your school life to date and identify what experiences you have
undergone, what skills you have developed and what knowledge you have gained about yourself. This will
help you identify your own strengths and weaknesses.
You will meet with your Support for Pupils teacher once a week to participate in a number of topics. You will
be learning new skills and building upon existing knowledge in the following areas
Career/job education
Work Experience
Sexual health and Relationship Education (SHARE)
Drug Education
Alcohol Education
Study skills
These topics will be covered in small groups and in whole year talks where appropriate.
In addition to one period Social Education per week, all S4 pupils will have two periods Core PE and one
period Core RME/Citizenship.
8
S5 Personal Development Time
You will continue to have one period each week of Personal Development.
Terms 1 & 2
The focus is very much on Health and Well-being. We cover a wide range of topics including thinking about
good mental health, sexual health, respecting others, issues around alcohol and other drugs, careers advice,
managing your money and thinking about moving on to live independently. In the run up to Christmas you
will be involved in working in a group to produce a presentation and a special Christmas challenge.
Partnership agencies and specialists will lead some sessions.
Term 3
The focus changes to concentrate more on job seeking skills and re-enforcing the skills for effective revision.
An invaluable session on personal safety will be led by our Police community liaison officer.
In addition to Personal Development all S5 students will have one period of PE or Private Study if you are
already studying certificate PE.
9
S6 Personal Development Time
You will continue to have one period of Personal Development each week.
The aim of personal development time in S6 is to help you improve the skills you need to make the most of
yourself. It could help you to:





decide which job or course to apply for
be successful in your application
work as a member of a team
take more responsibility for organising yourself
become more involved in the life of the school




record and become aware of your achievements
improve your study skills
be more confident in your abilities
improve your academic performance
Initially, you will be asked to review your school life to date and identify what experiences you have
undergone, what skills you have developed and what knowledge you have gained about yourself. This will
help you identify your own strengths and weaknesses.




You will then try to set yourself a range of realistic targets relating to:
career aspirations
academic performance
personal ambitions
Thereafter you will cover various topics such as: citizenship, preparation for University, College and
Employment, issues related to alcohol and drug abuse, sexual health etc. These topics will be covered in small
groups and in whole year talks as appropriate. Outside speakers and specialists will lead these topics wherever
possible.
Personal Development time is more tailored to meet your individual needs and interests this year.
Term 1
You will choose between working in a group
a) Preparing for applying for University
b) Working on Group Skills, including building a CV.
Term 2
This is your opportunity to be involved in working for the school and its community. You can choose to join
a variety of different committees. These include the Peer Education Committee, The Charity Committee, The
Senior Citizens’ Committee, the Prom and Year Book Committee.
Term 3
You will be involved in various activities around Sexual Health, Drugs and Personal Safety. Partnership
agencies and specialists will lead a number of these sessions.
In addition to Personal Development, one period is allocated to all S6 students to enable you to carry out
prefect duties as well as one period of optional Core PE. S6 students are also encouraged to become involved
in wider achievement schemes such as Sports Leader Award.
10
S6 Prefecting
You will opt to be a DEPARTMENTAL PREFECT within a subject area of your choice.
This will involve working with younger pupils within a subject including Learning Support and Social
Education or assisting teaching staff in other ways in the work of the departments. This is seen as an important
way of becoming involved in the wider life of the school, acting as role models and gaining invaluable personal
experience.
11
Sixth Year Induction Week
Compulsory attendance is required at both the Conference and the Team Building Days for all students
who wish to return to S6
1. SW Edinburgh Sixth Year Conference (1 ½ days)
Secondary schools in the West Edinburgh Neighbourhood Schools group - Craigmount, Forrester, St
Augustines’s, Tynecastle and Royal High – have organised their twenty third Annual Conference for the
incoming Sixth Year Students to be held at the Napier University, Craiglockhart Campus in June.
The overall aim of the conference is to prepare students for the transition from school to the adult world of
higher education and work.
By participating in the conference students will have the opportunity to:
 use a variety of communication skills
 experience the value of teamwork
 develop self confidence
 solve problems
 cope with deadlines
 develop leadership skills
 set priorities
 learn to interact with new people in a different environment
 meet representatives from Higher Education and public and private sector employment
 make enjoyable social contact with others
These skills can be applied in course work and vocational preparation activities. To help with this, a range of
organisations have prepared group exercises which will concentrate on particular skills.
All students will work on presentation skills in advance and will produce a presentation to raise awareness of
a specific charity and highlight work done by it.
2.
Higher Education Day (1 day)
Students at Forrester High School will spend a day at Heriot-Watt University in June. The day will consist
of: a tour of the campus, meeting University students, presentation on UCAS application system and Student
Finance. This will help pupils make a fully informed choice on whether or not to apply to University.
3.
Team Building (2 days)
Students in Forrester High School will engage as a sixth year in a variety of team building and problem solving
exercises, both at Yellowcraigs Beach and Bonaly Scout camp. This will take place in June.
4.
Prefect Training (1 Day)
We value the contribution Sixth Year Students make to our classes. We equip students with the skills and
knowledge to do this job well. Wester Hailes Youth Agency lead the sessions.
12
Planning Ahead
If you decide to stay on for S4, S5 and/or S6, you should view this experience very much as a preparation for
your life beyond school and you should bear this in mind when choosing your courses. Most senior school
leaver’s move on to one of three areas:
1.
Employment
There will be many opportunities to learn about possible careers through your personal development
programme. In addition, the Careers Adviser is available for individual interviews on request. You are strongly
encouraged to take up this opportunity.
The Careers Library section of the Library Resource Centre holds a vast array of information, and you will be
shown how best to use this facility early in the year. There will also be ‘work shadowing’ and ‘work
experience’ programmes which you can join, enabling you to gain experience of particular jobs.
2.
Further Education
The Further Education Colleges offer a range of full-time programmes for people preparing for a career,
together with day-release courses for those already in employment.
LOTHIAN COLLEGES
Edinburgh College
Telford College Campus
Crewe Toll
EDINBURGH
EH4 2NZ (0131 669 4400)
Edinburgh College
Stevenson Campus
Bankhead Avenue
EDINBURGH
EH11 4DE (0131 669 4400)
Edinburgh College
Milton Road Campus
24 Milton Road East, EDINBURGH
EH15 2PP (0131 669 4400)
Oatridge Agricultural College
Ecclesmachan
Nr BROXBURN, West Lothian
EH52 6NH (01506 864 800)
West Lothian College
Marjoribanks Street
BATHGATE, West Lothian
EH48 1QJ (01506 634 300)
A wide range of courses is offered on the basis of full-time, block-release, day-release or evening attendance.
Each full module takes approximately 40 hours to complete. A full-time student normally takes up to 24
modules in a session, while a day-release student normally completes up to 4 modules.
To apply for a course in Further Education, you should complete an application form which may be obtained
from the College to which you wish to apply.
3.
Higher Education
This is the general term used for Universities, Central Institutions, Colleges and Institutes of Higher Education
and Colleges of Education. A variety of courses is offered, including Higher Certificates (1-2 years), Higher
Diplomas (2-3 years) and Degrees (3-5 years).
Prospectuses and course leaflets, which are published separately by each institution, are held in the Library
Resource Centre. If you are interested in applying to any of these institutions, you should spend time studying
the information available. For most up to date information go online to the website for each individual
institution.
13
Applications for Universities and Colleges (including Teacher Training and Art) are made on an application
form known as a UCAS form. This form, along with accompanying notes, is available from the school. Further
advice and guidance is given to interested students during the autumn term.
HIGHER EDUCATION OPEN DAYS 2014
The open day programme is designed primarily for those who intend to apply in October 2015 or January 2016
for entry to University in September or October 2016. Generally, an open day includes displays, demonstrations
and information sessions. When the school receives details of dates, they are published in the news sheet and
on the Higher Education notice board. A note from parents giving permission for their child to attend should
be handed in to school.
We would encourage all pupils to go on-line to the University web site for full details of the open days and a
planner of events. Preparation prior to the open day means that pupils can make the most of their visit.
14
The Careers Adviser
As young people begin to explore their options for further learning and work, it is important that they identify
their skills and strengths as they make decisions about what they want to do next.
Working with school staff Skills Development Scotland (SDS) can help young people get ready for this
exciting stage in their lives and prepare for their future.
SDS provides a range of support to help students to develop career management skills and to make wellinformed decisions about their career pathways.
Schools are now building career management skills into the curriculum. In addition, group sessions, face-toface coaching where appropriate, are supported by My World of Work web service www.myworldofwork.co.uk
This website provides information on different careers, how to build and customize CVs, search for jobs,
source funding for learning, apply for further or higher education and many other tools. This service is now
the first point of reference for all pupils. It is essential that pupils register on this site prior to meeting with
careers
Careers Advisers will help students who need some tailored support to explore the training and skills necessary
for the job or career which is right for them.
Speak to your Guidance Teacher if you need further information.
Students can speak to Heather McAulay, Careers Adviser, by making an appointment through their Pupil
Support Leader. Parents are very welcome to attend these interviews with Heather.
Careers Advisers also attend Parents Evenings for S4, S5 and S6.
15
The Library Resource Centre
Forrester High School Library Resource Centre is a whole school resource which caters for both the study and
recreational needs of students and staff. It holds a wide variety of fiction books, non-fiction books, reference,
multi-media and digital resources, all of which are updated on a regular basis. Students can borrow 2 items
for up to 2 weeks at a time. Any resources we do not have in school can be ordered from other libraries.
Careers
The Library supports learners by keeping up-to-date, detailed resources on a wide variety of positive
destinations such as employment, further education, gap years and volunteering. The Librarian works
closely with Skills Development Scotland staff to provide resources relevant to our school cohort and the
particular needs of our learners. Displays of resources including posters linking potential employment areas
with subject departments are prominent. Workshops held prior to students making subject choices are run by
the Librarian with the SfP department and focus on potential 16+ destinations.
ICT
The Library is Wi-Fi accessible, with laptops and tablets available for all users. Devices can be booked in
advance for individuals or classes. The Librarian supports students with iPads using a variety of apps; giving
pupils access to all library resources online and access to their library accounts as well as ebooks, audio books
and digital magazines via Edinburgh City Libraries.
Senior Study
One to one help with research, personal study and reading for pleasure is available whenever the Library is
open. The requirement for individual research and independent learning has increased due to the number of
projects and tasks being built into senior courses. In order to fulfil this need, the library provides ample
facilities which are available to senior school students for self-planned study periods throughout the day.
Private study carrels assist seniors with research by helping them focus in an individual space. Seniors are
asked to sign in upon arriving at the library during study periods and out when leaving.
The Librarian is here to help you with any enquiries!
16
ART and DESIGN
DEPARTMENT
The Art and Design Department is offering senior students the following courses
this session:
ADVANCED HIGHER ART AND DESIGN
S6 PORTFOLIO PREPARATION
HIGHER ART AND DESIGN
NATIONAL 5 ART AND DESIGN
Curricular Leader: Mr D Clark
17
ADVANCED HIGHER ART AND DESIGN
ENTRY REQUIREMENTS
Students ordinarily should have gained an A or B pass at Higher. They should also be enthusiastic, motivated
and able to work independently. The exact entry requirements will be discussed with the Curricular Leader.
Students are also required to have a minimum of 3 designated free periods in their timetable to enable time in
the department for personal study.
COURSE OUTLINE
Students will produce an extended folio investigating a personal theme in either Design or Expressive. This
will require extensive investigation and development work resulting in several final outcomes. 80 hours.
Students will produce a related written dissertation / project of between 2000 and 3000 words investigating
their chosen area of design or expressive and relating it to their own work throughout the year. 40 hours.
COURSE ASSESSMENT
The final folio, including the dissertation, will be presented to the SQA for external assessment. There is no
examination.
S6 PORTFOLIO PREPARATION ART AND DESIGN
18
ENTRY REQUIREMENTS
This course is aimed at S6 students who are considering applying for art related courses at a Further Education
College, for example Edinburgh College (Stevenson and Telford campuses).
Students should have gained a pass at Higher or National 5. They should also be enthusiastic, motivated and
able to work independently. The exact entry requirements will be discussed with the Curricular Leader.
COURSE OUTLINE
Students will produce a wide range of artworks for inclusion in a portfolio that will make up part of their
application and interview process for an Art and Design course at college.
Students will be expected to buy an art pack from the department and provide some of their own materials for
continued work at home.
COURSE ASSESSMENT
There is no formal assessment of artwork produced. However the student’s work will be evaluated by Art and
Design staff on an ongoing basis and must show evidence of the following:
Analytical drawing demonstrating the ability to observe and record primary source information accurately.
Demonstration of independent thinking and initiative and the ability to develop ideas meaningfully, evident
in the use of sketchbooks and personal, self-directed projects.
Ability to express visual ideas coherently and imaginatively, showing evidence of the understanding and
knowledge of a range of processes and techniques and their effective and skilful use.
Quality of presentation and editing.
Engagement with the subject, cultural and contextual awareness, quality and originality in choice of visual
source and subject matter, information gathering and research.
HIGHER ART AND DESIGN
19
ENTRY REQUIREMENTS
Students should have gained an ‘A’ pass at Nat 5 Art and Design. Students with a ‘B’ pass at Nat 5 must
satisfy the department as to their ability to cope with the written exam at Higher. All students must be
enthusiastic and willing to work independently and conscientiously. They must also possess the technical
ability required to produce practical folios of a Higher standard.
COURSE OUTLINE
Students will complete an Expressive unit investigating and developing a theme of a personal choice and a
Design unit investigating and developing a chosen design brief. Students may, in consultation with staff,
choose from Expressive Portraiture, Figure Comp, Still Life, Natural Environment, Built Environment or
Fantasy and Imagination. Both units will form a folio of work.
Design area of study will come from: Graphic Design, Product Design, Jewellery Design, Architecture or
Textile/Fashion Design.
Students will follow a course studying the work of artists and designers and produce essay work that will be
used in the written exam.
COURSE ASSESSMENT
Course work will be internally assessed for a unit pass and the final folio will be submitted to the SQA for
external assessment for a graded award.
In addition, students will sit a written examination of 2 hours. It will be externally assessed by the SQA.
NATIONAL 5 ART AND DESIGN
20
ENTRY REQUIREMENTS
Students should have gained a pass at National 4 Art and Design and be able to satisfy the department as to
their ability to cope with the practical folio practical work and the written exam at National 5. Students who
have not previously studied Art and Design at certificate level may be accepted onto the course at the discretion
of the principal teacher after proving their ability.
COURSE OUTLINE
Students will complete an Expressive unit investigating and developing a theme of a personal choice and a
Design unit investigating and developing a chosen design brief. Students may in consultation with staff choose
from, Expressive Portraiture, Figure Comp, Still Life, Natural Environment, Built Environment or Fantasy
and Imagination. Both units will form a folio of work.
Design area of study will come from: Graphic Design, Product Design, Jewellery Design or Textile/Fashion
Design.
Students will follow a course studying the work of artists and designers related to their own area of artistic
study.
COURSE ASSESSMENT
Course work will be internally assessed for a unit pass and the final folio will be submitted to the SQA for
external assessment for a graded award.
In addition, students will sit a written examination of 1 hour and 10 minutes. It will be externally assessed by
the SQA.
Career/Employment Opportunities
A qualification in this subject could lead to further study or employment in the following areas


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Animator
Ceramics designer
Community arts worker
Exhibition designer
Fashion designer
Fine artist – Painter, Sculptor…
Furniture conservator/restorer
Furniture designer
Glass blower/designer
Graphic designer
Illustrator
Industrial/product designer

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21
Interior and spatial designer
Jewellery designer
Make-up artist
Medical illustrator
Museum/gallery conservator
Photographer
Press photographer
Printmaker
Production designer, theatre/television/film
Textile designer
Web designer
BIOLOGY
SCIENCE DEPARTMENT
The Science Department is offering senior students the following biology courses
this session:
CfE ADVANCED HIGHER BIOLOGY
CfE HIGHER BIOLOGY
NATIONAL 5 BIOLOGY
NATIONAL 4 BIOLOGY
Curricular Leader: Mrs L McIntosh
_____________________________________________________________________________
22
ADVANCED HIGHER BIOLOGY
ENTRY REQUIREMENTS
Higher Biology (or Human Biology) - with at least grade B.
COURSE OUTLINE
Biology affects everyone and aims to find solutions to many of the world’s problems. Biology, the study of
living organisms, plays a crucial role in our everyday existence, and is an increasingly important subject.
Advances in technologies have made this varied subject more exciting and relevant than ever.
Learners will engage in a wide range of investigative tasks, which allows them to develop important skills to
become inventive and enterprising, in a world where the skills and knowledge developed in biology are needed
across all sectors of society and the economy.
The course is organised into 3 units:
Cells and Proteins (Advanced Higher)
Biology: Organisms and Evolution (Advanced Higher)
Investigative Biology (Advanced Higher)
8 SCQF points
8 SCQF points
8 SCQF points
COURSE ASSESSMENT (Advanced Higher)
In order to gain an award in the course a student must pass each of the Units plus the external assessments.
External assessments
Component 1 — question paper (100 marks)
The question paper will have 100 marks – Section 1 (multiple choice) 20 marks + Section 2 (extended response
questions) 80 marks. Two and a half hours are allowed for this exam.
Component 2 — project (30 marks)
Project: The project will have 30 marks. The project will assess the application of skills of scientific inquiry
and related biology knowledge and understanding.
Total marks
130 marks
Both assessment elements are externally marked by SQA.
Career/Employment Opportunities
On successful completion of this Course, you could progress to


a biology-based HND/degree programme or one from a wide range of related areas, such as medicine,
dentistry, veterinary medicine, professions allied to medicine, horticulture, pharmacology,
environmental science and health
careers in a biology-based or related area including the health sector, agricultural science, education,
environmental services
23
HIGHER BIOLOGY
ENTRY REQUIREMENTS

Grade A pass at National 5

Pupils with no previous Biology experience will also be considered if they have grade A passes in other relevant
standard grades.
COURSE OUTLINE
The Course is a broad and up-to-date selection of concepts and ideas relevant to the central position of life science within
our society. It develops the concepts of biology.
The Course allows learners to develop deeper understanding of the underlying themes of biology: evolution and
adaptation; structure and function; genotype and niche. Within each of the Units, the scale of topics ranges from
molecular through to whole organism and beyond. In addition, to increase the relevance of the Course, within each Unit
the most relevant applications of biological understanding are highlighted.
Due to the interdisciplinary nature of the sciences, learners may benefit from studying Higher Biology along with other
science subjects, as this may enhance their skills, knowledge and understanding.
The Course is organised into 3 units:
DNA and the Genome
Metabolism and Survival
Sustainability and Interdependence (Higher)
6 SCQF POINTS
6 SCQF POINTS
6 SCQF POINTS
COURSE ASSESSMENT
To gain the award of the Course, the learner must first pass all of the Units (above) as well as the Course assessment:
The Course assessment will consist of two Components: a question paper and an assignment.
1. Question Paper: The question paper will have 100 marks – Section 1 (multiple choice) 20 marks + Section 2
(extended response questions) 80 marks. Two and a half hours are allowed for this exam.
2. Controlled Assignment: The controlled assignment will have 20 marks. Consists of a research stage followed
by a communication stage where the report is written under exam conditions.
Both assessment elements are externally marked by SQA.
Career/Employment Opportunities
A qualification in this subject could lead to


future study of a biology-based HND/degree programme or one from a wide range of related areas, such as
medicine, dentistry, veterinary medicine, professions allied to medicine, horticulture, pharmacology,
environmental science and health.
a career in a biology-based or related area including the health sector, agricultural science, education,
environmental services.
24
NATIONAL 5 BIOLOGY
ENTRY REQUIREMENTS



Completion of Curriculum for Excellence Science level 4 Biology
National 4 Biology.
There may also be progression from National 4 Chemistry, National 4 Environmental Science, National 4
Physics or National 4 Science Courses.
COURSE OUTLINE
The National 5 Biology course covers major areas of biology including cellular, whole organism and ecosystems. It
aims to develop students’ interest and enthusiasm for biology in a range of contexts. The skills of scientific inquiry and
investigation are developed, throughout the course, by investigating the applications of biology. This will enable
students to become scientifically literate citizens, able to review the science-based claims they will meet.
There are three mandatory units:
Cell Biology
Life on Earth
Multicellular Organisms
COURSE ASSESSMENT
In order to gain an award at National 4 level, the student must:



Pass the Unit Assessments for all three units (outcome 2.1/2.4)
Complete an investigation and write a lab report (outcome 1)
Complete a research task (outcome 2.2/3)
FORMAL ASSESSMENT


Complete an investigative research assignment (added Value Assignment -20% of final mark)
Complete a graded (A-D) Question Paper (80% of final mark)
Career/Employment Opportunities
On successful completion of this Course, you could progress to


a biology-based HND/degree programme or one from a wide range of related areas, such as medicine,
dentistry, veterinary medicine, professions allied to medicine, horticulture, pharmacology, environmental
science and health
careers in a biology-based or related area including the health sector, agricultural science, education,
environmental services
25
NATIONAL 4 BIOLOGY
ENTRY REQUIREMENTS

Completion of Curriculum for Excellence Science level 3
or

National 3 Biology
COURSE OUTLINE
The National 4 Biology course covers major areas of biology including cellular, whole organism and ecosystems. The
key areas of biodiversity, interdependence, body systems and cells and inheritance are developed through the course.
The course allows flexibility and personalisation within each Unit and within the Added Value Unit of the course by
offering choice in the contexts studied.
There are three mandatory units:
Cell Biology
Life on Earth
Multicellular Organisms
COURSE ASSESSMENT
In order to gain a pass at National 4, candidates must:



Pass the Unit Assessments for all three units (outcome 2.1/2.4)
Complete an investigation and write a lab report (outcome 1)
Complete a research task (outcome 2.2/3)
FORMAL ASSESSMENT

Complete an investigative research assignment (added Value Assignment)
Career/Employment Opportunities
On successful completion of this Course, you could progress to


a biology-based HND/degree programme or one from a wide range of related areas, such as medicine,
dentistry, veterinary medicine, professions allied to medicine, horticulture, pharmacology, environmental
science and health
careers in a biology-based or related area including the health sector, agricultural science, education,
environmental services
26
BUSINESS EDUCATION DEPARTMENT
The Business Education Department is offering senior students the following
courses this session:
HIGHER ACCOUNTING
NATIONAL 5 ACCOUNTING
HIGHER ADMINISTRATION & IT
NATIONAL 5 ADMINISTRATION AND IT
NATIONAL 3 AND 4 ADMINISTRATION AND IT
HIGHER BUSINESS MANAGEMENT
NATIONAL 5 BUSINESS MANAGEMENT
NATIONAL 4 BUSINESS
NATIONAL 4 CREATIVE DIGITAL MEDIA
Curricular Leader: Mrs M Findlay
27
HIGHER ACCOUNTING
ENTRY REQUIREMENTS


Any S5/6 student with an interest in Business Education but not necessarily with any previous knowledge. Interested
students should have, however, a proven record of academic achievement.
Or National 5 pass in Accounting
COURSE OUTLINE
The study of Accounting at Higher helps students to develop financial life skills.
Throughout the course, you will be encouraged to use spreadsheets when preparing financial and management
statements.
The course is divided into three units:
PREPARING FINANCIAL ACCOUNTING INFORMATION
PREPARING MANAGEMENT ACCOUNTING INFORMATION
ANALYSISING ACCOUNTING INFORMATION
Role of the Accountant
Correction of Errors
Financial Statements and Balance Sheets for all business organisations i.e. Sole Traders, Partnerships and Limited
Companies
Manufacturing Accounts
Accounting Ratios
And some more
Decision making in Accounting
Budgeting
Information Technology and Accounting
Use of spreadsheets
Preparing Cost Statements
Break Even Analysis
And some more
COURSE ASSESSMENT
Internal assessment takes place in the 3 units.
Preparing Management Accounting Information
Preparing Financial Accounting Information
Analysing Accounting Information
PLUS an external marked assignment and external exam paper.
Career/Employment
This course and qualification could lead to
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Accountant
Actuary
Bank/Building Society Manager
Financial Advisor
Forensic Accountant
Insurance Broker/Loss Adjuster/Manager
Stockbroker
Investment Manager/Analyst/Banker
28
NATIONAL 5 ACCOUNTING
ENTRY REQUIREMENTS

For beginners who have an interest in this area of study
COURSE OUTLINE
This new and exciting course is aimed to give you the most up-to-date information in preparation for entering
into the financial world of work. Edinburgh has a large financial sector which is still looking to employ young
people and this course gives you an opportunity to consider this as a career.
PREPARING FINANCIAL ACCOUNTING
Doing straightforward financial accounting transactions.
Using the Trial Balance to see if you have recorded the information properly.
Preparing Final Accounts of a business to see if they have made a profit or loss.
PREPARING MANAGEMENT ACCOUNTING
Looking at the costs that businesses need to pay.
Doing Cash Budgets and dealing with cash problems before they arise.
Most business do stock taking at the end of the year – you will be taught how they value their stock.
ANALYSING ACCOUNTING INFORMATION
Calculating Ratios
Calculating Break Even Analysis – this is when a business is making no profits or losses, they are just breaking
even.
COURSE ASSESSMENT
Internal assessment takes place in the form of assessments in the following areas:
Preparing Financial Accounting
Preparing Management Accounting
Analysing Accounting Information
Plus an externally marked assignment and an external exam paper.
Career/Employment Opportunities
This course and qualification could lead to
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

Accounting Technician
Bank/Building Society Customer Branch Advisor
Insurance Claims Advisor
Investment Administrator
Accountant Management Assistant
29
HIGHER ADMINISTRATION & IT
ENTRY REQUIREMENTS
This course is ideally suited for students who have already achieved a pass at National 5 Administration and
IT OR some other Business Education knowledge.
It is also suitable for S5/6 students who have ICT skills or those looking to do a ‘crash course’ to improve and
extend existing PC Skills.
COURSE OUTLINE
Studying this course will equip students with the level of competence required for using a range of software
packages in a dynamic office environment. It will also enable them to carry out various administrative
functions that are essential within the organisation and all valuable skills, which employers are looking for
from potential employees.
The course consists of three units:
ADMINISTRATIVE THEORY AND PRACTICES


Factors contributing to the effectiveness of the administrative practices within the organisation
Customer Care
IT SOLUTIONS FOR ADMINISTRATORS

Advanced Word, Spreadsheet, Databases, Powerpoint, Desk Top Publishing
COMMUNICATION IN ADMINISTRATION

Presentations, Desktop Publishing an Methods of Communication
COURSE ASSESSMENT
Internal assessment takes place in the 2 units.
Administrative Theory and Practice
IT Solutions for Administrators
Communication in Administration
PLUS an internal practical assignment and an external theory paper.
Career/Employment Opportunities
This course and qualification could lead to

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
Civil Servant Administrative Officer
Company Secretary
Customer Service Administrator
European Union Administrator
Health Records Manager
Legal Secretary
Local Government Officer
30
NATIONAL 3, 4 AND 5 ADMINISTRATION AND IT
ENTRY REQUIREMENTS



For beginners who want to improve or learn new ICT skills.
For National 3 and 4 – the course is for beginners who wish to develop ICT skills.
For National 5 – this course is for students who have already completed Business Administration.
COURSE OUTLINE
This new and exciting course is aimed to give you the most up-to-date skills in preparation for entering into the world
of work. ICT is currently one of the most important skill required at all levels and now is your chance to improve on
your existing ones!
ADMINISTRATIVE PRACTICES
Knowledge of the main tasks, skills and qualities of the Administration Assistant
Looking at Customer Care
Health and Safety in the organisation
Security of people, property and information
COMMUNICATION IN ADMINISTRATION
Using the internet to research information relevant to the tasks
Using multi-media packages e.g. power point and desktop publishing
Using email as a form of communicating information
IT SOLUTIONS FOR ADMINISTRATORS
Creating, sorting and editing spreadsheets
Present information from spreadsheets in the form of charts
Creating databases and reports
ADMINISTRATION IN ACTION
Organising a small scale event such as Special Birthday party
There is a greater emphasis on the developing and updating of ICT skills throughout these two new courses.
COURSE ASSESSMENT
Internal assessment takes place in the form of projects in the following areas:
Administrative Practices
Communication in Administration
IT Solutions for Administrators
Administration in Action
Career/Employment Opportunities
A qualification in this subject could lead to further study or employment in the following areas

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
Clerical or Administration Assistant
Customer Service Administrator
Health Records Staff/Manager

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31
Medical Secretary
Receptionist
Personal Assistant or Secretary
HIGHER BUSINESS MANAGEMENT AND NATIONAL 4/5 BUSINESS
ENTRY REQUIREMENTS
National 4


For beginners who wish to study Business
Level 3 and 4 in Business and Enterprise
National 5


A National 4 award in Business Management
Any student with NO Business Education qualifications, but either in S6 or following two Higher courses in S5
Higher


A National 5 pass in Business Management
Any student that has proven record of academic ability i.e. achieved/or following 3 Higher courses
COURSE OUTLINE
This dynamic new course in Business Management can provide a valuable experience which can help your
understanding of the business world and how managers contribute to success. Are you a budding entrepreneur, like
Michelle Mone or Richard Branson? Are you prepared to go into the Dragon’s Den?
The course is divided into three units:
UNDERSTANDING BUSINESS
MANAGEMENT OF MARKETING AND OPERATIONS
MANAGEMENT OF PEOPLE AND FINANCE
Would you love to start your own business but don’t have the knowledge of how to do it? This unit gives you the basic
knowledge required to set up a business.
Marketing – learn how to market a business successfully! For example, create an advert to show how businesses
promote their company.
Finance – every business wants to make a profit! In this unit you will learn the importance of how to manage your
Finances through planning and budgeting.
Operations – you have your product service, how do you make it? This unit gives you the knowledge of how to make
your product using good quality measures and effective stock control.
Human Resources – staff are the most important asset a business has. Treat them well and your business will succeed!!
In this unit you will learn the different stages of the recruitment and selection process and the importance of training!
COURSE ASSESSMENT
National 4 – internal assessments
National 5 – internal assessment takes place in the 3 units, an internal assignment and external exam
Higher – internal assessment takes place in the 3 units, an internal assignment and external exam
Career/Employment Opportunities
A qualification in this subject could lead to further study or employment in the following areas




Human Resources Officer or Manage
Management Consultant
Recruitment Consultant


NATIONAL 4 CREATIVE DIGITAL MEDIA
32
Risk Manager
Training Manager
Quality Control Technician/Manager
ENTRY REQUIREMENTS



Being able to work successfully in a team and have an interest in the media industry
Be creative and imaginative
Achieved an award at National 4 English
COURSE OUTLINE
This course is designed to introduce students to the media industry – the world of movies and broadcasting!
You will learn what happens in the media industry, the job and careers, the development of a product, preproduction planning – pitch your contract to the clients, production – creating storyboards and video scripts,
post–production and marketing.
The course consists of a variety of different projects which include:





Filming and editing a news report
Filming and editing your own scene from a horror movie and making your own horror make up
Researching the world of comics!
Filming your own music videos, making posters and brochures to advertise your music company
Filming school events throughout the year!
If you enjoy working in a team, acting or simply working behind the scenes (camera person or editor) then
this is the course for you!
COURSE ASSESSMENT
Internal assessment takes place in form of four units:
Introduction to Media Industry
The Creative Process
Hardware and Software
The Production Process
Each unit requires the student to complete forms and keep a Project folder/log book to record all the
decisions and jobs done by each member of the team.
Career/Employment Opportunities
This course and qualification could lead to





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
Disc Jockey
Lighting Technician
Prop Maker
Sound Technician
Stagehand
Roadie
Wardrobe Assistant – Film, TV or Theatre
CHEMISTRY
33
SCIENCE DEPARTMENT
The Science Department is offering senior students the following chemistry
courses this session:
CfE ADVANCED HIGHER CHEMISTRY
CfE HIGHER CHEMISTRY
NATIONAL 5 CHEMISTRY
NATIONAL 4 CHEMISTRY
Curricular Leader: Mrs L McIntosh
ADVANCED HIGHER CHEMISTRY
34
ENTRY REQUIREMENTS
A or B pass at Higher Grade Chemistry.
This course is particularly suitable for students who wish to proceed to degree courses in chemistry or related
subjects. As well as providing an excellent grounding for the future study of chemistry and chemistry-related
subjects, the Course also equips all learners with an understanding of the positive impact of chemistry on
everyday life
COURSE OUTLINE
The course builds on Higher level, developing further the underlying theories of Chemistry and the practical
skills used in the lab. It is particularly suitable for students who wish to proceed to degree courses in chemistry
or related subjects.
As well as providing an excellent grounding for the future study of chemistry and chemistry-related subjects,
the Course also equips all learners with an understanding of the positive impact of chemistry on everyday life
The course consists of 3 units in total:
Inorganic and Physical Chemistry (Advanced Higher)
Chemistry and Instrumental Analysis (Advanced Higher)
Researching Chemistry (Advanced Higher)
8 SCQF points Organic
8 SCQF points
8 SCQF points
COURSE ASSESSMENT (Advanced Higher)
In order to gain an award in the course a student must pass each of the Units plus the external assessments.
External assessments
Component 1 — question paper (100 marks)
The question paper will have 100 marks – Section 1 (multiple choice) 20 marks + Section 2 (extended response
questions) 80 marks. Two and a half hours are allowed for this exam.
Component 2 — project (30 marks)
Project: The project will have 30 marks. The project will assess the application of skills of scientific inquiry
and related chemistry knowledge and understanding.
Total marks
130 marks
Both assessment elements are externally marked by SQA.
Career/Employment Opportunities
This course and qualification could lead to


HND/degree programmes in a chemistry-based course or a related area, such as medicine, law,
dentistry, veterinary medicine, engineering, environmental and health sciences
careers in a chemistry-based discipline or related area, or in a wide range of other areas, such as oil
and gas exploration, renewable energy development, engineering, technology, pharmaceuticals,
environmental monitoring, forensics, research and development, management, civil service and
education
HIGHER CHEMISTRY
ENTRY REQUIREMENTS
35

Grade A pass at National 5

Pupils with no previous Chemistry experience will also be considered if they have grade A passes in
other relevant standard grades.
COURSE OUTLINE
The Course is a broad and up-to-date selection of concepts and ideas relevant to the central position of life
science within our society. It develops the concepts of biology.
The Course allows learners to develop deeper understanding of the underlying themes of biology: evolution
and adaptation; structure and function; genotype and niche. Within each of the Units, the scale of topics ranges
from molecular through to whole organism and beyond. In addition, to increase the relevance of the Course,
within each Unit the most relevant applications of biological understanding are highlighted.
Due to the interdisciplinary nature of the sciences, learners may benefit from studying Higher Biology along
with other science subjects, as this may enhance their skills, knowledge and understanding.
The Course is organised into 4 units:
Chemical Changes and Structure (Higher)
Researching Chemistry (Higher)
Nature’s Chemistry (Higher)
Chemistry in Society (Higher)
3 SCQF POINTS
3 SCQF POINTS
6 SCQF POINTS
6 SCQF POINTS
COURSE ASSESSMENT
To gain the award of the Course, the learner must first pass all of the Units (above) as well as the Course
assessment:
The Course assessment will consist of two Components: a question paper and an assignment.
3. Question Paper: The question paper will have 100 marks – Section 1 (multiple choice) 20 marks +
Section 2 (extended response questions) 80 marks. Two and a half hours are allowed for this exam.
4. Controlled Assignment: The controlled assignment will have 20 marks. Consists of a research stage
followed by a communication stage where the report is written under exam conditions.
Both assessment elements are externally marked by SQA.
Career/Employment Opportunities
This course and qualification could lead to
 further study, for example entry to an HND/degree programme in a chemistry-based course or a
related area, such as medicine, law, dentistry, veterinary medicine, engineering, environmental and
health sciences
 a career in a chemistry-based discipline or related area, or in a wide range of other areas, such as oil
and gas exploration, renewable energy development, engineering, technology, pharmaceuticals,
environmental monitoring, forensics, research and development, management, civil service and
education
NATIONAL 5 CHEMISTRY
ENTRY REQUIREMENTS
36


Completion of Curriculum for Excellence Science at level 4 Chemistry
National 4 Chemistry
There may also be progression from National 4 Environmental Science, National 4 Physics or National 4 Science
Courses.
COURSE OUTLINE
The main aims of this course are to:










develop and apply knowledge and understanding of chemistry
develop an understanding of chemistry’s role in scientific issues and relevant applications of chemistry,
including the impact theses could make in society and the environment
develop scientific inquiry and investigative skills
develop scientific analytical thinking skills in a chemistry context
develop the use of technology, equipment and materials, safely, in practical scientific activities
develop planning skills
develop problem solving skills in a chemistry context
use and understand scientific literacy, in everyday contexts, to communicate ideas and issues and to make
scientifically informed choices
develop the knowledge and skills for more advanced learning in chemistry
develop skills of independent working
There are three mandatory units



Chemical Changes and Structure
Nature’s Chemistry
Chemistry in Society
COURSE ASSESSMENT
In order to gain an award at National 5 level, the student must:



Pass the unit Assessments for all three units (outcome 2.1/2.4)
Complete an investigation and write a lab report (Outcome 1)
Complete a research task (Outcome 2.2/3)
FORMAL ASSESSMENT


Complete an investigative research assignment (Added Value Assignment – 20% of final mark)
Complete a graded (A –D) Question Paper (80% of final mark)
Career/Employment Opportunities
This course and qualification could lead to


further study, for example entry to an HND/degree programme in a chemistry-based course or a related
area, such as medicine, law, dentistry, veterinary medicine, engineering, environmental and health sciences
a career in a chemistry-based discipline or related area, or in a wide range of other areas, such as oil and gas
exploration, renewable energy development, engineering, technology, pharmaceuticals, environmental
monitoring, forensics, research and development, management, civil service and education
NATIONAL 4 CHEMISTRY
37
ENTRY REQUIREMENTS


Completion of Curriculum for Excellence Science Level 3
National 3 Chemistry
COURSE OUTLINE
The main aims of this course are to:








develop and apply knowledge and understanding of chemistry
develop an understanding of chemistry’s role in scientific issues and relevant applications of chemistry
in society and the environment
develop scientific inquiry and investigative skills
develop scientific analytical thinking skills in a chemistry context
develop the use of technology, equipment and materials, safely, in practical scientific activities
develop problem solving skills in a chemistry context
use and understand scientific literacy, in everyday contexts, to communicate ideas and issues
develop the knowledge and skills for more advanced learning in chemistry
There are three mandatory units



Chemical Changes and Structure
Nature’s Chemistry
Chemistry in Society
COURSE ASSESSMENT
In order to gain a pass at National 4, students must:



Pass the unit Assessments for all three units (outcome 2.1/2.4)
Complete an investigation and write a lab report (Outcome 1)
Complete a research task (Outcome 2.2/3)
FORMAL ASSESSMENT

Complete an investigative research assignment (Added Value Assignment)
Career/Employment Opportunities
This course and qualification could lead to


further study, for example entry to an HND/degree programme in a chemistry-based course or a related
area, such as medicine, law, dentistry, veterinary medicine, engineering, environmental and health
sciences
a career in a chemistry-based discipline or related area, or in a wide range of other areas, such as oil and
gas exploration, renewable energy development, engineering, technology, pharmaceuticals,
environmental monitoring, forensics, research and development, management, civil service and
education
COMPUTING
38
DEPARTMENT
The Computing Department is offering senior students the following courses this
session:
ADVANCED HIGHER COMPUTING
HIGHER COMPUTING
NATIONAL 5 COMPUTING SCIENCE
NATIONAL 4 COMPUTING SCIENCE
NATIONAL PROGRESSION AWARD 4/5
COMPUTER GAMES DEVELOPMENT
Acting Curricular Leader: Mr B Whelan
ADVANCED HIGHER COMPUTING
39
ENTRY REQUIREMENTS
An A or B pass at Higher Computing
COURSE OUTLINE
The course is most suitable for those students wishing to pursue a career in computing relating field from software
developer to engineering and games design
The Advanced Higher Computing course is a highly challenging academic course. The course requires the pupil to be
well motivated and to have excellent self-discipline with respect to study. Pupils are expected to take a mature approach
to self-study, and are expected to work through much of the theory and practical work by themselves. The course consist
of two units
Software Design and Development
This Unit explores a range of advanced concepts and processes relating to software design and development, including
complex algorithms, data structures and high-level programming. Learners will develop skills in designing, developing,
testing and evaluating well structured, modular programs through practical tasks, using appropriate programming
languages in a range of contemporary contexts. Through investigative and practical work, learners will gain an
understanding of the differences in a range of contemporary software development languages.
Information System Design and Development
This Unit explores a range of advanced concepts and processes relating to the design and development of complex
information systems. Learners will develop their knowledge and understanding of how contemporary information
systems are planned, developed and managed, gaining an insight into the application of processes, tools and techniques.
They will develop their independent learning skills by investigating and reporting on a contemporary information
system, describing its purpose, features and users, technical challenges, application of computational principles, and
current areas of research and development, examining its legal and ethical implications, and evaluating its
environmental, economic and social impact.
COURSE ASSESSMENT
To pass all the course the student must complete all units produce a project and pass a final exam.
CAREER/EMPLOYMENT OPPORTUNTIES
Computing is used a massive variety of jobs and situations and is becoming a necessary part of many technical careers.
A course in computing will be useful for





Engineering
Games Developer
Database administrator
System analyst
Multimedia Programmer
And many more
HIGHER COMPUTING
40
ENTRY REQUIREMENTS
An A or B pass at National 5 Computing Science.
COURSE OUTLINE
The Higher Computing course is not only about learning to use current hardware and software. It is designed
to provide candidates with both the necessary knowledge and understanding and practical skills to enable them
to become software developers of the future.
The course consists of units below
Software Design and Development
The general ain of this unit is to develop knowledge and understanding of advanced concepts and practical
problem solving skills in software design and development. Students will develop programming and
computational thinking skills by designing, implementing, testing, evaluating and explaining how these
programs work. Through investigation students will gain awareness of the impact of contemporary computing
technologies
Information System Design and Development
Students will apply their computational thinking skills to implement practical solutions using a range of
development tools to understand the technical, legal, environmental, economic and social issues related to one
or more information systems.
COURSE ASSESSMENT
To gain an award a student must pass all the units above as well as an external final exam.
CAREER/EMPLOYMENT OPPORTUNTIES
Computing is used a massive variety of jobs and situations and is becoming a necessary part of many technical careers.
A course in computing will be useful for




Engineering
Games Developer
Systems Developer
Technical Author
And many more
NATIONAL 5 COMPUTING SCIENCE
41
ENTRY REQUIREMENTS
Ordinarily a pass at National 4 Computing is required, but it is possible for more able students to choose
National 5 Computing without any previous Computing experience. This can be negotiated with Mr Whelan.
COURSE OUTLINE
The National 5 Computing Science course is designed to provide students with both the necessary knowledge
and understanding and the practical problem solving skills to enable them to become software developers and
computer scientists of the future. The course comprises two units:
Software Design and Development
The aim of this unit is for the student to develop their knowledge, understanding and practical problem-solving
skills in software design and development. Students will build on their programming skills by designing and
writing a range of complex and engaging computer programs.
Students will also explore how data and instructions are stored in binary form, and gain an understanding of
basic computer architecture.
Information System Design and Development
Students will design and produce advanced databases, web pages and other multimedia solutions. They will
also extend their understanding of computer hardware, software, connectivity and security.
COURSE ASSESSMENT
Practical coursework task: 40%
Final exam: 60%
CAREER/EMPLOYMENT OPPORTUNTIES
Computing is used a massive variety of jobs and situations and is becoming a necessary part of many technical careers.
A course in computing will be useful for





Engineering
Games Developer
Database administrator
System analyst
Multimedia Programmer
And many more
NATIONAL 4 COMPUTING SCIENCE
ENTRY REQUIREMENTS
42
This course is suitable for any student, and no previous Computing qualification is necessary.
COURSE OUTLINE
The National 4 Computing Science course is designed to provide students with both the necessary knowledge
and understanding and the practical problem solving skills to enable them to become software developers and
computer scientists of the future. The course comprises two units:
Software Design and Development
The aim of this unit is for the student to develop basic knowledge, understanding and practical problemsolving skills in software design and development. Students will develop their programming skills by
designing and writing a range of engaging computer programs.
Students will also explore how different types of computer software applications are used in society.
Information System Design and Development
Students will design and produce databases, web pages and other multimedia solutions. They will also develop
an understanding of basic computer hardware, software, connectivity and security.
COURSE ASSESSMENT
To achieve the National 4 Computing Science Course, learners must pass all of the required
Units including the Added Value Unit
CAREER/EMPLOYMENT OPPORTUNTIES
Computing is used a massive variety of jobs and situations and is becoming a necessary part of many technical careers.
A course in computing will be useful for





Engineering
Games Developer
Database administrator
System analyst
Multimedia Programmer
And many more
COMPUTER GAMES DEVELOPMENT
NATIONAL PROGRESSION AWARD 4/5
43
ENTRY REQUIREMENTS
This course is suitable for any student, and no previous Computing qualification is necessary.
COURSE OUTLINE
The computer games industry in the UK is worth an estimated £4 billion per year. As well as offering career
opportunities, computer games design also helps to develop problem solving skills, team work and creativity.
The Computer Games Development course will offer an introduction to the design and development of
computer games. Students will be able to design their own computer games and levels, edit graphics and
sound, and then produce, launch and market a final version of their game for others to play.
The course comprises 3 units:



Computer Games: Design
Computer Games: Media Assets
Computer Games: Development
COURSE ASSESSMENT
Each unit is assessed by practical work and a short written assessment. There is no examination at the end of
the course
CAREER/EMPLOYMENT OPPORTUNTIES
Computing games design is growing sector in Scotland and many opportunities now exist for individuals to create
games and apps


Computing games design industry
Further study of programming /design/ games design.
CRAFT, DESIGN AND
44
TECHNOLOGY DEPARTMENT
The Craft, Design and Technology Department is offering senior students the
following courses this session:
HIGHER GRAPHIC COMMUNICATION
NATIONAL 4/5 GRAPHIC COMMUNICATION
HIGHER DESIGN AND MANUFACTURE
NATIONAL 4/5 DESIGN AND MANUFACTURE
NATIONAL 4/5 PRACTICAL WOODWORKING
Curricular Leader: Mrs L Alexander
HIGHER GRAPHIC COMMUNICATION
45
ENTRY REQUIREMENTS



National 5 pass in Graphic Communication
By negotiation with CDT staff
Art & Design would be beneficial
COURSE OUTLINE
The aims of the Course are to enable learners to develop:





skills in graphic communication techniques, including the use of equipment, graphics materials and
software
creativity in the production of graphic communications to produce visual impact in meeting a specified
purpose
skills in evaluating the effectiveness of graphics in communicating and meeting their purpose
an understanding of graphic communication standards protocols and conventions, where these apply
an understanding of the impact of graphic communication technologies on our environment and society
The course consists of two mandatory units
2D Graphic Communication (Higher)
This Unit helps learners to develop their creativity and presentation skills within a 2D graphic communication
context. It will allow learners to initiate, plan, develop and communicate ideas graphically, using twodimensional graphic techniques. Learners will develop a number of skills and attributes within a 2D graphic
communication context, including spatial awareness, visual literacy, and the ability to interpret given
drawings, diagrams and other graphics. Learners will evaluate the effectiveness of their own and given graphic
communications to meet their purpose.
3D and Pictorial Graphic Communication (Higher)
This Unit helps learners to develop their creativity and presentation skills within a 3D and pictorial graphic
communication context. It will allow learners to initiate, plan, develop and communicate ideas graphically,
using three-dimensional graphic techniques. Learners will develop a number of skills and attributes within a
3D graphic communication context, including spatial awareness, visual literacy, and the ability to interpret
given drawings, diagrams and other graphics. Learners will evaluate the effectiveness of their own and given
graphic communications to meet their purpose.
Across both Units, learners will develop an understanding of how graphic communication as an activity, and
graphic technologies by their use, impact on our environment and society.
COURSE ASSESSMENT
46
Component 1 — question paper
The purpose of the question paper is to assess learners’ skills, knowledge and visual literacy through the
graphics techniques and practice they have acquired.
The question paper will have 70 marks (50% of the total mark).
Component 2 — assignment
The purpose of the Graphic Communication Assignment is to draw on, extend and apply the skills and
knowledge developed and acquired during the Course.
Evidence will be produced through the learner’s graphic response to a brief. The assignment will have 70
marks (50% of the total mark).
Career/Employment Opportunities
This course and qualification could lead to






Architecture
Computer Aided Design
Engineering
Game Design
Graphic Design




Industrial Design
Interior Design
Product Design
Sign Making
Technical Illustration
NATIONAL 5 GRAPHIC COMMUNICATION
ENTRY REQUIREMENTS

At the discretion of the department, but students will benefit from previously having studied within the
department.
47

See Mr Brebner or Mr Carter for further details.
COURSE OUTLINE
The course provides opportunities for students to gain skills in reading, interpreting and creating graphic
communications. Students will initiate, develop and communicate ideas graphically. They will develop spatial
awareness.
The course is practical, yet exploratory and experiential in nature. It combines elements of creativity and
communicating for visual impact with elements of protocol and an appreciation of the importance of graphic
communication standards, where these are appropriate. Work will be produced in a mix of both manual and
digital format, as appropriate to the tasks.
The course consists of 2 mandatory units:
2D Graphic Communication
This Unit helps students develop their creativity and skills within a 2D graphic communication context. It will
allow students to initiate, develop and communicate ideas graphically using two-dimensional graphic
techniques. They will develop 2D spatial awareness.
3D and Pictorial Graphic Communication
This Unit helps students develop their creativity and skills within a 3D and pictorial graphic communication
context. It will allow students to initiate, develop and communicate ideas graphically using three-dimensional
and pictorial graphic techniques. They will develop 3D spatial awareness.
COURSE ASSESSMENT
To gain the National 5 qualification the student must complete the 2 mandatory units and the following:
Question paper (50 marks, externally assessed)
Assignment (50 marks, internally assessed)
Career/Employment Opportunities
This course and qualification could lead to





Architecture
Computer Aided Design
Engineering
Game Design
Graphic Design





Industrial Design
Interior Design
Product Design
Sign Making
Technical Illustration
And many more
NATIONAL 4 GRAPHIC COMMUNICATION
ENTRY REQUIREMENT


At the discretion of the department, but students will benefit from previously having studied within the
department.
See Mr Brebner or Mr Carter for further details.
48
COURSE OUTLINE
The course provides opportunities for students to gain skills in reading, interpreting and creating graphic
communications. Students will initiate, develop and communicate ideas graphically. They will develop spatial
awareness.
The course is practical, yet exploratory and experiential in nature. It combines elements of creativity and
communicating for visual impact with elements of protocol and an appreciation of the importance of graphic
communication standards, where these are appropriate. Work will be produced in a mix of both manual and
digital format, as appropriate to the tasks.
The course consists of 3 mandatory units:
2D Graphic Communication
This Unit helps students develop their creativity and skills within a 2D graphic communication context. It will
allow students to initiate, develop and communicate ideas graphically using two-dimensional graphic
techniques. They will develop 2D spatial awareness.
3D and Pictorial Graphic Communication
This Unit helps students develop their creativity and skills within a 3D and pictorial graphic communication
context. It will allow students to initiate, develop and communicate ideas graphically using three-dimensional
and pictorial graphic techniques. They will develop 3D spatial awareness.
Graphic Communication Assignment
Students will be able to extend and apply their knowledge and skills through the assignment They will draw
on their range of graphic communication experiences from the Units in order to produce an effective overall
response to the assignment.
COURSE ASSESSMENT
This course will be internally assessed and moderated by the SQA. In order to achieve a pass within the
subject, students must complete all 3 units.
Career/Employment Opportunities
This course and qualification could lead to






Architecture
Computer Aided Design
Engineering
Game Design
Graphic Design




Industrial Design
Interior Design
Product Design
Sign Making
Technical Illustration
And many more
HIGHER DESIGN AND MANUFACTURE
ENTRY REQUIREMENTS

At the discretion of the department, but students will benefit from previously having studied within the
department.
49



See Mr Brebner or Mr Carter for further details.
Must be studying English at Higher or above
Progression onto Advanced Higher Design and Manufacture
Course Outline
Design and Manufacture: Design (Higher)
This Unit covers the processes of product design from brief to resolved design proposals and specification. It
helps learners develop skills in initiating, developing, articulating and communicating design proposals for
products. It allows them to gain skills and experience in evaluating design proposals in order to refine, improve
and resolve them. It allows them to develop an appreciation of design concepts and the various factors that
influence the design and manufacture of products.
Design and Manufacture: Materials and Manufacturing (Higher)
This Unit covers the processes of product design from design proposals to prototype. It allows learners to gain
skills in planning and making models and prototypes. It helps learners to ‘close the design loop’ by
manufacturing a set of design ideas. It allows them to develop an appreciation of manufacturing practicalities.
It allows them to strengthen an appreciation of the various factors that influence the design and manufacture
of products. It allows learners to consider the manufacturing techniques and processes that would apply to a
design proposal in an industrial/commercial context.
In both Units, learners will gain knowledge and understanding of design and manufacturing technologies and
how these impact on our environment and society.
Course Assessment
Assignment
70 marks (50%)
The purpose of the assignment is to assess the learner’s ability to apply skills, knowledge and understanding
to solve a design task in a given context. It assesses the learner’s ability to communicate, generate and refine
ideas and apply modelling and/or prototyping skills in presenting a potential solution.
Question Paper
70 marks (50%)
The purpose of the question paper is to assess the learner’s ability to retain and integrate knowledge and
understanding from across the Course.
Career/Employment Opportunities
This course and qualification could lead to






Architecture
Building Technology
CNC Machining
Computer Aided Design
Computer Aided Manufacture
Drilling






Engineering
Ergonomics
Exhibition Design
Game Design
Graphic Design
Industrial Design






Interior Design
Product Design
Production Management
Set Design
Sign Making
Technical Illustration
NATIONAL 5 DESIGN AND MANUFACTURE
ENTRY REQUIREMENTS

At the discretion of the department, but students will benefit from previously having studied within the
department.
50



See Mr Brebner or Mr Carter for further details.
Must be studying English at National 5 or above
Progression onto Higher and Advanced Higher Design and Manufacture
COURSE OUTLINE
The course provides a broad practical introduction to design, materials and manufacturing processes. It
provides opportunities for students to gain skills in both designing and in communicating design proposals. It
allows students to explore the properties and uses of materials and to make models and prototypes of products.
The course will be split between classroom and workshop based learning.
The course consists of 2 mandatory units and a course assessment:
Design
This unit will allow students to develop skills in initiating, developing, articulating and communicating simple
design proposals. They will develop an appreciation of the design/make/test process and the importance of
evaluating and resolving work on an ongoing basis. It allows them to develop an appreciation of design
concepts and the various factors that influence the design of products.
Materials & Manufacturing
This Unit covers the product design process from design proposals to prototype and product. It allows students
to ‘close the design loop’ by manufacturing their design ideas.
COURSE ASSESSMENT
To gain the National 5 qualification the student must complete the 2 mandatory unit and the following:
Design Assignment (90 Marks, internally assessed)
Students will demonstrate their design skills and practical skills, with each accounting for 50% of the overall
90 marks available.
Question Paper (60 Marks, externally assessed)
Students will demonstrate their knowledge and understanding of how products are influenced by materials
and processes, their knowledge and understanding of the use of tools and their knowledge of how products
are influenced by design factors.
Career/Employment Opportunities
This course and qualification could lead to






Architecture
Building Technology
CNC Machining
Computer Aided Design
Computer Aided Manufacture
Drilling






Engineering
Ergonomics
Exhibition Design
Game Design
Graphic Design
Industrial Design






Interior Design
Product Design
Production Management
Set Design
Sign Making
Technical Illustration
NATIONAL 4 DESIGN AND MANUFACTURE
ENTRY REQUIREMENTS


At the discretion of the department, but students will benefit from previously having studied within the
department
See Mr Brebner or Mr Carter for further details
51


Must be studying English at National 4 or above
Progression onto National 5 Design and Manufacture
COURSE OUTLINE
The course provides a broad practical introduction to design, materials and manufacturing processes. It
provides opportunities for students to gain skills in both designing and in communicating design proposals. It
allows students to explore the properties and uses of materials and to make models and prototypes of products.
The course will be split between classroom and workshop based learning.
The course consists of 3 mandatory units:
Design
The unit will allow students to develop skills in initiating, developing, articulating and communicating simple
design proposals. They will develop an appreciation of the design/make/test process and the importance of
evaluating and resolving work on an ongoing basis. It allows them to develop an appreciation of design
concepts and the various factors that influence the design of products.
Materials and Manufacturing
This Unit covers the product design process from design proposals to prototype and product. It allows students
to ‘close the design loop’ by manufacturing their design ideas.
Design and Manufacture Assignment
In this unit students will draw on their range of design knowledge and skills, knowledge of materials and
manufacturing and apply their practical skills, in order to produce an effective overall response to a design
brief. The brief will relate to a straightforward product design scenario. The response will include a folio, a
model or a prototype, or a completed product.
COURSE ASSESSMENT
This course will be internally assessed and moderated by the SQA. In order to achieve a pass within the
subject, students must complete all 3 units.
Career/Employment Opportunities
This course and qualification could lead to






Architecture
Building Technology
CNC Machining
Computer Aided Design
Computer Aided Manufacture
Drilling






Engineering
Ergonomics
Exhibition Design
Game Design
Graphic Design
Industrial Design






Interior Design
Product Design
Production Management
Set Design
Sign Making
Technical Illustration
NATIONAL 4/5 PRACTICAL WOODWORKING
ENTRY REQUIREMENTS
At the discretion of the department, but it would benefit you to have some level of craft skills prior to
choosing the course. See Mr Brebner or Mr Carter for further details.
52
Health and Safety is an assessable element of the course, therefore a high standard of behaviour is
required.
As the course consists predominantly of practical workshop experiences, a high level of attendance is
expected.
A small fee will be charged in order to remove projects from school to cover material costs. This has
normally been around £10 for the year.
COURSE OUTLINE
This is a practical course were lessons take place in the workshop, particularly suitable if you are hoping to
have a career in the construction industry. It may also be useful to you if you are interested in learning about
materials and technology and in developing craft skills as a hobby. Making things from wood gives you a
sense of achievement and the course in general helps to build your confidence and self-discipline.
You will make FOUR woodwork projects, 3 of which will cover the relevant outcomes and 1 which will allow
you to demonstrate the skills and knowledge you have acquired through completion of the previous outcomes.
There are four units in the course –
Flat Frame Construction
 to acquire knowledge of a range of tools, materials and processes
 to make a range of basic joints that are commonly used in the production of flat frame joinery
 to manufacture a flat-framed wooden product from a working drawing
Carcass Construction
 to select and use woodworking tools for specific purposes and acquire knowledge of a range of tool,
materials and processes
 to make a range of basic woodworking joints that could be used in a wide range of carcass joinery
constructions
 to manufacture a carcass or box product from a working drawing.
Machining and Finishing: Wood
 to acquire knowledge of associated tools, materials and processes
 to learn to set up and use a range of common machine and power tools in accordance with safe working
practice
 to manufacture a machined component from a working drawing
 to learn to use various finishing techniques including a range of surface preparations such as planning and
sanding.
Added Value Unit/Course Assessment: Making a Finished Product from Wood
 to draw on and extend their range of practical woodworking experiences and skills.
COURSE ASSESSMENT
Course work is assessed internally in accordance with SQA guidelines. In order to attain a pass within the
subject you must complete all four units to a satisfactory standard. No folio is required.
Career/Employment Opportunities
This course and qualification could lead to
53







Cabinet Making
Engineering
Farm work
Furniture Manufacture
Joinery
Machining





Pipefitting
Plumbing
Sawmill Work
Sheet Metal Work
Shop Fitting
Wood Machining
DRAMA
DEPARTMENT
54
The Drama Department is offering senior students the following courses this
session:
ADVANCED HIGHER DRAMA
HIGHER DRAMA
NATIONAL 5 DRAMA
NATIONAL 4 DRAMA
Curricular Leader: M Sheail
___________________________________________________________________________
ADVANCED HIGHER DRAMA
ENTRY REQUIREMENTS
Students should have passed

Higher Drama at grades A or B
55
In addition, they must have passed Higher English, or achieved an A at National 5 English
COURSE OUTLINE
There are three units
1. Drama Skills
This Unit will focus on students developing their knowledge of methodologies, theatre practices and texts to progress
their devising, directing and performing skills.
They will explore the evolution of the role and craft of the actor, director, and designer. Through devised and textual
activities, students will practically explore a variety of acting, directing and design concepts.
Students will independently create a devised drama production, using their dramatic interpretation of complex texts.
This will explore how meaning can be communicated to an audience through practical realisation of their own theatrical
concepts. Students will also evaluate the effectiveness of their concepts.
2. Drama Production Skills
In this Unit, learners will focus on a study of a key theatre practitioner, and explore in depth the influences on and the
theory and practice of their chosen practitioner. They will explore and analyse key productions that reflect their acting
or directing or design methodologies through both research and practical experimentation.
3. Added Value Unit
Students will draw on, extend and apply the skills they have learned during the course. This will be assessed through a
drama performance and a project. The Drama performance will involve analysing their chosen text (historical, social
and cultural contexts, previous productions and their own concept) to create and present drama. The project will require
demonstration of a depth of knowledge and understanding from the Units in the Course.
As part of the performance, students will be required to produce an extended response in the form of a report. The report
will focus on the process which the student undertook in order to arrive at the concepts for the performance. A copy of
this report will be required to be sent to the Visiting Examiner before the Drama performance, and will form part of the
Course assessment.
COURSE ASSESSMENT
To gain Advanced Higher the candidate must pass all units as well as the external assessment.
The external assessment involves a practical assessment in acting, directing or production supported by a report (60%
of marks), and a written report based on relevant and current performance theories and practice (40% of marks)
Career/Employment Opportunities
This course and qualification could lead to
 Teacher
 Actor
 Stage Manager
HIGHER DRAMA
ENTRY REQUIREMENTS
Students would normally have passed
 National 5 Drama
 National 5 English
56

In addition, students should be studying Higher English.
COURSE OUTLINE
There are two mandatory units
1. Drama Skills
This Unit will require students to portray a complex character and demonstrate their ability to direct others.
Students will develop their directing/characterisation skills and refine drama forms and structures. Students
will evidence their ability to apply their skills through learning lines, annotated scripts, dramatic commentary
and so forth.
Students will undertake the process of the dramatic interpretation and analysis of texts in a practical way through
drama. They will look at the historic, social and cultural context of the texts and consider the ideas and meaning
contained within it. Then, using acting and directing skills, they will apply a range of drama skills to work
together in order to communicate their theatrical statement.
The Unit will focus on students developing their knowledge of texts and using that as a catalyst to progress their
devising, directing and performing skills.
2. Drama: Production Skills
This Unit will require students to demonstrate their ability to design and use production skills. Activities may
include devising and/or selecting and/or adapting pieces of set, creating lighting effects, creating live sound
effects and making a sound-effects recording, sourcing and/or devising and/or adapting props, selecting and/or
adapting pieces of costume, and using and creating effects with stage make-up.
Students will research one dramatic text in its theatrical and historical context by exploring the style, structure,
genre and staging of the text. The emphasis of the exploration is from the perspective of a chosen production
area as either: an actor or; a director or; a designer.
They will then, within the chosen production area, create and develop a performance concept in preparation for
performance. They will apply their knowledge of their production skill as they explore, design and create and
present their production concept.
Creating and presenting drama will be required in both Units in front of an audience.
COURSE ASSESSMENT
To gain a Higher award, the candidate must achieve both mandatory units as well as the external assessments.
The performance has two sections:
A. Preparation for Performance – this will include research on the chosen text and the processes used to
reach their acting or directing or design concept for the performance
B. Performance – Acting, Directing or Designing.
The question paper will have two Sections.
Section A: This section will deal with comment on the social, historical and /or theatrical contexts of the
studied prescribed text. Students will be required to demonstrate an understanding of how the text can be
communicated to an audience through performance.
57
Section B: This section will take the form of a written analysis of a performance that the student has seen.
Career/Employment Opportunities
This course and qualification could lead to



Teacher
Actor
Stage Manager
NATIONAL 5 DRAMA
ENTRY REQUIREMENTS
58
This course may be offered to S3 students coming back in S4 to sit Drama as one of their National Certificate
courses. It may also be offered to those students who have not taken Drama since S1 but who want to come
back to further their Drama skills in S4, S5 or S6, although this would need to be discussed with Miss Sheail.
COURSE OUTLINE
National 5 Drama consists of two main units outlined below:
1. Drama Skills
In this Unit, students will explore and develop a range of drama skills and ways of communicating thoughts
and ideas to an audience. They will develop a range of skills as an actor. They will learn how to respond
to stimuli, including text. They will also learn how to develop portrayal of character in a range of ways
and develop knowledge and understanding of form, structure, genre and style when creating and presenting
drama.
Students will develop knowledge and understanding of social and cultural influences on drama. They will also learn
how to evaluate their own progress and that of other students.
2. Production Skills
In this Unit, students will develop a range of production skills. These include Lighting, Sound, Set, Make-up,
Costume and Props. They will use these skills to enhance drama when presenting. Students will use problemsolving skills in order to generate ideas for presenting drama.
COURSE ASSESSMENT
The Drama Skills and Production Skills units will be assessed throughout the year as each task within a unit
is evaluated. Evidence will be generated through class work.
There will also be an assessment of a Drama Performance at the end of the course plus a formal question
paper. The question paper will require demonstration of a depth of knowledge and understanding from the
course.
Career/Employment Opportunities
This course and qualification could lead to



Teacher
Actor
Stage Manager
NATIONAL 4 DRAMA
ENTRY REQUIREMENTS
59
This course may be offered to current S3 Drama students coming back in S4 to sit Drama as one of their National
Certificate courses. It may also be offered to those students who have not taken Drama since S1 but who want to come
back to further their Drama skills in S5 or S6, although this would need to be discussed with Miss Sheail.
COURSE OUTLINE
National 4 Drama consists of three main units outlined below.
1. Drama Skills
In this Unit, students will explore and develop drama skills and ways of communicating thoughts and ideas to
an audience. They will learn how to respond to stimuli. They will also learn how to develop portrayal of
character and will develop knowledge of form, structure, genre and style when creating and presenting drama.
Students will develop knowledge of social and cultural influences on drama. They will also learn how to reflect
on their own progress and that of other students.
2. Production Skills
In this Unit, students will explore and develop production skills. These include Lighting, Sound, Set, Make-up,
Costume and Props. They will use these skills to enhance drama when presenting. Students will use problemsolving skills in order to generate ideas for presenting drama.
3. Drama Performance (Added Value Unit)
Students will draw on and extend their knowledge and apply their production skills in a drama performance.
The Unit will focus on the process and product of learning. The performance will be sufficiently open and
flexible to allow for personalisation and choice.
COURSE ASSESSMENT
The Drama Skills and Production Skills units will be assessed throughout the year as each task within a unit is evaluated.
Evidence will be generated through class work. For the Drama Performance unit the student will draw on, extend and
apply the skills they have learned during the Course. This will be assessed through a drama performance. The
performance will involve creating and presenting a drama. Overall grade for this course, like other National 4 exams,
will be pass/fail at the end of the year.
Career/Employment Opportunities
This course and qualification could lead to



Teacher
Actor
Stage Manager
ENGLISH
DEPARTMENT
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The English department is offering senior students the following courses this
session:
ADVANCED HIGHER ENGLISH
NEW HIGHER ENGLISH
NATIONAL 5 ENGLISH
NATIONAL 4 ENGLISH
HIGHER MEDIA
NATIONAL 5 MEDIA
INTERMEDIATE 1 AND 2 CORE SKILLS
Curricular Leader: Mrs L Craik-Collins
ADVANCED HIGHER ENGLISH
ENTRY REQUIREMENTS
61



A pass at new Higher
Genuine interest in English Literature/Language/Communication/Media
Desire to develop own creative writing skills, perhaps for a career in writing, journalism or the media.
COURSE OUTLINE


The Course is made up of two mandatory Units. The main purpose of the Course is to provide learners
with the opportunity to apply analytical and evaluative skills to a wide range of texts. Learners interpret
complex literary forms, produce sophisticated language and develop the skills outlined in the Units.
Units are statements of standards for assessment and not programmes of learning and teaching. They
can be delivered in a number of ways.
Mandatory Units
English: Analysis and Evaluation (Advanced Higher)
 The purpose of this Unit is to provide learners with opportunities to develop the skill of critically
responding to complex and sophisticated texts by applying knowledge of the various ways by which
meaning is created, and by understanding critical concepts and approaches. Learners extend and refine
their skills of analysis and evaluation through the study of complex and sophisticated literary texts
from the genres of drama, poetry and prose (fiction and non-fiction).
 Learners will also develop independent learning skills by selecting materials for research into an aspect
or aspects of literature, formulating relevant tasks and researching primary and secondary sources.
Learners also develop organisational and presentational skills required in the production of a
dissertation.
English: Creation and Production (Advanced Higher)
 The purpose of this Unit is to provide learners with the opportunity to extend and refine their writing
skills through the production of different types of writing. Learners will use language creatively for a
variety of purposes and in a variety of forms. Learners will develop a range of skills necessary for the
deployment of language to create effect.
COURSE ASSESSMENT
All Units are internally assessed, either on a Unit-by-Unit basis or by combined assessment.
They will be assessed on a pass/fail basis within centre.
Mandatory Units
English: Analysis and Evaluation (Advanced Higher)
Learners will provide evidence of their ability to critically respond to previously studied complex and
sophisticated texts, and of their ability to carry out an independent study into an aspect or aspects of literature.
English: Creation and Production (Advanced Higher)
Learners will provide evidence of their writing skills through the production of writing which demonstrates a
range of skills necessary for the deployment of language to create effect.
The Course assessment will take the form of:

a question paper1 through which learners will write a critical response on drama or prose, and
undertake a textual analysis of an unseen poem or extract from a poem, demonstrating an in-depth
knowledge and understanding of complex and sophisticated literary text(s)
and:
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
a portfolio, which will contain two pieces of writing, and the dissertation
CAREER/EMPLOYMENT OPPORTUNITIES
These courses and qualifications could lead to:







A sought after place at a leading University.
High ranking Media posts: editor; broadcaster; scriptwriter; reporter.
Diplomatic service
Political Office
Author of published works.
Research specialist in a field of your choice.
Business liaison Officer.
NEW HIGHER ENGLISH
ENTRY REQUIREMENTS

An A or B pass at National 5, in conjunction with a teacher’s recommendation.
COURSE OUTLINE
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The course is designed to enrich the experience of students through the study of language and literature and
to develop the skills of understanding and communication. Students must pass all internal course units, as
well as the final examination assessment.
Internal assessment will be covered by two Units:
Creation and Production
The candidate must pass an internal assessment of both Writing and Talking skills, meeting the required SQA
criteria at this level.
Analysis and Evaluation
The candidate must pass an internal assessment of both Reading and Listening skills, meeting the required
SQA criteria at this level.
Portfolio of Writing
In addition to this, pupils must complete a folio of two written pieces; one broadly discursive and one broadly
creative. This portfolio is set by the department and conducted under some supervision. Preparation will take
place mainly in the student’s own time and will involve a wide and varied researching of topic and current
materials. Evidence will be submitted to SQA for external marking.
No assessed piece may be redrafted more than twice.
In preparation for the final examination, pupils will study three class texts, from the genres of poetry, drama
and prose. One of these texts will be the set Scottish text and pupils will be expected to answer 4 or 5 textual
analysis questions on an extract/poem presented in the exam. They will then be asked to compare the
extract/poem to the rest of the text/another poem by the same poet, in a mini-critical response. The candidates
will choose from the remaining two texts and write one full critical response. These texts will be studied in
class time, however, it is fully expected that candidates will revise and study their notes/quotations at home
from the start of the August term. There may also be readings and practice papers to be undertaken during
private study.
COURSE ASSESSMENT
Portfolio of Writing
Marked out of 30 (15 marks per essay) - 30% of overall award
Exam
Reading for Understanding, Analysis and Evaluation: marked out of 30 - 30% of overall award
(1hr 30mins)
Critical Reading: marked out of 40 (Scottish set text/20; 1 critical response/20) – 40% of overall award (1hr
30mins)
CAREER/EMPLOYMENT OPPORTUNITIES
These courses and qualifications could lead to:




A place in further education relating to a wide variety of subject areas
Journalism – TV, Radio, Print
Law
Teacher
64

As a subject sought after by the majority of businesses and areas of higher education, English opens
many doors.
NATIONAL 5 ENGLISH
ENTRY REQUIREMENTS


Secure overall award and performance for Third Level Experiences and Outcomes or
Developing/Consolidating award and performance for Fourth Level Experiences and Outcomes.
Pass at all components of the National 4 English Course
65
COURSE OUTLINE
The course is designed to enrich the experience of students through the study of language and literature and
to develop the skills of understanding and communication. It is a bridging step, developing key skills studied
at level 3 Secure and level 4 of Curriculum for Excellence. It is also a course which directly correlates in
structure with the new Higher course and can be a stepping stone to this qualification. Students must pass all
internal course units, as well as the final examination assessment.
Internal assessment will be covered by two Units:
Creation and Production
The candidate must pass an internal assessment of both Writing and Talking skills, meeting the required SQA
criteria at this level.
Analysis and Evaluation
The candidate must pass an internal assessment of both Reading and Listening skills, meeting the required
SQA criteria at this level.
Portfolio of Writing
In addition to this, pupils must complete a folio of two written pieces; one broadly discursive and one broadly
creative. This portfolio is set by the department and conducted under some supervision. Preparation will take
place mainly in the student’s own time. Evidence will be submitted to SQA for external marking.
No assessed piece may be redrafted more than twice.
In preparation for the final examination, pupils will study three class texts, from the genres of poetry, drama
and prose. One of these texts will be the set Scottish text and pupils will be expected to answer 4 or 5 textual
analysis questions on an extract/poem presented in the exam. They will then be asked to compare the
extract/poem to the rest of the text/another poem by the same poet, in a mini-critical response. The candidates
will choose from the remaining two texts and write one full critical response. These texts will be studied in
class time, however, it is fully expected that candidates will revise and study their notes/quotations at home
from the start of the August term. There may also be readings and practice papers to be undertaken during
private study.
COURSE ASSESSMENT
Portfolio of Writing
Marked out of 30 (15 marks per essay) - 30% of overall award
Exam
Reading for Understanding, Analysis and Evaluation: marked out of 30 - 30% of overall award
(1hr)
Critical Reading: marked out of 40 (Scottish set text/20; 1 critical response/20) – 40% of overall award (1hr
30mins)
CAREER/EMPLOYMENT OPPORTUNITIES
This course and qualification could lead to:



A place in further education relating to a wide variety of subject areas
Acceptance into a range of apprenticeships and work placements
Positions in business relating to public relations
66




Event Organiser
Personal Assistant
Youth Worker
As a subject sought after by the majority of businesses and areas of higher education, English opens
many doors.
NATIONAL 4 ENGLISH
ENTRY REQUIREMENTS

Developing or Consolidating overall award and performance regarding Third Level Experiences and
Outcomes.
COURSE OUTLINE
67
Students will complete four mandatory units:
 Analysis and Evaluation
 Creation and Production
 Literacy
 Added Value Unit Assignment
COURSE ASSESSMENT
All units are internally assessed on a pass/fail basis. They can be assessed on a unit-by-unit
basis or by combined assessment.
Analysis and Evaluation
Students will provide evidence of their listening and reading skills, as well as their knowledge
of language and their analysis and evaluation skills.
Creation and Production
Students will provide evidence of their talking and writing skills and demonstrate the
knowledge required to create texts.
Literacy
Students will provide evidence of all the above skills, across projects.
Added Value Unit
This unit will focus on challenge and application. Students will focus on a topic, research it,
plan their written piece and present their findings.
CAREER/EMPLOYMENT OPPORTUNITIES
This course and qualification could lead to:



Administration/Customer Care related posts
Certain apprenticeships and work placements
As a subject sought after by the majority of businesses and areas of further education,
English opens many doors.
HIGHER – MEDIA STUDIES
ENTRY REQUIREMENTS

A clear interest in making and studying movies, showing evidence of work at level 4 English and a view
and perhaps considering Media as a career option.
68
COURSE OUTLINE

Through the study of a wide variety of Media forms, you will deepen and develop your knowledge and
understanding of the media world. As you watch, listen and analyse media genres and texts, you will
learn and be able to comment on why certain aspects/categories and literacies are used and be able to
fully evaluate a film on various levels and merits.

You will be given the responsibility of taking on a variety of roles throughout the course in the creation
and production unit, so as to sample all areas of the media world and to better equip yourself for deciding
what area you could specialise in, through further education. These opportunities will offer you the
chance to work with professionals in this field, utilising state of the art equipment.
COURSE ASSESSMENT
The Course assessment will consist of two Components: a question paper and an assignment. The question
paper will have one Section. The assignment will have two Sections.
Component 1 — question paper (50 marks/50% of total award)
The purpose of this question paper is to assess the learner’s ability to apply knowledge and understanding by
analysing media content in context and the role of media.
This question paper will give learners an opportunity to demonstrate the following skills, knowledge and
understanding:
 analysis of media content in context
 analysis of the role of media within society
 applying knowledge and understanding of the key aspects of media literacy
This question paper has one Section.
Learners will answer questions on familiar media content.
Marks will be awarded for the learner’s analysis of media content in context, the role of media, and applying
knowledge of the relevant key aspects of media literacy.
Component 2 — assignment (50 marks/50% of total award)
The purpose of this assignment is to assess the learner’s ability to apply the skills, knowledge and
understanding acquired throughout the Course in a production of media content. Learners will carry out an
assignment set by SQA, using a brief negotiated in their centre.
This assignment will give learners an opportunity to demonstrate their skills, knowledge and understanding
of production techniques in an assignment which:
 involves a degree of personalisation and choice
 requires consideration of possibilities and problem solving in planning and production processes
 requires application of knowledge and understanding of the relevant key aspects of media literacy
 allows the learner to reflect on production experience and challenges
This assignment has two Sections.
Section 1: Planning will have 25 marks. In response to a negotiated brief, learners will research and plan media
content, and consider the impact of actual or likely constraints.
Section 2: Development will have 25 marks. Learners make the planned media content and reflect on the
effectiveness of their development process and finished content.
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Marks will be awarded for the learner’s ability to research and generate ideas appropriate to a negotiated brief,
develop and justify media content choices, and evaluate the impact of actual or likely constraints on the media
content.
CAREER/EMPLOYMENT OPPORTUNITIES
This course and qualification could lead to:




A sought after place in further education relating to specific areas in the world of Media
Writer – of scripts/storylines for major productions
Acceptance into the sphere of Film and Television, at the level of promoted posts and fast track
programmes, including roles such as: director; producer; editor; actor.
Media Director; Planner; Supervisor in the sphere of advertising
NATIONAL 5 – MEDIA STUDIES
ENTRY REQUIREMENTS

A clear interest in making and studying movies as well as showing evidence of work at secure level 3
English
70
COURSE OUTLINE

Through the study of various forms of Media, you will deepen your knowledge and understanding of
the media world. As you watch, listen to and analyse various media texts you will learn why certain
aspects/categories and literacies are used and be able to evaluate a film on various levels and merits.

You will also get the opportunity to take on several roles throughout the course in the creation and
production unit and find what really interests you. Perhaps you want to sit in the director’s seat; star as
the leading role or see your ideas come to life through your cleverly written script. If a life completely
away from the limelight is for you, you will also learn through the planning and preparation stages of a
project, how to use a camera and sound equipment and edit the footage to produce the next big hit.
COURSE ASSESSMENT
Component 1: One question paper (30 marks)
Students will be examined on the following in an external examination (set and marked by the SQA) –
 Analysis of familiar media content
 Analysis of the role of media in society
 Applying knowledge and understanding of the key aspects of media literacy
Component 2: Case Study (20 marks)
Students will be assessed on the following –
 Analysis of unseen media content
 Applying knowledge and understanding of the key aspects of media literacy
Component 3: Assignment (50 marks)
Students must show their knowledge and understanding of production techniques in their own production of
media. This will include
 Planning and preparation skills
 Creation and productions skills
 Editing, evaluation and reflection skills
CAREER/EMPLOYMENT OPPORTUNITIES
This course and qualification could lead to:




A place in further education relating to the world of Media
Writer – of scripts/storylines for production
Acceptance into the sphere of Film and Television, including promotion possibilities into roles such
as: director; producer; camera man; acting; editing and many more.
Advertising
INTERMEDIATE 1/2 ENGLISH CORE SKILLS: COMMUNICATION
ENTRY REQUIREMENTS
CfE award of developing at level 3 in conjunction with class teacher’s recommendation.
This is suitable for students looking to improve vocational or entrepreneurial skills, in
preparation for work.
71
COURSE OUTLINE
Students will complete the following three units:
Unit 1
Unit 2
Unit 3
Communications (1 report, 1 group presentation, 1 reading NAB)
Working with others (Video evidence of teamwork and proactive
collaboration)
Problem solving
This course focuses upon the literacy vocational and entrepreneurial skills that are required to make the
transition into full time employment, or business start-up
COURSE ASSESSMENT
All assessment is internal and moderated by the SQA. The communications module involves developing
reading skills, enabling pupils to think critically about a writer’s purpose and techniques. A written report
about effective, inspirational leadership will be produced. A group presentation, including an individual
presentation of 3 minutes is also required. The unit is competed by passing a reading NAB.
Working with others and problem solving involve putting the theories introduced in Communications into
practice. Presentation level will be dictated by the quality of video evidence collected. A whole school activity
has to be organised, planned and delivered.
All assessment is moderated by SQA.
CAREER/EMPLOYMENT OPPORTUNITIES
This course and qualification could lead to:




Apprenticeships and work placements in a variety of subject areas
Improved interview and communication skills, leading to any number of job acceptances
Improved team skills, enabling you to impress at interview and work as part of the team
Improved formal writing and reflection on yourself and your goals, to allow you to choose a career
path that best suits you and to enable you to achieve that goal
GEOGRAPHY
DEPARTMENT
72
Michael Palin: “Geography students hold the key to the world's
problems”.
The Geography Department is offering senior students the following courses this
session:
ADVANCED HIGHER GEOGRAPHY
HIGHER GEOGRAPHY
NATIONAL 4 AND 5 GEOGRAPHY
NATIONAL 4 AND 5 TRAVEL AND TOURISM
Curricular Leader: Ms R MacLean
ADVANCED HIGHER GEOGRAPHY
ENTRY REQUIREMENTS
Students will normally be expected to have attained one of the following or equivalent:

The course at Higher Geography
One or more of the Units at Higher Geography
73

The course or Units in other social subjects at Higher or Advanced Higher Level.
COURSE OUTLINE
The course has 3 mandatory Units:1. Geographical Methods and Techniques: - this concentrates on broadening the knowledge and understanding of
these skills by ensuring, through the unit assessment, that candidates can competently use 5 of these skills.
2. Geographical Study Unit: - students must carry out independent research from primary/secondary sources and/or
independent fieldwork, analyse their findings and provide an evaluation of the work they have undertaken.
3. Critical Evaluation Unit: - this concentrates on the evaluation of sources and viewpoints connected to a
geographical issue. The student must learn to evaluate the sources and viewpoints from a geographical perspective
and write a short essay which critically evaluates them.
COURSE ASSESSMENT
To achieve the Course award, the student must pass the units as well as the Course assessment.
Course assessment consists of two components:1. A question paper. This will assess, under controlled conditions, the ability of candidates to use a variety of
geographical methods and techniques. This is worth 30% of the overall mark.
2. A folio of Coursework which consists of 2 key pieces of work: Geographical Study – a report on geographical research. This is worth 40% of the overall mark.
 Geographical Issues – an essay which critically evaluates an issue from a geographical perspective. This is
worth 30% of the overall mark.
3. The course assessment will be graded A – D.
Career/Employment Opportunities
This course and qualification could lead to










advertising
architecture
armed forces
banking
business management
cartography
economic adviser and analyst
emergency management
environmental consultancy
environmental engineer








financial risk assessor retail
management
forestry manager
geographic
information
systems
golf course design
housing manager
landscape architecture
landscape management
location analyst








media
oil industry work
pollution analyst
renewable energy
surveyor
transport officer
urban planning
urban regeneration officer
and much more
HIGHER GEOGRAPHY
ENTRY REQUIREMENTS
This course is a natural progression for those who have been successful in National 5 Geography.
The department also welcomes students who did not experience National 5 Geography but would like to study
the subject again. In these circumstances, good grades of upper C and above in other Nationals are required.
74
Sixth year students should have gained some Highers in S5. For more information, please speak to Ms
MacLean.
COURSE OUTLINE
Higher Geography should make you more aware of and give you a better understanding what is going on in
the world – from the local area to global issues that are of concern to every citizen in the world!
To do this, many different topics of interest are covered. The course is split into three core areas. These are:1. Physical Environments – this covers a huge variety of topics ranging from atmospheric circulation to
landscape formation. It is split into four sections: - ATMOSPHERE, BIOSPHERE, LITHOSPHERE AND
HYDROSPHERE.
2. Human Environments – again, a wealth of topics are studied within this, ranging from population issues,
famine and desertification, slums and shanty towns
3. Global Issues – Here we will undertake detailed study of two global issues. Firstly, Development and
Health which examines life in poorer countries and detailed examination of case study diseases. Secondly,
Global Climate Change which examines global warming, its impact and possible solutions.
Fieldwork is a vital aspect of the course, whether this is out of school activities or simulated computer based
activities. This is required for the completion of an Added Value Assignment.
COURSE ASSESSMENT
There will be internal assessments throughout the year and unit outcomes will have to be passed in order to
complete the course.
Added Value Assignment – This is worth 33% of the final mark and is based on a fieldwork project.
External Exam – This lasts 1 hour 30 minutes and is worth 66% of the final mark.
The course assessment will be graded A – D.
Career/Employment Opportunities
This course and qualification could lead to










advertising
architecture
armed forces
banking
business management
cartography
economic adviser and analyst
emergency management
environmental consultancy
environmental engineer








financial risk assessor retail
management
forestry manager
geographic
information
systems
golf course design
housing manager
landscape architecture
landscape management
location analyst








media
oil industry work
pollution analyst
renewable energy
surveyor
transport officer
urban planning
urban regeneration officer
and much more
NATIONAL 4 AND 5 GEOGRAPHY
ENTRY REQUIREMENTS
These courses are ideal for students who have enjoyed their learning in S2 and S3 Geography. They build on
knowledge gained which leads to a qualification at either National 4 or 5 level.
Students should have attained a National 4 or 5 pass in any Social Subject for Level 5. It is recommended
they have studied Geography up to the end of S3 for CfE students but not compulsory.
75
COURSE OUTLINE
There are three units in the course:Physical Environments – this covers topics such as the weather, landscape types and their effect on human
beings. Lots of different examples from the United Kingdom will be examined.
Human Environments – this covers case studies from around the world including a detailed look at examples
from economically more and less developed countries. Topics include population, shanty towns and
agribusiness.
Global Issues – this focuses on global issues and looks at ways of trying to manage and tackle these. We will
be studying environmental hazards such as earthquakes, volcanoes, hurricanes, health issues and diseases such
as AIDS and malaria.
COURSE ASSESSMENT
The course assessment is based on a question paper exam which is out of 60 marks and an assignment (Added
Value Unit) which is worth 20 marks. The course assessment will be graded A – D.
The Added Value unit is basically a project completed in class and at home but will be assessed through an
external exam at National 5 level. It is worth 25% of the overall mark.
At National 4 level it is assessed by the teacher.
Unit assessments are required to be completed throughout the year.
Career/Employment Opportunities
This course and qualification could lead to










advertising
architecture
armed forces
banking
business management
cartography
economic adviser and analyst
emergency management
environmental consultancy
environmental engineer








financial risk assessor retail
management
forestry manager
geographic
information
systems
golf course design
housing manager
landscape architecture
landscape management
location analyst








NATIONAL 4 AND 5 TRAVEL AND TOURISM
ENTRY REQUIREMENTS
Students should have one of the following:
English at National 4 level or above

A National 4 or 5 in a Social Subject would be preferable but not essential
76
media
oil industry work
pollution analyst
renewable energy
surveyor
transport officer
urban planning
urban regeneration officer
and much more

Anyone with an interest in Travel and Tourism
COURSE OUTLINE
This course is aimed at students who would like to work in the travel industry or in tourism. It is also suitable
for any student who is interested in personal travel. The course has a skills for work focus and is intended to
get students thinking about employment opportunities now and in the future. In the past we have had some
students really pursue this as a career option when leaving school. Some students have gained modern
apprenticeships with travel companies and gained employment at the airport as a few successful
examples. The course is also intended to give students life skills that they need when leaving Forrester for the
outside world.
There are 4 units in the course at both National 4 and 5 level:TRAVEL AND TOURISM: - EMPLOYABILITY
This looks at what employers look for in people applying for jobs in the travel and tourism industry and what
careers are available. It also involves planning for employment in a particular travel and tourism job.
TRAVEL AND TOURISM: - CUSTOMER SERVICE
This is learning about how to deal with the needs of customers. It involves learning communications skills,
marketing and how to deal with issues and problems when they arise.
TRAVEL AND TOURISM: - SCOTLAND
In this unit, students will gain knowledge of holiday destinations and attractions in Scotland and be able to
advise customers on suitable holiday itineraries. It also looks at the issues and impact of tourism in Scotland.
TRAVEL AND TOURISM: - UK AND WORLDWIDE
This unit will give students good knowledge of destinations in the UK, Europe and long haul countries.
More information is available on request from Social Subjects staff.
COURSE ASSESSMENT
To be successful in the course, students must be able to pass all the unit outcomes.
There is no external exam and this course is completed on a pass/fail basis. It is NOT graded.
Career/Employment Opportunities
This course and qualification could lead to




events management
flight attendant
holiday rep
hotel or resort management




hospitality industry jobs
tour guide
tourist information manager
tour manager
HISTORY
DEPARTMENT
77


travel agent work
outdoor activities manager
and much more!
The History department is offering senior students the following courses this
session:
ADVANCED HIGHER HISTORY
HIGHER HISTORY
NATIONAL3, 4 AND 5 HISTORY
Curricular Leader: Ms R MacLean
ADVANCED HIGHER HISTORY
ENTRY REQUIREMENTS
An A or B pass at National 5 History.
78
COURSE OUTLINE
Advanced Higher covers, in great detail, one context:
Germany: Versailles to the Outbreak of the Second World War
Topics covered include:






The German Revolution, November 1918 – January 1919
From hyper-inflation to economic recovery
The Stresemann Era
The rise of Nazism and the takeover of power
The Nazi consolidation of power
Nazi social and racial policies
This course is very hands on and will require an extremely high level of reading and writing.
COURSE ASSESSMENT
Advanced Higher is assessed through a combination of internal assessments, a final exam and externally marked
dissertation.
The exam will cover both essay writing and source enquiry questions based on the topics covered. Pupils will
tackle two 25 mark essays as well as 3 source based questions totalling 40 marks.
The dissertation of 4000 words is to be completed and submitted for external marking.
Career/Employment Opportunities
This course and qualification could lead to






Administration
Anthropology
Archaeology
Archive Work
Civil Service
Culture heritage






Diplomatic service
Genealogy
Journalism
Law
Museum work
Politics
HIGHER HISTORY
ENTRY REQUIREMENTS
An A or B pass at National 5 History.
COURSE OUTLINE
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Publishing
Restoration work
Teaching
Tourism
Sociology
and much more!
The Higher Course covers three areas:
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USA, 1918-1968
Scotland and the Impact of the Great War 1914-1928
Britain 1850’s to 1979
COURSE ASSESSMENT
The Higher course is assessed through a combination of internal National Assessments (NAB’s), the SQA exam
and through writing an essay. The final exam tests students’ ability to interpret sources and their ability to
demonstrate understanding through Essay writing. Students also write an Extended Essay, prepared in class
and written under exam conditions.
The Exam in Higher History is divided into essays (paper 1) and sources (paper 2).
Paper 1
The Historical Study (paper 1) develops the student’s knowledge and understanding. The Appeasement topic
and the British topic count as the student’s HISTORICAL STUDY. These units are assessed through extended
writing (essays). In addition there is an internal assessment for each historical study. In each particular internal
assessment the student writes one Essay (NAB).
In the final SQA exam the student attempts two essays – one on each topic:
 Britain 1850s and 1979
 USA, 1918-1968
Through the year students will work on their essay writing skills.
Paper 2
The Historical Special Topic (paper 2) will develop the student’s source evaluation skills. The sources will
all relate to the topic Scotland and The Impact of World War 1 1914-1928. The unit is assessed in two ways.
 A NAB
 The Final Exam, through source work.
Career/Employment Opportunities
This course and qualification could lead to
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Administration
Anthropology
Archaeology
Archive Work
Civil Service
Culture heritage
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Diplomatic service
Genealogy
Journalism
Law
Museum work
Politics
NATIONAL 4/5 HISTORY
ENTRY REQUIREMENTS
It is recommended students have studied History up to the end of S3.
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Publishing
Restoration work
Teaching
Tourism
Sociology
and much more!
COURSE OUTLINE
National 4 and 5 History covers three contexts:
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Scottish: Migration & Empire, 1830-1939
A study of the causes and results of population movement to and from Scotland between
1830 and 1930.
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British: Changing Britain, 1880 - 1900
A study of the causes and the effects of the Industrial Revolution in Britain.
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European and World: Hitler and Nazi Germany
A study of the rise of Mussolini and the nature of Fascist power in Italy.
COURSE ASSESSMENT
National 4 will be assessed internally with pupils sitting end of unit tests as well as a final exam. Pupils will
be required to complete a project on a particular topic that has been covered.
National 4 pupils will also complete end of unit tests to be marked internally. However, both the final
examination and the project will be marked externally.
Career/Employment Opportunities
This course and qualification could lead to
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Administration
Anthropology
Archaeology
Archive Work
Civil Service
Culture heritage
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Diplomatic service
Genealogy
Journalism
Law
Museum work
Politics
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Publishing
Restoration work
Teaching
Tourism
Sociology
and much more!
HOME ECONOMICS
DEPARTMENT
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The Home Economics Department is offering senior students the following courses
this session:
NATIONAL 5 – HOSPITALITY – PRACTICAL COOKERY
NATIONAL 5 – HOSPITALITY – CAKE CRAFT
HIGHER FASHION & TEXTILE TECHNOLOGY
NATIONAL 4/5 – FASHION & TEXTILE TECHNOLOGY
NATIONAL 4 – EARLY EDUCATION & CHILDCARE (INT 1)
Curricular Leader: Mrs L Alexander
NATIONAL 5 HOSPITALITY – PRACTICAL COOKERY
ENTRY REQUIREMENTS - Student financial contributions each term
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New entrants will be considered discussion with the Curriculum Leader
Good attendance essential
Previous courses within the department demonstrating progression
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COURSE OUTLINE
The course is designed to offer development of practical skills and understanding appropriate to food
preparation and cookery. This is a practical course and aims to provide the development of techniques skills
required for the production of food for hospitality industry and domestic use.
What you will study on this course:
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Cookery skills, Techniques and Processes
Understanding and using Ingredients
Organisational skills for Cooking
Value Added Assessment
Students will plan, prepare and cook a three course meal for a given number of people within a given time
scale, with high standards of presentation
Due to the high cost of materials, students are expected to contribute on a regular basis towards the
practical lessons.
There will be opportunities to gain an insight in to the food and hospitality industries.
COURSE ASSESSMENT
The student must pass all the internal assessments associated with the units.
The external assessment is a 2 ½ hour examination producing a 3 course meal.
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Students will draw on their knowledge; understanding and skills developed across the course, students
will produce a three-course meal for four people within a set time scale.
Students will have an opportunity to sit the REHIS Hygiene Certificate recognized by the food
industry.
Why should you study this subject?
This subject leads onto College and Further Education.
A qualification in Hospitality could lead onto a variety of interesting careers such as a chef, hotel manager,
food designer, marketing, product development, kitchen porter or food and beverage manager. Restaurant
owner or roadshow chef for a company.
NATIONAL 5 HOSPITALITY – PRACTICAL CAKE CRAFT
ENTRY REQUIREMENTS - Student financial contribution each term
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New entrants will be considered after discussion with Curriculum Leader
Good attendance
Previous courses within the department demonstrating progression
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Student financial contribution each term
COURSE OUTLINE
The course is designed to develop students’ creativity and flair applied to cake production. Students will have
the opportunity to create all types of cakes building on their skills from basic Victoria Sandwich Cakes to
Celebration Cakes for all occasions e.g. Special Birthdays, Anniversaries and Fun Cakes – clowns, ladybirds,
sweet boxes, character construction.
Students will work with Butter Icing, Royal Icing, Fondant and Chocolate learning to coat, mould and shape
the celebration cake of their own selection.
The Units covered are:
1. Cake Baking
2. Cake Finishing
3. Creative Cake Production added value course assessment.
Due to the high cost of materials, students are expected to contribute on a regular basis towards the
practical lessons.
COURSE ASSESSMENT
The student must pass all the internal unit assessments associated with the component units.
Students are assessed in all practical lessons, therefore good attendance is essential.
The external assessment (added value) will be a Practical Assignment, which has three stages: planning,
developing and evaluating. The final examination will always be externally assessed, in either February or
May and these cakes are retained within school until verification is finalised.
Why should you study this subject?
This course could lead to employment in a small business supplying cakes to the public for special
occasions. Setting up your own business.
Orthodontistry recognise the precision manipulative skills acquired throughout this course.
NATIONAL 4/5 - FASHION & TEXTILE TECHNOLOGY
ENTRY REQUIREMENTS – Student financial contributions each term
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New entrants will be considered after discussion with the Curriculum Leader
Good attendance essential
Previous courses within the department demonstrating progression
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COURSE OUTLINE
Fashion and Textiles Technology is an exciting new course which involves creating practical textile items to
suit a variety of situations. Students will learn to plan and organise their time, to make and evaluate products
and develop a wide range of practical skills. Pupils who are creative and enjoy working with their hands, are
good at paying attention to detail and are up for the challenge of solving problems will find these skills will be
developed in this course.
Textile Technology:
Students will be required to demonstrate basic knowledge of textile technologies, including the characteristics
and properties of fibres and fabrics. Students will be required to be able to set up and safely use equipment.
Item Development:
Students will be required to work to a given brief to plan, make and evaluate a fashion item, applying their
knowledge of fabrics, craft and construction skills.
Fashion Choices:
Students will be required to demonstrate and apply knowledge of factors affecting fashion choice for individuals
and society. Students will plan, make and evaluate fashion items taking account of issues that affect fashion
choice.
Practical Activity:
Students will draw on their knowledge and experience and extend their range of practical skills to produce a
fashion item following a technical brief.
COURSE ASSESSMENT
The student must pass all the internal assessments associated with the units.
Added Value Unit is the course assessment and will be covered during class work
Why should you study this subject?
You should study this course if you are hardworking, have an interest in fashion and design and enjoy practical
sewing.
A qualification in Fashion & Textiles could lead onto a variety of interesting careers such as a fashion designer,
fabric specialist, art teacher or fashion journalist.
This directly compliments Art and will support students with their construction of fashion items.
Why should you study this subject?
You should study this course if you have an interest in fashion and design and enjoy practical sewing and
craft work.
A qualification in Fashion & Textiles could lead onto a variety of interesting careers such as a fashion
designer, fabric specialist, art teacher or fashion journalist.
HIGHER FASHION & TEXTILE TECHNOLOGY
ENTRY REQUIREMENTS – Student financial contributions each term
 New entrants will be considered after discussion with the Curriculum Leader
 Good attendance essential
 Previous courses within the department demonstrating progression
COURSE OUTLINE
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Fashion and Textiles Technology is an exciting new course which involves creating practical textile items to
suit a variety of situations. Students will learn to plan and organise their time, to make and evaluate
products and develop a wide range of practical skills. Pupils who are creative and enjoy working with their
hands, are good at paying attention to detail and are up for the challenge of solving problems will find these
skills will be developed in this course.
Textile Technology:
Students will be required to demonstrate basic knowledge of textile technologies, including the characteristics
and properties of fibres and fabrics. Students will be required to be able to set up and safely use equipment.
Item Development:
Students will be required to work to a given brief to plan, make and evaluate a fashion item, applying their
knowledge of fabrics, craft and construction skills.
Fashion Choices:
Students will be required to demonstrate and apply knowledge of factors affecting fashion choice for
individuals and society. Students will plan, make and evaluate fashion items taking account of issues that
affect fashion choice.
Practical Activity:
Students will draw on their knowledge and experience and extend their range of practical skills to produce a
fashion item following a technical brief.
COURSE ASSESSMENT
The student must pass all the internal assessments associated with the units.
Added Value Unit is the course assessment and will be covered during class work
Why should you study this subject?
You should study this course if you are hardworking, have an interest in fashion and design and enjoy practical
sewing.
A qualification in Fashion & Textiles could lead onto a variety of interesting careers such as a fashion designer,
fabric specialist, art teacher or fashion journalist.
This directly compliments Art and will support students with their construction of fashion items.
Why should you study this subject?
You should study this course if you are hardworking, have an interest in fashion and design and enjoy practical
sewing.
A qualification in Fashion & Textiles could lead onto a variety of interesting careers such as a fashion designer, fabric
specialist, art teacher or fashion journalist.
This directly compliments Art and will support students with their construction of fashion items.
NATIONAL 4 – EARLY EDUCATION & CHILDCARE SKILLS FOR WORK
ENTRY REQUIREMENTS – Students financial contribution each term
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Good Attendance
New entrants will be considered after discussion with the Curriculum Leader
Previous courses within the department demonstrating progression
Student financial contribution each term
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COURSE OUTLINE
Why should you study this subject?
This course is particularly useful to any students who intend following a career involving working with
children.
The course is designed to develop student’s understanding of child development from birth to school age.
Students will have an opportunity to work with your children either at a playgroup or within a primary school
and learn to demonstrate the skills for storytelling.
Course topics include Child Development and Health, Care and Feeding of Children, Parenting/First Aid and
Play in Early Education and Childcare
Due to the high cost of materials, students are expected to contribute on a regular basis toward practical
lessons.
COURSE ASSESSMENT
The students must pass all the internal assessments associated with the units.
Students are assessed in all aspects of class project work; therefore good attendance at all times is essential.
Why should you study this subject?
A qualification in this course could lead to further education at college in Early Education and Childcare
(National 5).
Additionally the course lends itself well to working with children in many ways, e.g. nursery employment,
Early Years Practitioner, Primary Teaching, Child-minding, Paediatric Nursing and jobs within society
specifically caring for the learning and development for children.
MATHEMATICS
DEPARTMENT
The Mathematics Department is offering senior students the following courses this
session:
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ADVANCED HIGHER MATHS
HIGHER MATHEMATICS
NATIONAL 5 MATHEMATICS
NATIONAL 4 MATHEMATICS
NATIONAL 4 LIFESKILLS MATHEMATICS
NATIONAL 3 LIFESKILLS MATHEMATICS
Acting Curricular Leader: Mr B Whelan
ADVANCED HIGHER MATHEMATICS (CfE)
ENTRY REQUIREMENTS
Higher A/B
COURSE OUTLINE
Advanced Higher maths is most suitable for those who have a passion and keen enjoyment of maths and wish
to pursue a mathematical related career.
Mathematics is important in everyday life, allowing us to make sense of the world around us and to manage
our lives.
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Using mathematics enables us to model real-life situations and make connections and informed predictions.
It equips us with the skills we need to interpret and analyse information, simplify and solve problems, assess
risk and make informed decisions.
The course consists of three units:
Methods in Algebra and Calculus
The general aim of the Unit is to develop advanced knowledge and skills in algebra and calculus that can be
used in practical and abstract situations to manage information in mathematical form. The Outcomes cover
partial fractions, standard procedures for both differential calculus and integral calculus, as well as methods
for solving both first order and second order differential equations. The importance of logical thinking and
proof is emphasised throughout
Applications of Algebra and Calculus
The general aim of the Unit is to develop advanced knowledge and skills that involve the application of algebra
and calculus to real life and mathematical situations, including applications to geometry. Learners will acquire
skills in interpreting and analysing problem situations where these skills can be used. The Outcomes cover the
binomial theorem, the algebra of complex numbers, properties of functions, and rates of change. Aspects of
sequences and series are introduced, including summations, proved by induction.
Geometry, Proof and Systems of Equations
The general aim of the Unit is to develop advanced knowledge and skills that involve geometry, number and
algebra, and to examine the close relationship between them. Learners will develop skills in logical thinking.
The Outcomes cover matrices, vectors, solving systems of equations, the geometry of complex numbers, as
well as processes of rigorous proof.
COURSE ASSESSMENT
To gain an award the student must pass all 3 units as well as an external final exam.
Career/Employment Opportunities
Math is used a massive variety of jobs and careers. A maths qualification was recently named as the
number one protection against future unemployment by an O.E.C.D report.
The qualification covers many aspects of 1st year university courses in maths for the following university
courses.
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Engineering
Science
Economics
Computer Programming/Development
and many more
HIGHER MATHEMATICS (CfE)
ENTRY REQUIREMENTS
National 5 qualification at A/B level or Intermediate 2 qualification at A/B level
COURSE OUTLINE
Higher maths is most suitable for students that have an interest and enjoyment in solving mathematical
problems and would like to pursue a career in Maths. Science, Engineering and Business.
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Mathematics is important in everyday life, allowing us to make sense of the world around us and to manage
our lives.
Using mathematics enables us to model real-life situations and make connections and informed predictions.
It equips us with the skills we need to interpret and analyse information, simplify and solve problems, assess
risk and make informed decisions.
The course consists of three units:
Expressions and Formulae
The general aim of this unit is to develop knowledge and skills that involve manipulation of expressions, the
use of vectors and the study of mathematical function. The outcomes cover aspects of algebra, geometry,
trigonometry, skills in mathematical reasoning and modelling.
Relationships
To develop knowledge and skills that involve solving equations and to introduce differential and integral
calculus. The outcome covers algebra, geometry, calculus and skills in mathematical reasoning and
modelling.
Applications
To develop knowledge and skills that involve geometric applications, sequences and calculus.
COURSE ASSESSMENT
To gain an award the student must pass all 3 units as well as an external final exam.
Career/Employment Opportunities
Math is used a massive variety of jobs and careers. A maths qualification was recently named as the
number one protection against future unemployment by an O.E.C.D report.
The qualification covers many aspects of 1st year university courses in maths for the following university
courses.
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Engineering
Science
Economics
Computer Programming/Development
Medicine
and many more
NATIONAL 5 MATHEMATICS
ENTRY REQUIREMENTS
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National 4 Mathematics pass, where students are expected to have shown the potential required to be
suitable for study at National 5.
Or
Intermediate 1 pass A/B
COURSE OUTLINE
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The National 5 course is most suitable for those with an interest in problems solving and learning complex
models of mathematical situations.
Mathematics is important in everyday life, allowing us to make sense of the world around us and to manage
our lives.
Using mathematics enables us to model real-life situations and make connections and informed predictions.
It equips us with the skills we need to interpret and analyse information, simplify and solve problems, assess
risk and make informed decisions.
The course consists of three units:
Expressions and Formulae
Students develop skills linked to mathematical expressions and formulae across number, algebra, geometry
and reasoning.
Relationships
Students solve and manipulate equations, work with graphs and carry out calculations on the lengths and
angles of shapes.
Applications
In this unit students investigate the applications of mathematics within real-life contexts using trigonometry,
geometry, number processes and statistics.
COURSE ASSESSMENT
Each unit is assessed internally by formal assessment. The entire course is assessed through an external
examination. Students must achieve a pass in all internal assessment and the final exam to achieve a
qualification.
Career/Employment Opportunities
Math is used a massive variety of jobs and careers. A maths qualification was recently named as the number
one protection against future unemployment by an O.E.C.D report.
The qualification covers many aspects of 1st year university courses in maths for the following university
courses.
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Teaching
Social sciences
Nursing/Midwifery
Law
Medicine
and many more
NATIONAL 4 MATHEMATICS
ENTRY REQUIREMENTS
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Access 3 Mathematics, National 3 Mathematics or experience at CfE Level 3/4. Students will be
expected to pass a minimum entry requirements examination.
COURSE OUTLINE
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The course is most suitable for those who wish to continue with maths but want to consolidate the learning of
3rd year. The course covers a variety of everyday problem solving and algebraic manipulations which are
necessary for further study of maths
Mathematics is important in everyday life, allowing us to make sense of the world around us and to manage
our lives.
Using mathematics enables us to model real-life situations and make connections and informed predictions.
It equips us with the skills we need to interpret and analyse information, simplify and solve problems, assess
risk and make informed decisions.
This course will develop Mathematical skills for further learning, as well as skills for life and work. The
course consists of three units:
Expressions and Formulae
The outcomes of this unit cover aspects of algebra, geometry, statistics and reasoning.
Relationships
In this unit students will be expected to solve equations, understand graphs and work with trigonometric ratios.
Numeracy
The general aim of this Unit is to develop students’ numerical and information handling skills to solve
straightforward, real-life problems involving number, money, time and measurement.
COURSE ASSESSMENT
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Each unit includes an end of unit assessment
The course includes an added value assessment which covers all aspects of learning across the three
units.
There is no external examination at the end of the course.
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Career/Employment Opportunities
Math is used a massive variety of jobs and careers. A maths qualification was recently named as the
number one protection against future unemployment by an O.E.C.D report.
National 4 maths is needed to study further maths courses in school and is standard for many
apprenticeship and entry into college course including
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Mechanics
Joinery
Plumbing
Travel and Tourism
and many more
NATIONAL 4 LIFESKILLS MATHEMATICS
ENTRY REQUIREMENTS
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Access 3 Mathematics, National 3 Life skills Mathematics or experience at CfE Level 3/4. Students will
be expected to pass a minimum entry requirements examination.
COURSE OUTLINE
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The course is most suitable for those students wishing to pursue maths in more everyday context such,
holidays, finance, Measurement etc.
Mathematics is important in everyday life, allowing us to make sense of the world around us and to manage
our lives. Using mathematics enables us to model real-life situations and make connections and informed
predictions. It equips us with the skills we need to interpret and analyse information, simplify and solve
problems, assess risk and make informed decisions.
This course will develop Mathematical skills for further learning, as well as skills for life and work. The
course consists of three units:
Managing Finance and Statistics
Students develop skills that focus on the use of mathematical ideas and strategies that can be applied to
managing finance and statistics in straightforward real-life contexts. This includes using skills in budgeting
as well as skills in organising and presenting data, to explain situations and/or draw conclusions.
Geometry and Measures
This unit covers the skills needed for interpreting and using shape, space and measures to determine and
explain situations.
Numeracy
In this unit students develop numerical and information handling skills to solve straightforward, real-life
problems involving number, money, time and measurement.
COURSE ASSESSMENT
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Each unit includes an end of unit assessment
The course includes an added value assessment which covers all aspects of learning across the three units.
There is no external examination at the end of the course.
Career/Employment Opportunities
Math is used a massive variety of jobs and careers. A maths qualification was recently named as the
number one protection against future unemployment by an O.E.C.D report.
National 4 maths is standard for many apprenticeship and entry into college course including
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Mechanics
Joinery
Plumbing
Travel and Tourism
and many more
NATIONAL 3 LIFESKILLS MATHEMATICS
ENTRY REQUIREMENTS
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Experience of the broad general education in s1/s2/s3
COURSE OUTLINE
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The course is suitable for pupils who wish to consolidate the learning of s1-s3 in an everyday context such as
money and finances.
Mathematics is important in everyday life, allowing us to make sense of the world around us and to manage
our lives. Using mathematics enables us to model real-life situations and make connections and informed
predictions. It equips us with the skills we need to interpret and analyse information, simplify and solve
problems, assess risk and make informed decisions.
This course will develop Mathematical skills for further learning, as well as skills for life and work. The
course consists of three units:
Money and Data
The general aim of this unit is to develop knowledge and skills of mathematics to manage money and data in
real life contexts. Students will build on their mathematical and numerical skills to determine factors affecting
income and expenditure, budgeting and saving. Students will organise, present and interpret data on real life
contexts.
Shape, Space and Measures
To develop in students an understanding of shape, space and measure in real-life contexts. Students will build
their numerical skills by using measures to tackle elementary geometry to tackle real-life situations
Numeracy
To develop students numerical and information handling skills to solve real-life problems involving number,
money, time and measurement. Students will apply the knowledge gained to make informed decisions
COURSE ASSESSMENT
To gain an award a student must pass all the units above.
There is no external examination at the end of the course.
Career/Employment Opportunities
Math is used a massive variety of jobs and careers. A maths qualification was recently named as the
number one protection against future unemployment by an O.E.C.D report.
National 3 life skills maths is good preparation for Nat 4 life skills and can be used in variety of real life situations
including
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Retail
Household budgeting
Travel
and many more
MODERN STUDIES
DEPARTMENT
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The Modern Studies Department is offering senior students the following courses
this session:
ADVANCED HIGHER MODERN STUDIES
HIGHER MODERN STUDIES
NATIONAL 3, 4 AND 5 MODERN STUDIES
Curricular Leader: Ms R MacLean
ADVANCED HIGHER MODERN STUDIES
ENTRY REQUIREMENTS
Advance Higher Modern Studies is concerned with developing the candidate’s knowledge and understanding,
evaluative and investigative skills in relation to Law and Order. Pupils will develop an understanding of the
importance of sound evidence, will also critically assess a variety of political and social science research
methods and carry out independent research.
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ENTRY LEVEL
Students will normally be expected to have attained one of the following or equivalent:
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The course at Higher Modern Studies
One or more units at Higher Modern Studies
The course or units in other social subjects at Higher or Advanced Higher level.
COURSE OUTLINE
The Causes and Effects of Crime in the UK
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Understand the causes of different types of crime
Explain the relationship between crime rates and factors such as location, social class, poverty and
unemployment
Analyse the social and economic effects of crime on individuals and groups.
The Penal System
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Understand the main theories of deterrence, punishment and rehabilitation
Analyse the effectiveness of the penal system and its different forms of treatment and punishment of
offenders in the UK
Examine the arguments for and against reform of the UK penal system, and political party policy.
Practical Research
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Demonstrate the ability to retain and integrate knowledge, understanding and skills
Apply critical knowledge, understanding and skills to more complex sources
Synthesise a large volume of complex information to produce a detailed report on the conclusion of
research findings
COURSE ASSESSMENT
1. Dissertation – between 4,000 and 5,000 words on an issue relating to law and order in the UK. Externally
Assessed.
2. Final Exam – three hour paper examining knowledge of law and order as well as research methods.
Externally Assessed.
Career/Employment Opportunities
This course and qualification could lead to
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Civil Service
Court Official (Reporter/
Clerk/ Sheriff/ Judge)
Criminology
Forensic Psychology
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Forensic Scientist
Law
Legal Secretary
Penology
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Police
Prison Officer/ Governor
Probation Officer
Social Worker
HIGHER MODERN STUDIES
ENTRY REQUIREMENTS
This course makes a distinctive contribution to the education of students as a relevant academic study in its
own right and in preparing students for the skills demanded by higher education and business. The study of
Modern Studies develops knowledge, understanding and skills, which are of importance and relevance to our
lives.
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ENTRY LEVEL
Standard Grade/ National 5 Modern Studies or any other social subject at Credit Levels 1 or 2/ Grade A or B.
The department will also welcome students who have successfully attained Higher History or Higher
Geography at C pass level at least or A/B at National 5.
COURSE OUTLINE
Political Issues: Democracy in the United Kingdom and Scotland
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Skills focus – detect and explain the degree of objectivity.
The United Kingdom constitutional arrangement, including the impact of European Union
membership.
The study of representative democracy.
The impact of voting systems and influences on voting behaviour.
The ways in which citizens are informed about, participate in, and influence the political process.
Social Issues in the United Kingdom: Crime and the Law
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Skills focus – Make and justify decisions about crime and the law.
Overview: The rule of law.
Theories and causes of crime.
The impact of crime on society.
Methods of tackling crime and their effectiveness.
International Issues: World Power (The United States of America)
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Skills focus – Draw and support conclusions
Political system and process.
Recent socio-economic issues.
The role of the USA in international relations.
COURSE ASSESSMENT
Unit Assessment
Students must pass all three unit assessments. Candidates must pass all outcomes and assessment standards
for each of these units to progress to The Assignment and Final Exam. Internally Assessed.
The Assignment
The Assignment will concern a topic chosen by individual students, whereby they must identify a social,
political or international problem and outline two or three possible solutions. They must find sources to draw
upon to construct a report describing in detail their preferred choice and why they have rejected the other
options. The Assignment has a total of 30 marks available. Externally Assessed.
Final Exam
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The final examination assess all three units with a mixture of knowledge and source questions. The Final
Examination has a total of 60 marks available. Externally Assessed.
Career/Employment Opportunities
This course and qualification could lead to
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

Anthropology
Banking
Broadcasting and
Media
Charity Work
Civil Service
Community
Work
Economics







Fundraising
The further study of Social Subjects, Politics,
International Relations, Sociology, Criminology,
Law and Public Policy
Journalism
Law
Local Government
Management
Marketing
98
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


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
Politics
Police
Prison Officer
Teaching
Trade Union Work
Social Sciences
Social Work
Welfare Rights
NATIONAL 3. 4 AND 5 MODERN STUDIES
ENTRY REQUIREMENTS
Students should have attained a General pass at Standard Grade in any Social Subject for Level 5. It is
recommended they have studied Modern Studies up to the end of S3 for CfE students.
COURSE OUTLINE
Unit 1: Democracy in Scotland
● Skills focus – bias and exaggeration
 The UK political system
 The position of Scotland in the UK
 Representation inside and outside Parliament
 Introduction to political parties, elections and electoral systems
 Influence of the media on politics
 The Scottish Independence Debate
Unit 2: Social Issues in the United Kingdom
 Skills focus –making and justifying a decision
 What are the different types of crime?
 What are the causes of crime?
 What is the impact of crime?
 The Criminal Justice System in Scotland
 Types of sentences and maximum fines
 The Scottish Juvenile Justice System
 Types of Punishment
Unit 3: International Issues
 Skills focus – forming and justifying conclusions
 World power – Brazil
 Political issues in Brazil
 Socio-economic issues in Brazil
 Government responses to these issues
ASSESSMENT
National 5:
 Unit assessments. Internally Assessed. All students must pass all of the outcomes and assessment
standards to progress to the Assignment and Final Examination.
 The Assignment out of 20 marks (25% of final Mark). Externally Assessed.
 Final examination out of 60 marks (75% of final mark). Externally Assessed.
National 4:
 Value Added Unit. Internally Assessed.
 Unit Assessments. Internally Assessed.
National 3:
 Unit Assessments. Internally Assessed.
99
Career/Employment Opportunities
This course and qualification could lead to








Anthropology
Banking
Broadcasting and Media
Charity Work
Civil Service
Community Work
Economics
The further study of Social Subjects,
Politics, International Relations,
Sociology, Criminology, Law and
Public Policy







Higher Modern Studies, History,
Geography,
RMPS,
and
Philosophy.
Journalism
Fundraising
Law
Local Government
Marketing
Management
100








Police
Politics
Prison Officer
Social Sciences
Social Work
Teaching
Trade Union Work
Welfare Rights
MODERN LANGUAGES DEPARTMENT
The Modern Languages department is offering senior students the following
courses this session:
ADVANCED HIGHER FRENCH
HIGHER GERMAN
NATIONAL 5 FRENCH
NATIONAL 4 FRENCH
NATIONAL 3 SPANISH
NATIONAL 3 / 4 / 5 GERMAN
Curricular Leaders: Mrs J Gladwin / Mr B Buchanan
101
CfE ADVANCED HIGHER FRENCH
ENTRY REQUIREMENTS
Students who have passed the CfE Higher French Course at A or B.
The relevance of Modern Languages
Nowadays many employers feel that knowledge of another language is an important skill in the modern
workplace. We live in a multilingual world and must take account of other languages and cultures.
Our economic wealth depends on trade and knowledge of languages allows us to compete in the global
marketplace. Furthermore, countless university courses offer the possibility to study abroad. Learning another
language also opens a window to another culture.
Finally, while learning a foreign language we are acquiring concepts, skills and habits that make acquiring
other foreign languages much easier and these life skills are highly valued by employers.
COURSE STRUCTURE
The course consists of three units:
 Understanding Language
 Using Language
 Specialist Study
Advanced Higher Modern Languages provides learners with the opportunity to develop advanced skills in
listening and talking, reading and writing, and to further develop an understanding of how language works.
The areas of study are Society, Learning, Employability and Culture.
COURSE ASSESSMENT
There is a combination of internal and external course assessment.
Career/Employment Opportunities
This course and qualification could lead to

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



A career in interpreting / translating
A career in teaching
A career working abroad
A career in import / export
International banking / commerce
International law
102
CfE HIGHER GERMAN
ENTRY REQUIREMENTS
Students who have passed the National 5 German Course at A or B.
The relevance of Modern Languages
Nowadays many employers feel that knowledge of another language is an important skill in the modern
workplace. We live in a multilingual world and must take account of other languages and cultures.
Our economic wealth depends on trade and knowledge of languages allows us to compete in the global
marketplace. Furthermore, countless university courses offer the possibility to study abroad. Learning another
language also opens a window to another culture.
Finally, while learning a foreign language we are acquiring concepts, skills and habits that make acquiring
other foreign languages much easier and these life skills are highly valued by employers.
COURSE OUTLINE
The course consists of two units:
 Understanding Language
 Using Language
Higher Modern Languages provides learners with the opportunity to develop their skills in listening and
talking, reading and writing, and to further develop an understanding of how language works.
The areas of study are Society, Learning, Employability and Culture
COURSE ASSESSMENT
There is a combination of internal and external course assessment.
Career/Employment Opportunities
This course and qualification could lead to







A career in interpreting / translating
A career in teaching
A career working abroad
A career in import / export
International banking / commerce
International law
A career in the car industry / engineering
103
NATIONAL 5 FRENCH
ENTRY REQUIREMENTS
Students who are currently working at Level 4 of CfE in S3 will progress to National 5 in S4.
COURSE OUTLINE
This course provides students with the opportunity to develop skills in listening and talking, reading and
writing, which are essential for learning, work and life: to use different media effectively for learning and
communication; and to develop understanding of how language works, and use language to communicate
ideas and information. Foreign language skills are often highly regarded in the workplace of today.
This course offers students opportunities to develop and extend a wide range of skills.
In particular, the Course aims to enable students to develop the ability to:



Read, listen and talk in a modern language
Understand and use a modern language
Apply knowledge and understanding of a modern language
Students will develop broad, generic skills which will encourage employability, enterprise, citizenship and
thinking skills.
This Course is made of 2 units


Modern Languages: Understanding Language
Modern Languages: Using Language
COURSE ASSESSMENT
There is a combination of internal and external course assessment
Career/Employment Opportunities
This course and qualification could lead to






A career working abroad
A career in travel / tourism
A career in hospitality
A career in import / export
International banking / commerce
A career in the car industry / engineering
104
NATIONAL 4 FRENCH
ENTRY REQUIREMENTS
Students who are currently working at Level 3 of CfE in S3 will progress to National 4 in S4.
COURSE OUTLINE
Learning a language enables students to make connections with different people and their cultures and to play
a fuller part as global citizens. The study of a language contributes to the development of cultural awareness
and enables students to communicate directly with people from different cultures. The course encourages
students to communicate, be critical thinkers and be creative. Knowledge of a foreign language is a great asset
in the modern day workplace.
This course offers students opportunities to develop and extend a wide range of skills. In particular, the
Course aims to enable students to develop the ability to:




Read, listen and talk in a modern language
Understand and use a modern language
Apply knowledge of a modern language
Plan, research and apply language skills
The practice and use of these skills aim to develop: employability, enterprise and citizenship and thinking
skills.
The Course is made of 3 units:



Modern Languages: Understanding Language
Modern Languages: Using Language
Modern Languages: Added Value Unit: Assessment
COURSE ASSESSMENT
All three Units are internally assessed on a pass / fail basis within centres
Career/Employment Opportunities
This course and qualification could lead to



A career working abroad
A career in travel / tourism
A career in hospitality
105
NATIONAL 3 SPANISH
ENTRY REQUIREMENTS
This is a beginner’s course and is open to all students who would like to learn a new language.
COURSE OUTLINE
This course provides flexibility, personalisation and choice to enable students to achieve in different ways and
at different paces. Students will get the opportunity to develop simple language skills in the meaningful reallife contexts of society, learning, employability and culture.
In particular, the Course aims to enable students to develop the ability to:



Read, listen, talk and write in a new modern language
Understand and use a new modern language
Apply basic knowledge of a new modern language
The Course is made up of 2 units:


Modern Languages: Understanding Language
Modern Languages: Using Language
COURSE ASSESSMENT
To achieve the National 3 Modern Language Course students must pass all of the units, which are
assessed internally.
Career/Employment Opportunities
This course and qualification could lead to


A career in tourism / hospitality
A career in travel and tourism e.g. – holiday rep/tour guide
106
SECOND FOREIGN LANGUAGE LEARNING OPTIONS
National 3/4/5 German leading to Higher German
ENTRY REQUIREMENTS
These courses are open to all students who would like to learn a new language.
COURSE OUTLINE
The department is keen to offer all students the opportunity to undertake the learning of a second modern
language. For current S3 pupils moving to S4 this will be German as the subject can be offered by the
department from National 3 up to Higher. The Scottish Government is keen to bring Scotland into line with
other European countries where all young people learn 2 foreign languages as standard and most Secondary
schools are moving towards this provision.
COURSE LEVEL – National 3 level initially as beginner’s course
This course provides flexibility, personalisation and choice to enable students to achieve in different ways and
at different paces. Students will get the opportunity to develop simple language skills in the meaningful reallife contexts of society, learning, employability and culture.
Moving to National 4/5/Higher level in S5 and S6
Career/Employment Opportunities
This course and qualification could lead to






A career working abroad
A career in travel / tourism
A career in hospitality
A career in import / export
International banking / commerce
A career in the car industry / engineering
107
MUSIC
DEPARTMENT
The Music Department is offering senior pupils the following courses this session:
ADVANCED HIGHER MUSIC
HIGHER MUSIC
NATIONAL 5 MUSIC
NATIONAL 4 MUSIC
FREE STANDING UNITS
Curricular Leader: Miss M Sheail
108
ADVANCED HIGHER MUSIC
ENTRY REQUIREMENTS
Students will be expected to have gained an A or a B at Higher. Entry without this requirement should be
discussed with Miss Sheail.
COURSE OUTLINE
The course reinforces and extends the knowledge and understanding gained at Higher and is designed for
those who wish to study the subject as part of their general education as well as for those who may wish to
pursue a career related to music.
Performing Skills (internally marked)
Students will work on 2 instruments (one may include voice) and will learn a variety of music in contrasting
styles.
Composing Skills (internally marked)
Students will learn to create original music using a variety of ICT resources and will begin to investigate the
stimulus for composition used by professional composers. Composition work will include a number of
exercises as well as creating a full length composition in a recognised style.
Understanding Music (internally marked)
Students will listen to a variety of music and learn about the musical “concepts” involved in each style.
Students will also study the social and cultural backgrounds of these musical styles.
Added Value Unit (externally marked)
There are 2 exams for Advanced Higher Music – one performance exam (minimum Grade 5 on 2 instruments)
and one listening exam. Please contact Miss Sheail for details.
Career/Employment Opportunities
This course and qualification could lead to



Teacher
Sound Engineer
Events Manager
109
HIGHER MUSIC
ENTRY REQUIREMENTS
Students will be expected to have gained an A or a B at National 5. Entry without this requirement should be
discussed with Miss Sheail.
COURSE OUTLINE
The course reinforces and extends the knowledge and understanding gained at National 5 and is designed for
those who wish to study the subject as part of their general education as well as for those who may wish to
pursue a career related to music.
Performing Skills (internally marked)
Students will work on 2 instruments (one may include voice) and will learn a variety of music in contrasting
styles.
Composing Skills (internally marked)
Students will learn to create original music using a variety of ICT resources and will begin to investigate the
stimulus for composition used by professional composers. Composition work will include a number of
exercises as well as creating a full length composition in a recognised style.
Understanding Music (internally marked)
Students will listen to a variety of music and learn about the musical “concepts” involved in each style.
Students will also study the social and cultural backgrounds of these musical styles.
Added Value Unit (externally marked)
There are 2 exams for Higher Music – one performance exam (minimum Grade 4 on 2 instruments) and one
listening exam. Please contact Miss Sheail for details.
Career/Employment Opportunities
This course and qualification could lead to



Teacher
Sound Engineer
Events Manager
110
NATIONAL 5 MUSIC
ENTRY REQUIREMENTS
Students will be expected to have passed National 4. It may be possible to enter at this level without a National
4 pass, but this should be discussed with Miss Sheail.
COURSE OUTLINE
The course reinforces and extends the knowledge and understanding gained at National 4 and is designed for
those who wish to study the subject as part of their general education as well as for those who may wish to
pursue a career related to music.
Performing Skills (internally marked)
Students will work on 2 instruments (one may include voice) and will learn a variety of music in contrasting
styles.
Composing Skills (internally marked)
Students will learn to create original music using a variety of ICT resources and will begin to investigate the
stimulus for composition used by professional composers. Composition work will include a number of
exercises as well as creating a full length composition in a recognised style.
Understanding Music (internally marked)
Students will listen to a variety of music and learn about the musical “concepts” involved in each style.
Students will also study the social and cultural backgrounds of these musical styles.
Added Value Unit (externally marked)
There are 2 exams for National 5 Music – one performance exam (minimum Grade 3 on 2 instruments) and
one listening exam. Please contact Miss Sheail for details.
Career/Employment Opportunities
This course and qualification could lead to



Teacher
Sound Engineer
Events Manager
111
NATIONAL 4 MUSIC
ENTRY REQUIREMENTS
There are no official entry requirements, but students should have basic skills on 2 instruments in order to
undertake this course.
COURSE OUTLINE
The course gives an introduction to the suite of Music qualifications, and provides students with the
opportunity to experiment with performing, composing and listening in depth.
Performing Skills (internally marked)
Students will work on 2 instruments (one may include voice) and will learn a variety of music in contrasting
styles.
Composing Skills (internally marked)
Students will learn to create original music using a variety of ICT resources and will begin to investigate the
stimulus for composition used by professional composers. Composition work will include a number of
exercises as well as creating a full length composition in a recognised style.
Understanding Music (internally marked)
Students will listen to a variety of music and learn about the musical “concepts” involved in each style.
Students will also study the social and cultural backgrounds of these musical styles.
Added Value Unit (internally marked)
The Added Value Unit for National 4 Music is a performance exam, which will be recorded in April/May.
This exam must show evidence of performance on two instruments or one instrument and voice, and should
show a contrasting selection of pieces.
There are no grades given for National 4 Music – the results are Pass/Fail, based on successful completion of
the three units and the Added Value Unit.
112
FREE STANDING UNITS - MUSIC
This Unit is only available to students who are keen to develop practical skills on a particular instrument.
Please contact Miss Sheail for details.
ENTRY REQUIREMENTS
There are no specific entry requirements for these units as they can be taken from National 3 up to Advanced
Higher depending on ability and/or previous practical skills on a particular instrument.
COURSE OUTLINE
Students will work on a series of Musical pieces on their instrument throughout the year and will be required
to demonstrate their capability to play these at the end of the year with their subject teacher.
COURSE ASSESSMENT
The assessment of this Unit will be taken internally by the subject teacher at the end of the Unit and awarded
a pass/fail in May.
Career/Employment Opportunities
This course and qualification could lead to



Teacher
Sound Engineer
Events Manager
113
PHYSICAL EDUCATION
DEPARTMENT
The Physical Education Department is offering senior students the following
courses this session:
NEW HIGHER PHYSICAL EDUCATION
NATIONAL 5 PHYSICAL EDUCATION
NATIONAL 4 PHYSICAL EDUCATION
HIGHER & NATIONAL 5 DANCE
COMMUNITY SPORTS LEADER AWARD
SPORTS LEADERSHIP (JSLA & SPORT AND RECREATION)
Curricular Leader: Mr J MacPhie
114
HIGHER PHYSICAL EDUCATION
ENTRY REQUIREMENTS
Students should have passed National 5 PE at a minimum A pass and should be sitting English at National 5
or Higher.
This course is suitable for all students who have an interest and enthusiasm for developing their physical and
performance skills, either to pursue study and career options related to Physical education or to broaden their
learning experience.
This is a very demanding course and students need to be flexible with activity choice. There is a high
expectation that students bring a full change of PE kit every lesson and are committed to Physical activity.
(This will include Swimming)
COURSE OUTLINE
Course Assessments
Performance: 60 marks one off performance (Internally assessed)
Exam
: 40 marks (1hr 30mins) (Externally marked)
Units
 Factors Impacting on Performance
(All units are internally assessed. This will be on a pass/fail basis)
 Performance Skills (Pass two activities)
COURSE ASSESSMENT
Exam (40 marks) + Performance (60 marks) = 100
Career/Employment Opportunities
This course and qualification could lead to






NQ Sport and Fitness
HNC/HND Fitness Health and Exercise
HNC/HND Sports coaching and Development of Sport
NQ/NND Professional stage Dance
NQs in instructing Exercise and Fitness, Exercise with Music
PE teacher
115
NATIONAL 5 PHYSICAL EDUCATION
ENTRY REQUIREMENTS
This Course is suitable for all students who have an interest and have an enthusiasm for developing their
physical and performance skills, either to pursue study and career options related to physical education or to
broaden their learning experience. Students can continue their study in S5/6 with National 5/Higher Physical
Education.
Students should have achieved an A at National 4 level, or achieved Level 4 Secure in the majority of their
Movement skills Outcomes.
This is a very demanding course and students need to be flexible with activity choice. There is a high
expectation that students bring a full change of PE kit every lesson and are committed to Physical activity.
(This will include Swimming)
COURSE OUTLINE
Course Assessments


Performance: 60 marks (one off performance-Internal assessment)
Portfolio
: 40 marks (Externally assessed)
Units
• Factors Impacting on Performance
(All units are internally assessed. This will be on a pass/fail basis)
• Performance Skills (Pass two activities-Internal assessment)
Portfolio worth 40 marks
One off performance worth 60 marks
Total= 100 marks
Career/Employment Opportunities
This course and qualification could lead to






NQ Sport and Fitness
HNC/HND Fitness Health and Exercise
HNC/HND Sports coaching and Development of Sport
NQ/NND Professional stage Dance
NQs in instructing Exercise and Fitness, Exercise with Music
PE teacher
116
NATIONAL 4 PHYSICAL EDUCATION
ENTRY REQUIREMENTS
Students should have achieved Level 4 Secure or Consolidating in most Experiences and Outcomes at National
3.
This is a very physically demanding course and students need to be flexible with activity choice. There is a
high expectation that students bring a full change of PE kit every lesson and are committed to physical activity.
(This includes Swimming)
COURSE OUTLINE

Physical Education: Factors Impacting on Performance
(Internally assessed pass/fail)
Outcome 1: Demonstrate knowledge of factors that impact on personal performance in physical activities.
Outcome 2: Develop personal performance in physical activities.
Outcome 3: Review the performance development process.

Physical Education: Performance Skills in two activities(Internally assessed)
Demonstrate a range of movement and performance skills in physical activities.
The task is for students to demonstrate in two physical activities a range of performance and movements skills
and provide evidence of their ability to select, use, demonstrate and adapt these skills. Students must also
demonstrate the ability to respond to and meet the physical demands of the performance in a safe and effective
way.

Added Value unit Physical Education: Performance(PASS/FAIL)
COURSE ASSESSMENT
All units are internally assessed. This will be on a pass/fail basis
Career/Employment Opportunities
This course and qualification could lead to






NQ Sport and Fitness
HNC/HND Fitness Health and Exercise
HNC/HND Sports coaching and Development of Sport
NQ/NND Professional stage Dance
NQs in instructing Exercise and Fitness, Exercise with Music
PE teacher
117
NATIONAL 5 DANCE
ENTRY REQUIREMENTS
This course is suitable for students who have an interest and enthusiasm for developing their technical dance
skills, knowledge and understanding of a range of dance techniques and choreographic skills, and an
appreciation of theatre arts.
Entry to this course is at the discretion of the department. However, a suitable dance background and a
successful year in S3 Got 2 Move course would provide a sound foundation for this course. Students can
continue their study in the senior phase with Higher Dance.
This course requires students to bring a full change of Dance kit, including dance shoes to every lesson.
Students should be fully committed to performing solos/duets in front of an audience, completing weekly
homework tasks and leading their own choreography rehearsals for two people.
COURSE OUTLINE
Students will:
 Perform a range of dance skills and techniques
 Apply choreographic principles, devices and structures in choreographed sequences.
 Understand and apply safe dance practice in relation to physical well-being
 Evaluate own and others work.
 Respond to stimuli using imagination and creativity to create choreography
 Convey thoughts, meaning and ideas through movement
 Explore and gain understanding of a range of theatre arts relevant to dance.
 Develop and evaluate the creative process through choreography.
COURSE ASSESSMENT
The assessment consists of two components:
Component 1 –
Performance of a tutor choreographed technical solo in a selected genre. (35 Marks)
Component 2 –
Section 1- Choreography- Students follow a choreographic process to create and present a dance for
two students, excluding self, lasting between 1.5-2 minutes. (35 Marks)
Section 2- Choreography Review- Students respond to set questions regarding their planning,
development and evaluation of their own choreography. (30 Marks)
Career/Employment Opportunities
This course and qualification could lead to






Dance performer
Dance teacher/instructor
Health and Fitness
Choreographer
Dance management
Dance movement therapy
118
HIGHER DANCE
ENTRY REQUIREMENTS
This course is suitable for students who have an interest and enthusiasm for developing their technical dance
skills, knowledge and understanding of a range of dance techniques and choreographic skills, and an
appreciation of theatre arts.
Students should have passed National 5 Dance. However, a suitable dance background and a successful year
in S3 Got 2 Move course would provide a sound foundation for this course.
This course requires students to bring a full change of Dance kit, including dance shoes to every lesson.
Students should be fully committed to performing solos/duets in front of an audience, completing weekly
homework tasks and leading their own choreography rehearsals for three people.
COURSE OUTLINE
Students will:
 Develop a broad range of technical dance skills
 Understand and apply knowledge of a range of choreographic skills to create a dance for a group.
 Work imaginatively and demonstrate creativity through problem solving, critical thinking, analysis
and reflective practice.
 Co-operate, support and work with others.
 Consider how theatre arts can enhance a performance
 Develop knowledge, understanding and appreciation of dance practice
 Apply the principles of safe dance practice
 Evaluate their own and the work of others.
 Developing and evaluating the process of creating choreography
 Conveying a range of themes, ideas and emotions through movement
 Applying a range of choreographic principles, devices and structures in choreographed sequences.
COURSE ASSESSMENT
The assessment consists of two components:
Component 1 Performance – Students will perform two solos each in different genre. The purpose of this is to
assess the student’s ability to apply and combine technical skills and performance skills. (35 Marks
for each solo- 70 Marks combined)
Component 2 Practical Activity- The student will create and present a choreography for a minimum of 3 dancers
(35 Marks) and review the choreography process (35 Marks) (Total Marks to be awarded - 70
Marks)
Career/Employment Opportunities
This course and qualification could lead to






Dance performer
Dance teacher/instructor
Health and Fitness
Choreographer
Dance management
Dance movement therapy
119
COMMUNITY SPORTS LEADERSHIP AWARD
ENTRY REQUIREMENTS
This award is open to S6 students, who will be expected to prefect in Physical Education classes. Students
should be aware that there is a great deal of commitment needed when undertaking this award and it will involve
organising and running tournaments/events in and out of school time.

Students should have a genuine interest in Sports Coaching.
COURSE OUTLINE
The Level 2 Award in Sports Leadership will give candidates the chance to develop their organisation,
motivation and communication skills, whilst also focusing on positive role models in sport, how to mentor
others, and how to use leadership skills in a variety of settings.
This award will involve both practical and theory sessions. There may also be opportunities to complete other
coaching qualifications through this award, some of these may be at a cost. For example; SFA Early touches,
First Aid.
COURSE ASSESSMENT
The Level 2 Award in Sports Leadership consists of eight units of work including 10 hours demonstration of
leadership with an outside agency, which you are responsible for researching and setting up for yourself.
Career/Employment Opportunities
This course and qualification could lead to









NQ Sport and Fitness
HNC/HND Fitness Health and Exercise
HNC/HND Sports coaching and Development of Sport
NQ/NND Professional stage Dance
NQs in instructing Exercise and Fitness, Exercise with Music
PE teacher
Sports management
Life Saving
Refereeing
120
SPORTS LEADERSHIP (S4 Only)
- Junior Sports leader award JSLA (SCQF level 4)
- Skills for Work: Sport and Recreation National 4 + 5 (SCQF level 4)
ENTRY REQUIREMENTS
Students should have a keen interest in Physical activity and a possible view to pursue sport as a future
vocation.
The course is mainly practical but students will be expected to plan and deliver sessions and volunteer to help
with sports clubs. The course has an entrance fee of £20.55 which should be paid in full before September.
Pupils are likely to complete a small work experience placement in a Sport facility.
COURSE OUTLINE
JUNIOR SPORTS LEADER AWARD LEVEL 1
The Junior Sports Leader is designed to provide a starting point for young people, over 14 years of age who
want to develop their sports leadership skills.
The syllabus is designed to develop generic skills which can be applied to a variety of sporting activities, as
well as contributing to the candidate’s personal and social education. It is a practical qualification in which
candidates should demonstrate knowledge and understanding mainly through physical competence rather than
written work. The candidate’s ability as a competent leader should be assessed by observation, rather than by
written assessment.
SPORT AND RECREATION NATIONAL 4+5
The Course content covers the main practical activities involved in carrying out a support role in a sport and
recreation environment — assisting with planning, setting up and delivering activity sessions; assisting with
setting up, dismantling and checking equipment and resources; assisting with accident and emergency
procedures; dealing effectively and courteously with customers/users, staff and others; helping to plan and
review a personal training programme, establishing good practice in setting and reviewing personal goals. The
Course content also covers Health and Safety legislation.
Candidates will have the opportunity to develop relevant vocational skills, and a variety of employability
skills, in the context of a sport and recreation setting. Some of these skills could be looked upon as generic
skills required in the wider workplace, while others are specific employability skills required for the recreation
sector. The Course requires that candidates gain hands-on experience in an appropriate recreational setting,
and it is important for centres to manage the Course in an integrated manner that reflects the day-to-day issues
of a realistic sport and recreation environment.
The Skills for Work (SfW) Courses in Sport and Recreation covers the main practical activities involved in
carrying out a support role in a sport and recreation environment, as well as health and safety legislation. Set
at SCQF levels 4 and 5, the Courses give hands-on experience in an appropriate recreational setting.
At level 4, candidates will learn about:
Assisting with planning, setting up and delivering activity sessions dismantling and checking equipment and
resources assisting with accident and emergency procedures dealing effectively and courteously with clients,
staff and others helping to plan and review a personal training programme establishing good practice in setting
and reviewing personal goals
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Career/Employment Opportunities
This course and qualification could lead to






NQ Sport and Fitness
HNC/HND Fitness Health and Exercise
HNC/HND Sports coaching and Development of Sport
NQ/NND Professional stage Dance
NQs in instructing Exercise and Fitness, Exercise with Music
PE teacher
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PHYSICS
SCIENCE DEPARTMENT
The Science Department is offering senior students the following physics courses
this session:
CfE ADVANCED HIGHER PHYSICS
CfE HIGHER PHYSICS
NATIONAL 5 PHYSICS
NATIONAL 4 PHYSICS
Curricular Leader: Mrs L McIntosh
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ADVANCED HIGHER PHYSICS
ENTRY REQUIREMENTS

Higher Physics at Grade A or B and
Higher Mathematics at Grade A or B
COURSE OUTLINE
The Advanced Higher Physics course is structured in order to allow students a deeper knowledge of the nature
of physics and its applications.
Students will develop the skills to apply their knowledge and understanding in a wide variety of theoretical
and practical problem solving contexts.
In addition, the skills associated with carrying out experimental and investigative work in physics and
analysing the information obtained will be exercised.
The course is made up of the following mandatory units;
Rotational Motion and Astrophysics (Advanced Higher)
Quanta and Waves (Advanced Higher)
Electromagnetism (Advanced Higher)
Investigating Physics (Advanced Higher)
8 SCQF credits
8 SCQF credits
4 SCQF credits
4 SCQF credits
COURSE ASSESSMENT (Advanced Higher)
In order to gain an award in the course a student must pass each of the Units plus the external assessments.
External assessments
Component 1 — question paper (100 marks)
The question paper will have 100 marks – Section 1 (multiple choice) 20 marks + Section 2 (extended response
questions) 80 marks. Two and a half hours are allowed for this exam.
Component 2 — project (30 marks)
Project: The project will have 30 marks. The project will assess the application of skills of scientific inquiry
and related physics knowledge and understanding.
Total marks
130 marks
Career/Employment Opportunities
This course and qualification could lead to
 HND/degree programmes in a physics-based course or a related area, such as engineering,
electronics, computing, design, architecture or medicine
 Careers in a physics-based discipline or related area, or in a wide range of other areas, such as oil
and gas exploration, renewable energy, construction, transport or telecommunications
HIGHER PHYSICS
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ENTRY REQUIREMENTS
Standard Grade Physics at Grade 1 or 2 or pass at National 5, or Intermediate 2 pass at A or B.
and
Standard Grade Mathematics at Grade 1 or 2
COURSE OUTLINE
The Higher Physics course is designed to provide an opportunity for reinforcing and extending the student’s
knowledge and understanding; developing the ability to solve problems; and carrying out experimental and
investigative work. The course is based on the development of relevant knowledge and understanding,
problem solving and practical activities. Positive attitudes such as being open minded and willing to recognise
alternative points of view are promoted.
The course is made up of the following three mandatory units:
Our Dynamic Universe (Higher)
Particles and Waves (Higher)
Electricity (Higher)
Researching Physics (Higher)
6 SCQF points
6 SCQF points
3 SCQF points
3 SCQF points
This course provides a rewarding insight into real Physics in the real world.
COURSE ASSESSMENT
To gain the award of the Course, the learner must first pass all of the Units (above) as well as the Course
assessment:
The Course assessment will consist of two Components: a question paper and an assignment.
1. Question Paper: The question paper will have 100 marks – Section 1 (multiple choice) 20 marks +
Section 2 (extended response questions) 80 marks. Two and a half hours are allowed for this exam.
2. Controlled Assignment: The controlled assignment will have 20 marks. Consists of a research stage
followed by a communication stage where the report is written under exam conditions.
Both assessment elements are externally marked by SQA.
Career/Employment Opportunities
This course and qualification could lead to

Further study in HND/degree programmes in a physics-based course or a related area, such as
engineering, electronics, computing, design, architecture or medicine
 Careers in a physics-based discipline or related area, or in a wide range of other areas, such as oil
and gas exploration, renewable energy, construction, transport or telecommunications
NATIONAL 5 PHYSICS
ENTRY REQUIREMENTS
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


Completion of Curriculum for Excellence Science level 4
National 4 Physics
The may also be progression from National 4 Chemistry, National 4 Environmental Science, National
4 Biology or National 4 Science Courses.
COURSE OUTLINE
The main aims of this course are to:
 develop and apply knowledge and understanding of physics develop and understanding of the role of
physics in scientific issues and relevant applications of physics, including the impact these could make
on society and the environment
 develop scientific inquiry and investigative skills
 develop scientific analytical thinking skills in a physics context
 develop the use of technology, equipment and materials, safely, in practical scientific activities
 develop planning skills
 develop problem solving skills in a physics context
 use and understand scientific literacy, in everyday contexts, to communicate ideas and issues and to
make scientifically informed choices
 develop the knowledge and skills for more advanced learning in physics
 develop skills of independent working
There are three mandatory units
 Electricity and Energy
 Waves and Radiation
 Dynamics and Space
COURSE ASSESSMENT
In order to gain an award at National 5 level, the student must:



Pass the Unit Assessments for all three units (outcome 2.1/2.4)
Complete an investigation and write a lab report (outcome 1)
Complete a research task (Outcome 2.2/3)
FORMAL ASSESSMENT


Complete an investigative research assignment (Added Value Assignment- 20% of final mark)
Complete a graded (A-D) Question Paper (80% of final mark)
Career/Employment Opportunities
This course and qualification could lead to


Further study in HND/degree programmes in a physics-based course or a related area, such as
engineering, electronics, computing, design, architecture or medicine
Careers in a physics-based discipline or related area, or in a wide range of other areas, such as oil
and gas exploration, renewable energy, construction, transport or telecommunications
NATIONAL 4 PHYSICS
ENTRY REQUIREMENTS
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

Completion of Curriculum for Excellence Science at level 3
National 3 Physics
COURSE OUTLINE
The main aims of this course are to:
 develop and apply knowledge and understanding of physics
 develop an understanding of the role of physics in scientific issues and relevant applications of physics
in society and the environment
 develop scientific inquiry and investigative skills
 develop scientific analytical thinking skills in a physics context
 develop the use of technology, equipment and materials, safely, in practical scientific activities
 develop problem solving skills in a physics context
 use and understand scientific literacy, in everyday contexts, to communicate ideas and issues
 develop skills of independent working
There are three mandatory units
 Electricity and Energy
 Waves and Radiation
 Dynamics and Space
ASSESSMENT
In order to gain an award at National 4 level, the student must:



Pass the Unit Assessments for all three units (outcome 2.1/2.4)
Complete an investigation and write a lab report (outcome 1)
Complete a research task (Outcome 2.2/3)
FORMAL ASSESSMENT

Complete an investigative research assignment (Added Value Assignment).
Career/Employment Opportunities
This course and qualification could lead to


Further study in HND/degree programmes in a physics-based course or a related area, such as
engineering, electronics, computing, design, architecture or medicine
Careers in a physics-based discipline or related area, or in a wide range of other areas, such as oil
and gas exploration, renewable energy, construction, transport or telecommunications
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RELIGIOUS, MORAL &
PHILOSOPHICAL STUDIES
DEPARTMENT
The Religious, Moral and Philosophical Studies Department is offering senior
students the following courses this session:
HIGHER RELIGIOUS MORAL & PHILOSOPHICAL STUDIES
NATIONAL 5 RELIGIOUS MORAL & PHILOSOPHICAL STUDIES
NATIONAL 4 RELIGIOUS MORAL & PHILOSOPHICAL STUDIES
HIGHER PHILOSOPHY
NATIONAL 5 PHILOSOPHY
Curricular Leader: Ms R MacLean
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HIGHER RELIGIOUS, MORAL & PHILOSOPHICAL STUDIES
ENTRY REQUIREMENTS

Intermediate 2 or ‘S’ Grade Credit Pass or National 5 Pass in any Social Subject and or RMPS
This Unit will be available to more mature candidates who have an interest in the subject matter and can
demonstrate appropriate ability at this level.
COURSE OUTLINE
The course will be split into three units:
1) World Religion
2) Morality in the Modern World
3) Christianity – Belief and Science
COURSE ASSESSMENT
Each of the units above will be assessed and reassessed using National Assessment Bank material.
Examination Paper.
Career/Employment Opportunities
This course and qualification could lead to





Social Work and Care
Human Resources
Psychology and Health Care
Counselling
Law, politics and many other areas
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NATIONAL 4 AND 5 RELIGIOUS, MORAL & PHILOSOPHICAL STUDIES
ENTRY REQUIREMENTS

A General Standard Grade pass, Intermediate 1 pass or a National 4 pass in any Social Subject and/or
RMPS
This Unit will be available to more mature candidates who have an interest in the subject matter and can
demonstrate appropriate ability at this level.
COURSE OUTLINE
The course will be split into three units:
4) World Religion
5) Morality in the Modern World
6) The Existence of God
COURSE ASSESSMENT
Each of the units above will be assessed and reassessed using National Assessments material.
Examination Paper in National 5.
Career/Employment Opportunities
This course and qualification could lead to





Social Work and Care
Human Resources
Psychology and Health Care
Counselling
Law, politics and many other areas
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HIGHER & NATIONAL 5 PHILOSOPHY
ENTRY REQUIREMENTS

Intermediate 2 or Standard Grade Credit or National 5 Grade Pass in any Social Subject and or RMPS
for entry to Higher.
Intermediate 1 or Standard Grade General or National 4 Grade Pass in any Social Subject and or RMPS
for entry into National 5.


This Course will also be available to more mature candidates who have an interest in the subject matter
and can demonstrate appropriate ability at this level.
COURSE OUTLINE
The course will be split into 4 units:
1)
2)
3)
4)
Arguments in Action
Epistemology
Metaphysics (Higher only)
Moral Philosophy
COURSE ASSESSMENT
Each of the units above will be assessed and reassessed using National Assessment Bank material.
Examination Paper.
Career/Employment Opportunities
This course and qualification could lead to





Social Work and Care
Human Resources
Psychology and Health Care
Counselling
Law, politics and many other areas
131
FORRESTER HIGH SCHOOL
SENIOR COURSING
S6 STUDENTS

All new S6 students must choose a minimum of FIVE subjects – exceptions may be made for those
studying an Advanced Higher.

One Open University module may be selected in any column by S6 students if appropriate.

New S6 Students who have completed Year 1 of the QMU Creative Industry Academy and wish to embark
on Year 2, must select this option in column 4. This counts as one of their course choices.
In addition to these choices, all S6 students will have one period of personal development, one period of
perfecting and one period of optional PE as well as the opportunity to be involved in active citizenship at some
stage in the session.
S5 STUDENTS

All new S5 students must choose a subject in each of the five columns.
In addition to these choices, all S5 students will have one period of Personal Development and one period of
PE for pupils who have not chosen PE as a subject or Study for pupils who have selected curricular PE.
Most S5 pupils will have an opportunity to take part in some Wider Achievement opportunities but this will
depend on each pupil’s individual learning pathway. More info on this will be made available at the Course
Choice Evenings in March.
S4 STUDENTS

All new S4 students must choose a subject in each of the six columns.
In addition to these choices, all S4 pupils will have one period of Social Education, two periods of PE and one
period of RME/Citizenship.
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FORRESTER HIGH SCHOOL S4 – S6 OPTION SHEET 2015- 2016
COURSE
Courses for S6 only
COLUMN 1
OU Modules
COLUMN 2
OU Modules
COLUMN 3
OU Modules
COLUMN 4
OU Modules
Music Free stand units
QMU Academies
Art (Folio Prep)
Music
Advanced Higher
Geography
English
French
Higher
English
Maths
History
RME
Maths
Bus Management
Geography
History
Modern Studies
RME
Maths
National 5
or
equivalent
Computer Games Dev
Core Skills (English)
English
Maths
Practical Cake Craft
Business
Geography
History
Maths
Modern Studies
RME
Administration & IT
Chemistry
Computing
English
Fashion & Textile Technology
Graphic Comm
Practical Woodworking
Travel & Tourism
Modern Studies
National 4
or
equivalent
Computer Games Dev
Core Skills (English)
English
Life Skills Maths
Maths
Business
Geography
History
Life Skills Maths
Maths
Modern Studies
RME
Administration & IT
Chemistry
Computing
English
Practical Woodworking
Travel & Tourism
Modern Studies
Graphic Comm
National 3
Life Skills Maths
Life Skills Maths
Administration & IT
Administration & IT
Chemistry
Computing
English
Graphic Comm
Modern Studies
Fashion & Textile Technology
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Accounts
Art
Music
PE
Physics
Dance
Philosophy
Design and Manufacture
COLLEGE
Accounts
Art
Computer Games Dev
Design and Manufacture
Music
PE
Physics
Dance
Hospitality
Philosophy
COLLEGE
Computer Games Dev
Design and Manufacture
Music
PE
Physics
Spanish
COLUMN 5
OU Modules
Art
Computing
Drama
Art
Biology
Computing
German
Geography
PE
Media
Drama
Administration & IT
Art
Biology
Computing
Geography
French
Media
PE
Drama
Biology
Computing
Creative Digital Media
Geography
French
PE
Drama
Child Care
COLUMN 6
Administration & IT
Biology
Core Skills (English)
English
Music
Practical
Woodworking
German
Sports Leadership
Administration & IT
Biology
Core Skills (English)
English
Music
Practical
Woodworking
German
Sports Leadership
Administration & IT
German
Pupil’s Name:
Tutor Group:
New S4 pupils are required to follow a full timetable and must therefore choose a subject from every column.
New S5 pupils are required to choose a subject from Columns 1 to 5 only.
New S6 pupils are required to study subjects in a minimum of five columns (1-5 ONLY), supported by a
maximum of one column of Private Study.
In order to assist you to make the correct choices, the recommendations sheet below must be completed prior to
your course choice interview with your Guidance Teacher.
1. Please enter every subject which you are considering taking next session.
2. Please ask you subject teacher to enter the recommended level of study. If you are not taking the subject
this year, please ask the Principal Teacher to enter the recommended level of study.
Subject
Recommended
Comments
Level of Study based on Appropriate
Ability
S4
S5
S6
if Teacher’s
Initials
I note the above recommendation and am in full agreement with the courses chosen overleaf.
Pupil’s Signature: ___________________________________________ Class: _____________
Parent’s Signature: _________________________________________
Please note below any subject and level you wish to study but are unable to due to column structure.
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