S3 Personalisation Through Choice 2013-14

Contents

Section 1- IntroductionA message from the Head . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Curriculum Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Assessment & Qualifications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7,8Section 2 - Core Subjects (every pupil follows these courses)• English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9,10,11,12• Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13,14,15• Religious and Moral Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16• Personal and Social Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17,18• Physical Education & Sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Section 3 - Pupil ChoiceSciences Column• Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20,21,22• Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23,24• Physics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25,26Social Subjects• Business . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27,28• Business Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29,30• Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31,32,33,34• History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35,36,37,38• Modern Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39,40,41Arts Column• Art & Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42,43,44• Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45,46,47,48,49• Physical Education &Sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50,51,52Languages Column• French: German: Italian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53,54,55• HE -Personal Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56,57Technologies Column• Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58,59,60,61• Computing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62,63,64• Craft Design Technology - the Department . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65• CDT: Design and Manufacture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66,67• CDT: Engineering Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68,69• CDT: Graphic Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70,71• CDT: Practical Metalwork . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72,73• CDT: Practical Woodwork . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74,75• HE - Hospitality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76,77The Enhancement ColumnOptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78,79Section 4 Additional InformationCareers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80,81,82Glossary of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83,84Choice Form example . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

curriculum for excellenceSUCCESSFUL LEARNERS>CONFIDENT INDIVIDUALS>RESPONSIBLE CITIZENS>EFFECTIVE CONTRIBUTORS4

A Message from the HeadteacherDear Parent

We have made significant changes to this booklet from previous years to reflect the different arrangements which are taking place as part of the Curriculum for Excellence programme . In previous years, your child would have made subject choices for the two years of the Standard Grade or Intermediate courses . Pupils will still be making choices for subjects which they will carry for two years, but S3 is the final year of broad general education in Curriculum for Excellence, so staff will be teaching to the relevant CFE experiences and outcomes for their subject in S3 . From about Easter of S3, departments will begin working on SQA units of work leading to certification in SQA courses at the end of S4 .

Curriculum for Excellence is a seven year development programme and we have been planning for this change for some time . The School has worked very closely with the Parent Council in drawing up our plans and held regular meetings with parents about it . I have also explained Curriculum for Excellence in my newsletter . Our structure asks pupils to keep contact with all curriculum areas while giving them time to deepen their knowledge and skills in specific subjects, moving to certification in English, Mathematics and Religious and Moral Education plus 5 other subjects in S4 . That very broad education allows pupils to achieve across a range of subjects and then specialise in 5 subjects in S5 when they return to school .

This booklet is designed,as one part of the process, to assist you and your child in making these choices:

• Our Guidance staff will be explaining how the process works in Personal and Social Education classes from January, in very good time before the actual course choice sheet is returned to us on March 6th 2013

• Guidance staff have an individual interview with each S2 pupil to offer help and advice in their choices;• We issue the S2 report card to show progress in each subject and this will help guide pupils to where they

are strong and have career aspirations. You will receive the S3 report in terms of level 3 and 4 experiences and outcomes.

• A Parents’ Meeting is held on February 28th 2013 from 5-7pm where you can meet individual teachers who can help you understand your child’s progress in S2 and advise you on what the S3 and S4 courses will contain for that subject.

When you study the choice sheet you will see a very wide choice of courses is offered to our pupils . There is ample opportunity for pupils to follow particular interests while keeping a balanced curriculum .Recommendations have been made for each pupil regarding suitable subjects and potential levels of study . Actual levels of study for S4 will be reported on, in final term of S3 .The choice sheet should be returned to the school no later than March 6th 2013

If there are any queries about this booklet or the choice sheet, please do not hesitate to contact the school. I look forward to meeting as many of you as possible on the S2 Information Meeting and on the S2 Parents’ Meeting.

Yours sincerely,

Ronnie SummersHead Teacher

curriculum for excellenceSUCCESSFUL LEARNERS>CONFIDENT INDIVIDUALS>RESPONSIBLE CITIZENS>EFFECTIVE CONTRIBUTORS 5

Foreword

Each year Principal Teachers and Heads of Departments provide an up-to-date outline of the courses they will offer to Third Year pupils in the following session . These are brought together in this booklet to provide a comprehensive guide for parents and pupils .

To assist you in guiding your way around the new qualifications I have included an informative SQA booklet which explains how the new National Qualifications replace existing awards and the timeline of change . An overview of these changes and how it will affect your child in Musselburgh Grammar School is explained on pages 5-7 .

There is a Glossary of Common Terms on pages 84 and 85 to assist you with the terminology used .

Whilst each Department uses its own style to present information, the overall emphasis is on aims, content and methods of assessment of courses .

Although this handbook is designed primarily to provide valuable help at this important transition from Second Year to Third Year, it must also be seen as a detailed statement of Musselburgh Grammar School’s Third Year Curriculum and its articulation with the Senior Phase of S4 to S6 . As such it is a useful document to keep, because it provides a quick and easy reference to the assessment methods used during this crucial period of a pupil’s education .

By the end of S4 your child will hopefully have attained an SQA qualification at National 3, National 4 or National 5 . Attainment at National 5 will allow your child to study at Higher level if they choose to continue their studies into S5 . Similarly they will be recommended for study at National 5 if they attain National 4 at the end of S4

There are also a number of pathways available so that all pupils have the opportunity to study at an appropriate level, to fulfil their potential and to gain credit for the work that they have done .

G FruishDepute Head Teacher


Curriculum StructureS1-S3 Curriculum for Excellence Broad General Education

Pupils have been working throughout S1/2 on CfE experiences and outcomes from Level 2-4 on a common set of subjects .

• From January 2013 we have been preparing pupils to make choices for S3, starting in June 2013• During S3 all pupils will follow core subjects - English (3hrs), Mathematics (3hrs), Physical Education

(2hrs), Religious and Moral Education (1hr) and PSE (Personal and Social Education (1hr) per week . • In March, S2 pupils will be asked to choose 5 subjects that must include the following curriculum

areas (Science, Social Subjects, Arts, Technologies) , a total of 15hrs per week . This still permits pupils to have a wide choice .

• To complete the S3 Curriculum your child will also be asked to choose one subject in the Enhancement Column on the Choice sheet to keep contact with all the curriculum areas for 2 periods per week . This is taken for one year only .

• S3 is a “hinge” year between S1/2 experiences and outcomes and a link to S4 SQA courses and your child’s chosen subject areas will ease into SQA work from Easter of S3 – April 2014 .

• An S3 Profile will be issued by June 2014 . More details will follow in due course .

S4-6 Curriculum for Excellence Senior Phase

August 2013 – current S2 will have entered S4 and are timetabled as a single year group

• S4 CORE – English and Mathematics have 4 periods each to certificate English and Literacy, Mathematics and Numeracy at SQA Access 3, National 4 and National 5 . RME has 1 period to certificate RME at Access 3, National 4 and National 5 . PE has 2 periods and PSE has 1 period – neither leading to qualification - 12 periods in total

• The 5 subjects chosen in S3 lead to certification at SQA Access 3, National 4 and National 5 - 15 periods . Thus a typical pupil will have 8 qualifications on their SQA certificate in August 2014(English, Mathematics and RME plus 5 others) It is however possible for pupils and parents to choose to bypass certification in S4 for any subject they want to continue into S5 . For example, a pupil might only have 3 presentations in S4 for subjects they intend to discard in S5, and continue studying the other 5 subjects in S5 and only take certification at Higher level .

• In February/ March of S4, we will ask pupils to think ahead to their 5 subjects for S5 .

August 2014 - Current S2 will have entered S5 and are timetabled with S6

• S5 pupils will choose 5 subjects . We anticipate they will want to choose from the 7 subjects they have studied in depth in S3 and S4 and that virtually all will continue with English and Maths . We will however anticipate that we will be able to allow pupils to choose different subjects too, mirroring current practice .

• We will be offering subjects at National 4, National 5 and at Higher to S5 pupils


August 2015 - Current S2 will have entered S6 and are timetabled with S5.These are the expected levels of progression:

Curriculum level StageEarly Pre-school to P1First P2 to end P4Second P5 to end P7Third and Fourth S1-S3 (Fourth level aligns to National 4 qualifications)Senior phase S4 to S6 in school, college, workplace or community

What are profiles?All children and young people will have their achievements and progress formally recorded in a ‘profile’ at key points of change – e .g . moving from primary to secondary . The profile confirms how they are doing, records their achievements and progress against national standards and expectations, noting any awards . It covers all curriculum areas studied and records achievement in literacy and numeracy . It also contains a learner statement – their thoughts on their own achievements . Profiles will be phased in over the next three years .

How are qualifications changing?• National 4 replaces Standard Grade General and Intermediate 1 . It will be assessed by teachers .• National 5 replaces Standard Grade Credit and Intermediate 2 . It will involve a final external

assessment; usually an exam plus other types of assessment like coursework or performance .• Access 3 replaces Standard Grade Foundation .• Access, Higher and Advanced Higher qualifications all remain and will be refreshed .

All the new and refreshed qualifications will be quality assured by the Scottish Qualifications Authority (SQA) to ensure standards and credibility are maintained .

What will be different?• Young people will have access to a wider range of qualifications and learning experiences that reflect

their abilities and aspirations .• There will be more flexibility, with qualifications being taken over 1 or 2 years .• There will be more partnership arrangements• between schools, colleges, training providers and local employers .• Young people will be able to take National 4 and 5 qualifications in S4, S5 and S6 or by-pass these and

go straight to Highers if they are ready for it . This gives more flexibility to meet the needs of learners .

When will subject choice take place?Children will study and be assessed for qualifications from S4 onwards . In S3, they will choose which qualifications to take in the senior phase . That doesn’t mean that there will be no choice before then . S1-S3 will be designed to provide a broad, general education . There will be scope for choices including increasing specialisation during that time, ensuring that young people have the right level of challenge and support . This will provide a strong basis for moving on to study for qualifications from S4 . The subject options are determined by the school and Local Authority .

Assessment &Qualifications


Assessment &Qualifications

How many qualifications can learners take?The new qualifications will build upon learning in S3 . That means young people could study up to eight qualifications from S4, depending on the level of qualification and whether they are taken over 1 or 2 years . The precise number and range of qualifications offered, as well as when they are undertaken, will be a decision for schools and Local Authorities to take, in consultation with parents and learners .

When will there be more information about new qualifications?The Scottish Qualifications Authority (SQA) is responsible for developing the new qualifications . It is already working on this with teachers, colleges, universities, parents and employers . The timeline is:

2010 – 2012 development of new qualifications2012 – 2013 last Standard Grades2013 – 2014 first new and revised qualifications at Access and National 4 and 52014 – 2015 first revised Higher qualifications2015 – 2016 first revised Advanced Higher qualifications

Where can I get information or ask a question?Speak to your local school or visit:www.youngscot.org (learners)www.parentzonescotland.gov.uk (parents and carers)www.employersandyoungpeople.co.uk (employers)www.sqa.org.uk (information on qualifications)www.hmie.gov.uk (standards, inspections)www.ltscotland.org.uk (teaching practice and support)www.engageforeducation.org (share ideas andquestions about education issues)www.scotland.gov.uk/cfeinaction (examples of CfE in action and signposts to further information).


Core Subjects:EnglishYour ability to use language lies at the centre of the development and expression of your emotions, your thinking, your learning and your sense of personal identity .

Through language, you can gain access to a wide range of literary and media texts and develop your appreciation of the richness and breadth of the English language, whilst also developing your critical thinking skills .

Literacy is fundamental to all areas of learning, as it unlocks access to the wider curriculum . Being literate increases opportunities for you in all aspects of life, lays the foundations for lifelong learning and work, and contributes strongly to the development of all four capacities of Curriculum for Excellence . Competence and confidence in literacy, including competence in grammar, spelling and the spoken word, are essential for progress in all areas of the curriculum .

What will I study in S3 English?Following on from English in S1 and S2, you will continue to develop and refine your use and understanding of the four modes of language:• Reading• Writing• Talking and listening

Within each of the four modes you will engage in a wide range of experiences which include:

Enjoyment and choice This will be important in providing opportunities for you to make increasingly challenging and sophisticated decisions .

Communication tools These will include important skills and knowledge of grammar, language structures and the development of a critical terminology .

Finding and using information This will allow you to develop the critical thinking skills that you need to succeed across all subjects in the curriculum

Understanding, analysing and evaluatingThis will include the study of a range of print and media texts, developing not only literal understanding but also your appreciation of the effects of literary techniques .

Creating texts This will provide you with the opportunities to develop your ability to communicate effectively in written and visual forms, developing the skills that allow you to write across a range of genres, including critical evaluations of literature .


Core Subjects:EnglishHow will you be assessed?Evidence of progress in developing and applying skills in day-to-day learning across the curriculum will be tracked by you and your teacher . In doing so, you will produce an achievement profile with which you can take more responsibility for your learning . You will be involved in peer marking and will also develop your understanding of success criteria whilst you learn . Specific assessment tasks will also have an important part to play .

ReadingYou will be assessed on the development of close reading skills that you need to engage with fiction, non-fiction and media texts . Assessments will take the form of a combination of interpretation of seen and unseen texts and critical evaluations of literary texts .

WritingYou will be assessed on the development of a range of writing skills, including grammar, punctuation, spelling and stylistic features of a range of genres . You will produce short and extended written texts that span 4 genres: transactional, discursive, creative and personal .

Talking and ListeningYou will be assessed on the development of a range of oral and aural skills through group discussions, solo presentations and in critical listening exercises, where you will develop an understanding of the rich language patterns and literary devices available to speakers . Presentation skills will also be assessed through the oral / aural modes .

HomeworkPupils will be set regular homework, including:• Grammar & punctuation exercises• Redrafting essays• Preparation for talk / group discussion activities• Research activities .

Literacy, Numeracy and Health and Well BeingYou will be expected to submit work which is neat, legible, in sentences and paragraphs if required, with correct spelling and punctuation . You will be expected to learn key words, concepts and specialised vocabulary in English . You will be asked to make charts and tables and to make mathematical calculations in specific activities . You are expected to apply your understanding of physical and mental well-being, as learned through English, in order to live a healthy life .

What must you do to be successful in English?First and foremost, you must bring a positive attitude to English and attempt to do your best in EVERY lesson . Good attendance is important because of the unit-based approach to learning and keeping to Homework schedules is equally as important . You are expected to bring your own materials with you to work and to look after all materials provided for you by your teacher . You need to take responsibility for your own learning and play an active role in group and class discussions . Supporting your classmates is a desirable quality and working in an atmosphere of mutual respect is essential .


Core Subjects:EnglishWhat happens in S4Near the end of S3, the department will write a report for you and your parents indicating your progress in S3 . You will then take up a national course that builds on your attainment in S3 . The three national courses are as follows:

National 5The course provides you with the opportunity to develop your listening and talking, reading and writing skills in order to understand and use your language . There are two units and an external exam which you must pass in order to achieve a National 5 award .

Analysis and evaluationIn this unit you will develop listening and reading skills in familiar contexts . You will develop the skills to understand, analyse and evaluate detailed and complex language through the study of wide range of texts in language, literature and media contexts .

Creation and productionIn this unit you will be given the opportunity to develop talking and writing skills in familiar contexts . You will develop the skills needed to create and produce detailed and complex language in both written and oral form .

External examIn the exam, your communication skills of reading and writing will be assessed .

National 4The course provides you with the opportunity to develop your listening and talking, reading and writing skills in order to understand and use your language . There are 4 units that you must pass in order to achieve a National 4 award:

Analysis and evaluationIn this unit you will develop listening and reading skills in familiar contexts . You will develop the skills to understand, analyse and evaluate simple but detailed language through the study of straightforward texts in language, literature and media contexts .

Creation and productionIn this unit you will be given the opportunity to develop talking and writing skills in familiar contexts . You will develop the skills needed to create and produce simple but detailed language in both written and oral form .

LiteracyIn this unit you will develop listening and talking, reading and writing skills in a variety of familiar forms relevant for life and work . All four skills will be developed using straightforward texts which are likely to be functional / informational . You will develop your ability to read, listen and understand straightforward texts . You will develop your skills of listening and talking in order to express simple but detailed information which is technically accurate .


Core Subjects:EnglishAdded value: an English assignmentIn this unit, you will be able to apply and integrate your language skills in English . You will produce an assignment which will allow you to plan and research a chosen topic where you can develop your own skills and personal interests in language, literature or media . The assignment will provide you with the opportunity to present your findings using your talking and listening skills .

National 3The National 3 course offers a very similar structure to National 4 with units in Understnding Language, Producing Language and Literacy .

There is no Added Value assignment in National 3 .


Core Subjects:

Mathematics in S3Mathematics 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 .Because mathematics is rich and stimulating, it engages and fascinates learners of all ages, interests and abilities . Learning mathematics develops logical reasoning, analysis, problem solving skills, creativity, and the ability to think in abstract ways . It uses a universal language of numbers and symbols, which allows us to communicate ideas in a concise, unambiguous and rigorous way .

Mathematics equips us with many of the skills required for life, learning and work . Understanding the part that mathematics plays in almost all aspects of life is crucial . This reinforces the need for mathematics to play an integral part in lifelong learning, and be appreciated for the richness it brings .

Course content in S3Pupils will continue to develop their mathematics in the following areas:

Number, Money and Measure• Basic number processes• Measure• Patterns and relationships• Expressions and equations• Shape position and Movement• Properties of 2D shapes and 3D objects• Angle, symmetry and transformation

Information Handling• Data analysis• Ideas of chance and uncertainty

The Mathematics is taught in units of work . Context is given to the units that are being taught so that pupils can see that they are not purely learning maths in order to pass examinations . Where opportunities arise, topics are connected to other subject areas in order that pupils can see the relevance of the topics being taught .

AssessmentDuring S3, pupil’s assessment will take on different forms:Key questions: given during the lesson to assess their understandingActivities: grouped or individual tasksFormal Assessment: takes the form of a Topic test covering a number of Units (individual task)Investigative task: pupils will be given a problem to solve which will involve them using mathematics from different areas .

Mathematics


Homework• Pupils will be set regular homework . This includes• Revising notes• Finishing class exercises• Formal home exercise• Preparation for Unit Assessments• Using the internet to investigate mathematical topics

Literacy Numeracy Health and Well beingIt is difficult to imagine a world without number . It is fundamental to our ability to live and function in the real world as we know it . The ability to understand, and to feel confident when using number, is something that all pupils will be expected to develop throughout their time in school . Hopefully this will ensure that they are fully equipped to not only understand the world as they find it but also contribute to and play an active part in all those areas where number is involved .

Literacy is also addressed as part of the Mathematics curriculum . The ability to interpret the information either verbally or in written form is a key life skill . Pupils will develop their confidence to make the transition from literacy to numerical comprehension and interpretation .Where opportunities arise we will work closely with the P .E . Department, Biology Department and Home Economics Department to promote a healthy lifestyle .

What must I do to be successful?Maths is a subject that builds on prior learning . Pupils need to keep practising their skills in order that they can progress with their mathematics . Pupils can ask their teachers for extra practice sheets if they require . Pupils need to keep their homework up to date and not leave it until the last minute .Pupils must always come to class with the correct equipment, this includes a calculator, in order to complete the set tasks .

What happens in S4?Near the end of S3 the department will be writing a report for parents which will indicate the best pathway for their child . The decision will be based on the progress each pupil has made since the start of S1 .The different pathways are as follows:National 5• It will build on prior learning and will develop:• Operational skills in algebra, geometry, trigonometry and statistics• Reason skills of investigation, problem solving, analysis and modelling• Numeracy skills in number processes and information handling

On successful completion of this course the pupil could progress to:Higher MathematicsOther SQA qualifications in Mathematics

Core Subjects:Mathematics


National 4Pupil will develop similar skills to those in National 5 but not to the same depth .

On successful completion of this course the pupil could progress to:Mathematics (National 5)Lifeskills Mathematics (National 5)

National 3/4 Life SkillsTo enable learners to• Investigate the basic mathematical ideas and number processes in everyday contexts• Apply basic numeracy skills in the context of personal life and life in the community• Recognise mathematical patterns in everyday life• Read, interpret and use a range of basic information to make informed choices• Solve basic problems set in everyday contexts

On successful completion of the course the pupil could progress toMathematics ( National 4) courseLifeskills Mathematics (National 5) Course

Lifeskills Mathematics (National 5)• Operational skills in finance, measurement and statistics, as well as algebraic skills relevant to

patterns and formulae• Reasoning skills of investigation, problem solving and analysis• Numeracy skills in number processes and information handling

On successful completion of the course the pupil could progress toMathematics (National 4) course

Why study Maths?Employers in all walks of life readily accept a good level of mathematics as a desirable qualification . It is said that having a good qualification in mathematics opens more doors than any other subject . A shortage of highly numerate candidates in the job market means employers pay a premium for the problem solving number crunching skills of the good mathematician!

Core Subjects:Mathematics


Core Subjects:

Core Religious Studies The Core Religious Studies course offers you the opportunity to learn within the Curriculum for excellence level 3 and 4 Experiences and Outcomes . You will develop knowledge and skills through studying a variety of different traditions, Religions, beliefs and values . As you progress through the Core religious Studies course, you will develop confidence in participating, researching, asking key questions and presenting your opinions and findings .

The course allows learners to develop a greater understanding of religion and its place in society by looking at aspects of traditions, beliefs and values in the context of a multicultural Scottish society .

Progression can be made in fourth year to presentation at either National Four or National Five depending on ability and in future a Higher level course of Religious and Moral Philosophy may be available .

Religious & Moral Education


Core Subjects:Personal & Social EducationPersonal and Social Education is compulsory for all pupils in S3 and S4 . It forms a core part of the Health and Wellbeing Outcomes and Experiences which contribute to the Broad General Education in S3 and are taken forward in S4 through the stand-alone Work Experience Unit for which pupils will receive SQA credits . In addition, PSE in S3 will allow pupils to complete their Personal Profile which forms part of the entitlements of the Broad General Curriculum .

In general terms, PSE teachers will support pupils to:

• develop self-awareness, self-worth and respect for others • meet challenges, manage change and build relationships• experience personal achievement and build resilience and

confidence • understand and develop mental and spiritual wellbeing and social

skills• understand how decisions I make about my behaviour and

relationships affect my physical and mental wellbeing• participate in a wide range of activities which promote a healthy

lifestyle • understand that adults in my school community have a

responsibility to look after me, listen to my concerns and involve others where necessary

• learn about where to find help and resources to inform choices• assess and manage risk and understand the impact of risk-taking behaviour • reflect on my strengths and skills to help me make informed choices when planning my next steps • acknowledge diversity and understand that it is everyone’s responsibility to challenge discrimination .

Personal and Social Education will be delivered largely by a pupil’s Guidance teacher in collaboration with a range of personnel from other agencies including: Skills Development Scotland; Lothian and Borders Police; Citizens’ Advice; the Bridges Project and the school nursing service . It will also use a range of internet and DVD resources to explore the key outcomes and experiences . Class discussion and personal research will form a major part of classroom delivery .

In both S3 and S4 the Sexual Health and Relationship programme, developed in conjunction with Lothian Health Board, will form a central part of the Personal and Social Education syllabus .

The Personal ProfileS3 marks the end of a pupil’s broad general education phase and is a time when they are choosing their future learning paths for the senior phase . Pupils will have been reflecting on their learning and achievements in their Pupil Profiles in S1 and S2 . However, S3 provides a unique point both to reflect on learning that has taken place to date and to plan for future learning and development . At the end of S3, young people will have their progress and achievements recognised by the school .Pupil Profiles will be used to inform future decisions through personal learning planning, by helping the learner to identify areas for development, qualification and award choices and to decide on possible future learning paths .Pupils will also have their achievements in National Literacy and Numeracy qualifications recorded on MySQA .


Core Subjects:Personal & Social EducationSQA Unit: Work Experience (National 4) This short course is taken by all Fourth Year pupils . It lasts approximately 15 hours of class work and includes a one week work placement (approximately 35 hours) .

Throughout this course pupils are given the opportunity to develop the skills required when applying for jobs, answering job advertisements, filling in job application forms, compiling CVs, interview skills etc .

The course focuses around a week of Work Experience (taken in October of Fourth Year) . Pupils either choose a placement from the links available from Gateway database, or they can arrange their own placement .

During this week the pupils undertake appropriate tasks under supervision . The learning outcomes the pupils should achieve are the ability to :-

• contribute to the planning and arrangement of a Work Experience placement;

• carry out allocated tasks during the Work Experience; • relate to others in planning and undertaking Work Experience; • identify the contribution of Work Experience to their personal and social

development .

Work at home will be required to complete the Work Experience programme provided by the Gateway interactive, multimedia application WorkIT 2010 .

Assessment This Unit is assessed in two ways:-

internal assessment of specific tasks and completion of a Work Experience Diary; internal assessment by the employer, who is asked to complete an assessment sheet during the work placement .

If the course is completed satisfactorily pupils will be awarded an SQA Award .


Physical Education & SportAll pupils at Musselburgh Grammar will participate in two hours of high quality physical activity in years S3 and S4, in accordance with Scottish Government recommendations .

Physical education provides students with a platform from which they can build physical competences, improve aspects of fitness, and develop personal and interpersonal skills and attributes . It enables learners to develop the concepts and skills necessary for participation in a wide range of physical activity, sport, dance and outdoor learning, and enhances their physical wellbeing in preparation for leading a fulfilling, active and healthy lifestyle . They encounter a variety of practical learning experiences, including working on their own, with a partner and in small and large groups, and using small and large equipment and apparatus, both outdoors and indoors . Learning in, through and about physical education is enhanced by participating on a regular basis in a wide range of purposeful, challenging, progressive and enjoyable physical activities with choice built in for all learners .

What will I do in S3 & S4?Pupils will continue to develop, building on their experiences from S1 and S2, covering activities in more depth . How will this be assessed?Practical Performance will be assessed throughout the course after each block. Evaluating, Social development/

behaviour will be monitored as part of a continuous process building on prior knowledge and recorded using pupil’s physical education profile initiated in S1.

Course Structure:As indicated in the table above .

What Happens when I start S4?Pupils will select an individualised course from the activity headings given above to create a broader or deeper understanding of the activities chosen . Participation in all activities chosen is a mandatory requirement and pupils should ensure that they are prepared to take part at all times.

Course ChoiceActivity Areas S3 & S4(2hrs per week) Choose from % of the following areas to create an individulised

programme ( ** indicates choice for year long course)Indoor Game

HandballHockey

Athletics

RunJumpThrow

Outdoor game

FootballHockeyRugbyTag RugbyLacrosss

Water Skills

StrokeimprovementDivingPersonnelSurvivalLifesaving Skills

Movement

DanceGymnasticsTrampolining

Rackets

TennisTable TennisShort TennisSquashBadminton

SpecialistProgrammes

**SportsLeaders**Dance Certificate** LifesavingCertificate

Extraction

SkateBoardingGolfCyclingFitnesTraining

Fitness Fitness Fitness Fitness Fitness Fitness

Core Subjects:


Sciences:BiologyLearning in Biology will enable me to: • Develop curiosity and understanding of the environment

and my place in the living, material and physical world .• Develop skills for learning, life and work which will allow

me to express opinions and make decisions on social, moral, ethical, economic and environmental issues based upon sound understanding .

• Develop the skills of scientific inquiry and investigation using practical techniques .• Recognise the impact Biology makes on my life, the lives of others, the environment and on society .• Develop an understanding of the Earth’s resources and the need for responsible use of them .• Establish the foundation for more advanced learning and future careers in the sciences and the

technologies .

Why choose Biology? It is an exciting time in Biology . It is a fun and interactive subject which helps to develop your understanding of the environment in which you live and the workings of your own body . Biology is a great choice of subject for people who want access to a wide range of careers - from doctors to beauticians and from botanists to brewers . Lots of people who study Biology go into medicine, dentistry, veterinary science, physiotherapy, pharmacy, optometry, nursing, zoology, marine biology, forensic science, hairdressing, beauty therapy and sports related occupations .

Course content in S3 Level 4 experiences and outcomes will be covered as shown in the following table .

AssessmentAssessment in Biology will focus on children and young people’s knowledge and understanding of key Biological concepts and principles, inquiry and investigative skills, scientific analytical and thinking skills, and scientific literacy . Teachers will gather evidence of progress as part of day-to-day learning, and specific assessment tasks will also be important in assessing progress at key points of learning . We will assess progress though class questioning, end of topic tests, practical assessments and presentation of research projects with peer assessment .

We aim to achieve the highest possible level for each student .

Curriculum area Topics coveredPlanet Earth Biodiversity and interdependence;

energy sources and sustainability; processes of the planet .

Biological systems Body systems and cells; inheritance . Topical science Research into new developments in

Biology and the impact on modern life .


Sciences:BiologyHomeworkPupils will be set regular homework . This includes:• Revisingnoteseveryweekandkeepingnotestidy.• Preparingfortopictestsfromtimetotime.• Researchingsciencetopicsinnewspapers,televisionandtheinternet.• Completingindividualhomeworkbookletswhenappropriate.

Literacy, numeracy, health and well being Every subject, including Biology has the responsibility to develop these areas . We will expect you to hand in work which is neat, legible, in sentences and paragraphs if required with correct spelling and punctuation . We will expect you to learn the specialised vocabulary for Biology . You will develop your problem solving skills by doing mathematical calculations relevant to biological situations and by producing graphs and tables . You will be able to apply the knowledge you have gained in Biology to your everyday life so you can be healthy, wealthy and wise!

What I must do to be successful in BiologyBiology is a subject which builds upon your knowledge day by day - so good attendance is important . Your teacher will help you learn but you have to listen and contribute to discussions in class and keep up with the other pupils in your class . You have to ask for support if you need it .

With the help of your teacher, parents and friends you can monitor your progress and learning through self-evaluation . Regular weekly revision is important . You need to try your best in every task . You need to write down your homework in your planner and set aside time to do it . You need to bring writing materials with you every day .

What happens in S4?Near the end of S3, the Biology department will write a report for parents indicating your progress in S3 . From about Easter in S3, we will begin work on SQA courses in Biology at National 4 and National 5 . These courses have been designed to link to the Curriculum for Excellence Experiences and Outcomes you have been working with in S3 .

The Biology course in S4 is broken down into three units:

Unit DescriptionCell Biology Cell uses; microorganisms; Biological basis of

inheritance .Multicellular organisms Cells in organisms; biological processes;

defence mechanisms; reproduction .Life on Earth Interdependence of organisms; energy

and nutrient cycles; learned behaviour and behavioural adaptations .


Sciences:BiologyPupils will be credited with unit passes as they complete satisfactory work on each unit . There will also be an Added Value Unit . All units will be assessed internally by your teacher . There will be an assignment and an end of course test . The assignment will be to investigate a topical issue in Biology and how it affects society and /or the environment . The end of course test will cover the knowledge and skills gained from the units .

A pupil working at National 4 level has to complete the three individual units to National 4 criteria and the Added Value Unit to achieve a course award called Biology National 4 . There is no external assessment or examination at National 4 . The award is simply Pass/ Fail – it is not graded .

A pupil working at National 5 level has to complete the three individual units to National 5 criteria then complete a coursework assessment plus an external assessment to National 5 criteria . If they pass this they will have achieved a course award called Biology National 5 .

Where does this lead?A National 4 Award will allow the pupil to return to the department to tackle the more demanding work for a pass at National 5 . A National 5 Award will allow the pupil to progress to Higher Biology or Higher Human Biology (SCQF level 6) . Advanced Higher (SCQF level 7) could then be tackled in S6 .


Sciences:ChemistryWhy choose Chemistry?Chemistry is all around us . Our clothes, food, fuels we use and our environment are all connected with Chemistry . Everyday materials such as plastics, paints, dyes, fibres, pharmaceutical drugs could not have been developed without chemists . An understanding of Chemistry is welcomed in many jobs and not just scientific ones . It gives access to a wide range of careers from doctors, vets, forensic scientists, nursing, hairdressers, beauticians and is useful if studying law or journalism .

Course content in S3 Planet Earth • Biodiversity, • Energy Sources and Sustainability• Processes of the Planet . Materials • Properties and Uses of Substances• Earth’s Materials • Chemical Changes Topical science • New Developments in Chemistry

Course content in chemistry will enable me to:• Develop curiosity and understanding of the environment and my place in the living, material and

physical world• Demonstrate a secure knowledge and understanding of the big ideas and concepts of the sciences• Develop skills for learning, life and work• Develop the skills of scientific inquiry and investigation using practical techniques• Develop skills in the accurate use of scientific language, formulae and equations • Apply safety measures and take necessary actions to control risk and hazards• Recognise the impact the sciences make on my life, the lives of others, the environment and on

society• Recognise the role of creativity and inventiveness in the development of the sciences• Develop an understanding of the Earth’s resources and the need for responsible use of them• Express opinions and make decisions on social, moral, ethical, economic and environmental issues

based upon sound understanding• Develop as a scientifically-literate citizen with a lifelong interest in the sciences • Establish the foundation for more advanced learning and future careers in the sciences and the

technologies .

Assessment Assessment in the sciences will focus on children and young people’s knowledge and understanding of key scientific concepts in the living, material and physical world, inquiry and investigative skills, scientificanalytical and thinking skills, scientific literacy and general attributes . Teachers can gather evidence of progress as part of day-to-day learning, and specific assessment tasks will also be important in assessing progress at key points of learning . We will assess progress though class questioning, end of topic tests, practical assessment and creative tasks . We aim to achieve the highest possible level for each student .


Sciences:ChemistryHomeworkPupils will be set regular homework . This includes:• Revising notes every week and keeping notes tidy• Preparing for topic tests from time to time• Researching science topics in newspapers, television and the internet

Literacy numeracy health and Well Being In Chemistry you will need to hand in work which is neat, legible, in sentences and paragraphs if required, and with correct spelling and punctuation . You will be required to learn the specialised vocabulary for our subject . You will be asked to make up graphs and tables and to make mathematical calculations . We will expect you to use your chemical knowledge about how to live healthily and apply it in your own life .

What I must do to be successful in ChemistryChemistry is a subject which builds upon your knowledge day by day – so good attendance is important . Your teacher will help you learn but you have to listen and contribute to discussions in class and keep up with the other pupils in your class . You have to ask for help if you need it . Regular weekly revision is important . You need to try your best in every task . You need to write down your homework in your planner and set aside time to do it . You need to bring writing materials with you every day .

What happens in S4?Near the end of S3, the department will write a report for parents indicating your progress in S3 . From about Easter in S3, the department will begin work on SQA courses in Chemistry at National 4 and National 5 . These courses have been designed to link to the Curriculum for Excellence Experiences and Outcomes you have been working with in S3 . The Chemistry course in S4 is broken has three units:

Chemical Changes and Structure -Nature’s Chemistry -Chemistry In Society

Pupils will be credited with unit passes as they complete satisfactory work on each unit . The pupils are then set work on an Added Value Unit – where they have to use the knowledge and skills from these units to complete a more complex task . In the Added Value assignment, learners will consider applications of Chemistry on our lives, as well as environmental, moral and/or ethical implications in a project . They will communicate information related to their method used or record of process, findings and conclusion, which will allow demonstration of scientific literacy skills . Learners will also demonstrate their underpinning knowledge and understanding of Chemistry in a test .A pupil working at National 4 level has to complete the three individual units to National 4 criteria and the Added Value Unit to achieve a course award called Chemistry National 4 . There is no external assessment or examination at National 4 . The award is simply Pass/ Fail – it is not graded .A pupil working at National 5 level has to complete the three individual units to National 5 criteria then complete a coursework assessment plus an external assessment to National 5 criteria . If they pass this they will have achieved a course award called Chemistry National 5 .

Where does this lead?A National 5 Award will allow the pupil to progress to Higher Chemistry in S5 or S6 . A National 4 Award will allow the pupil to return to the department to tackle the more demanding work for a pass at National 5 .


Sciences:PhysicsLearning in physics will enable pupils to:• develop curiosity and understanding of the physical environment and my place in the physical world;• demonstrate a secure knowledge and understanding of the big ideas and concepts of physics;• develop skills for learning, life and work;• develop the skills of scientific inquiry and investigation using practical techniques;• develop skills in the accurate use of scientific language, formulae and equations;• apply safety measures and take necessary actions to control risk and hazards;• recognise the impact physics makes on my life, the lives of others, the environment and on society;• recognise the role of creativity and inventiveness in the development of the sciences;• develop an understanding of the Earth’s resources and the need for responsible use of them;• express opinions and make decisions on issues in society based upon sound understanding;• develop as a scientifically-literate citizen with a lifelong interest in physics;• establish the foundation for more advanced learning and future careers in physics and the

technologies .

Why choose Physics?After English and Mathematics, Physics is one of the subjects that employers ask for most . As you can see from the diagram, it is useful in a wide range of jobs . Physics is also a useful subject to take if your main interest is in Chemistry, Biology, Engineering Science, Mathematics or Computing .

Course content in S3• Energy – Heat, renewable and non-renewable• Radiation – Light, nuclear radiation, x-rays, ultra violet and

infrared• Space – Aspects of the Solar System• Forces and Movement – Newton’s Laws, Speed and

Acceleration• Electrical Circuits – Series and Parallel Circuits, Ohm’s Law• Waves – Radio, TV and Telephones• Topical Physics – Research into what is going on in Scottish science .

AssessmentAssessment in physics will focus on knowledge and understanding of key concepts and problem solving skills . Teachers can gather evidence of progress as part of day-to-day learning but tests will also be important in assessing progress .

HomeworkPupils will be advised at the beginning of the course about the homework requirements . These include:• Copying up any notes missed when absent from school .• Finishing any work not completed in class time .• Looking over notes weekly and asking for help about problem areas .• Handing in any homework exercises set with all questions attempted .• Revising for tests using the study guides provided .


Sciences:PhysicsLiteracy, Numeracy and Health and Well BeingEvery subject has the responsibility to develop these areas . We will expect your work to be neat and legible, in sentences and paragraphs if required, and to have correct spelling and punctuation . We will expect you to learn the specialised vocabulary for physics . You will be asked to construct tables of data, draw graphs and make mathematical calculations . We hope that you will develop an understanding of the applications of physics . Most importantly, we aim to help students develop self-discipline, confidence and self-esteem through the establishment of good departmental ethos .

What I must do to be successful in Physics?Physics is a subject which builds upon your knowledge day by day – so good attendance is important . Your teacher will help you to learn but you will have to listen and contribute to discussions in class . You have to ask for help if you need it . Regular weekly revision is important . You will need to try your best in every task . You will need to write down your homework in your planner and set aside time to do it . You need to bring writing materials and a calculator with you every day .

What happens in S4?Near the end of S3, the department will write a report for parents indicating pupils’ progress in S3 . From around Easter in S3, the department will begin work on SQA courses in physics at National 4 and National 5 . These courses have been designed to link to the Curriculum for Excellence Experiences and Outcomes pupils have been working with in S3 .The physics courses in S4 are broken down into three units:• Space• Technology• EnergyPupils will be credited with unit passes as they complete satisfactory work on each unit . The pupils are then set work on an Added Value Unit – where they have to use the knowledge and skills from these units to complete a more complex task .

In the Added Value assignment, learners will consider applications of physics on our lives, as well as environmental, moral and/or ethical implications in a project . They will communicate information related to their method used or record of process, findings and conclusion, which will allow demonstration of scientific literacy skills . Learners will also demonstrate their underpinning knowledge and understanding of physics in a test .

A pupil working at National 4 level has to pass the three individual units and the Added Value unit to achieve a course award called Physics National 4 . There is no external assessment or examination at National 4 . The award is simply Pass or Fail – it is not graded .A pupil working at National 5 level has to pass the three individual units then complete a coursework assessment plus an external assessment to National 5 criteria . If they pass this they will have achieved a course award called Physics National 5 . This will be graded .

Where does this lead?A National 5 Award will allow the pupil to progress to Higher Physics in S5 or S6 . A National 4 Award will allow the pupil to return to the department to tackle the more demanding work for a pass at National 5 with the possibility of tackling Higher Physics in S6 .


Social Subjects:Business Learning in the Business Education doing Business will enable me to:• Build on the experiences and outcomes and principles and practices of the social studies and

technologies .• Be provided with opportunities to take part in business activities to help develop an understanding

of business• Build on existing skills to become more efficient when processing and organising information• Build on existing skills when using the PC for Word Processing, Spread sheet, Database and

PowerPoint used in a business context• To facilitate the transfer of skills between classroom and the world of work .

Why choose Business?Many young people will start up in business . Business courses will enable learners to develop • A knowledge and understanding of how business works• Financial awareness in a business context• Customer Care skills• ICT skills which are relevant to a business enterprise .• Skills for life and skills for work as well as aspects of literacy

and numeracy• Decision making and problem solving skills• Develop skills to operate and collaborate .

Course content in S3• I will be able to research the purposes and features of private, public and voluntary organisations• You will be able to look at their relationships with stakeholders .• You will be able to describe the factors contributing to a major social, political or economic change in

the past and can assess the impact on people’s lives• You will be able to present supported conclusions about the social, political and economic impacts of

a technological change• You will be able to evaluate the changes which have taken place in Scottish industry• I can look at conflict of interest in the workplace• When participating in an enterprise activity, I can explore ethical issues relating to business practice .• I will be able to find out how Economic factors can influence individuals, businesses or communities .• The satisfaction of needs and wants – by the individual or the state• Look at local, national and international trade• Research how businesses are financed• Research the most efficient method of borrowing• Identify the internal and external factors influencing planning and decision making

AssessmentAll work will be internally assessed pupils will either pass or fail . There will be a record of progress through the assessment tasks, such as a check list, log book or other form of written record .

What happens in S4?The department will write a report for parents indicating your progress in S3 . From Easter in S3, you will begin work on SQA courses in Business at Access 3 and National 4 . These courses have been designed to link to the Curriculum for Excellence Experiences and Outcomes you have been working with in S3 .


Social Subjects:BusinessWhat can I do in Business when I am in S4?Business is a growing sector and provides employment across the entire economy - offering wide-ranging employment opportunities . Learners will develop skills to allow them to think creatively and more flexible and resourceful in their attitudes and this will prepare them to seek success in their lives .Understanding the economic and financial environment in which business operates will enable learners to contribute responsibly to society .We rely on businesses and entrepreneurs to create wealth, prosperity, jobs and choices . This course will allow learners to discover the steps businesses take to remain competitive and successful .

Studying this Business course, will enable me to:• Findoutwhypeoplewanttosetupinbusiness.• Developanunderstandingofteamworkandflexibility• Findoutaboutdifferentobjectivesbusinesseshave• Discovercareeropportunitiesthatareavailableinallbusinesssectors• Effectivecontributionstosocietybyconsumers,employees,employersorself-employedpeople.• Makedecisions–byinterpreting,analysingandevaluatingarangeofinformationtomake responsible and effective business decisions .• UseICTasamanagementtooltoresearchandpresentinformation• Communicateeffectivelyinabusinesscontext

Access 3 Business in PracticeThis is a basic introduction to the world of business . Business in Action (Access 3)This Unit gives learners opportunities to understand enterprise and develop enterprising skills . Through enterprising learning, it offers opportunities to be involved in activities that develop an understanding of what businesses do to remain in business and be successful at meeting customers’ needs .Influences on Business (Access 3)Through practical and ICT-based activities, the Unit will give learners opportunities to find out how internal and external factors can affect a business . This Unit allows learners to develop communication and decision-making skills that are required .Access 3 Courses are not graded . All Units are internally assessed .

BUSINESS (National 4)There are 2 Mandatory Units:Business in ActionLearners are introduced to how and why a business starts and develops . The course will look at marketing, finance, operations and human resources . Influences on BusinessLearners are given the opportunity to appreciate the impact of a range of internal and external influences on a business .There is one Value Added Unit - This is a practical project . The criteria for the project will be sufficiently flexible and open to allow for a degree of personalisation .National 4 Course Units are internally assessed .


Social Subjects:Business ManagementNATIONAL 5 This course builds on the skills; knowledge and understanding gained in Business (National 4) OR can act as an introduction to the world of business .The skills, knowledge and understanding gained are embedded in current business practice and theory .The course introduces learners to the dynamic, changing, competitive economic environment of industry and commerce It develops skills in communicating and presenting vital business related information, in a variety of formats, to the various stakeholders of an organisation . The development of the skills used in Business Management (National 5) will enable learners to succeed in life with determination and the ability to think creatively .Learners will develop an understanding of economic and financial factors which a business has to deal with . This Course covers a broad spectrum of learning that allows for further progression and depth of study at a later date .A main feature of this course is the development of enterprise and employability skills . Businesses studied will be in the private, public and voluntary sectors .

Who should take this course?• If you are interested in the world of business• If you would like to be a manager• If you would like to be an employee• If you would like to be self-employed

By developing many transferable skills, the Course prepares learners for everyday life, the world of work or further study of business . The Course develops the necessary skills of numeracy, enterprise, employability, ICT and citizenship and supports literacy and health and wellbeing .

The Course aims to enable learners to:• Develop knowledge and understanding of the way society relies on business to satisfy our needs• Find out what businesses do to satisfy customers’ needs• Encourage enterprising skills and attributes by providing practical activities• Maximum efficiency of resources• Develop awareness of external influences .


Social Subjects:Business ManagementThe 3 Units in Business Management (National 5) are:

Understanding BusinessThis unit will highlight issues relating to the external environment in which organisations operate, and the effect this can have on decision making .Management of People and FinanceThis unit relates to the internal issues facing organisations in the management of people and finance . It will allow learners to grasp theories, concepts and processes in planning for business success .Management of Marketing and OperationsThis unit relates to the knowledge and understanding of the importance of having effective marketing and operations systems . Learners will be introduced to processes and procedures to maintain quality and competitiveness in order to meet customers’ needs .

To achieve Business Management (National 5), learners must pass all the Units and achieve a grade of A-D in the Course assessment .

Higher Business ManagementNational 5 Business Management provides progression to the Higher Business Management .

There are 3 Mandatory UnitsUnderstanding Business (Higher)Management of People and Finance (Higher)Management of Marketing and Operations (Higher)


Social Subjects:GeographyIn everyday life we are constantly exposed to geographical issues , including: environmental concerns; natural disasters; world weather; local developments; urban and rural change; population movements; maps and travel . Learning in S3 Geography and beyond will help you to develop your awareness and understanding of the world in which you live .

Geography will allow you to:• broaden your global outlook • develop environmental awareness• develop a detailed knowledge and understanding of people and places• develop key geographical skills (including map making and interpretation)• develop a sound general knowledge and awareness of current affairs and global issues; experience

teamwork• study the physical and human environment at first hand through fieldwork• analyse and evaluate geographical data• undertake and present research .

What will I study?

Learning in the S3 course will centre upon the level 3 and 4 People and Place Experiences and Outcomes of Curriculum for Excellence and will include 3 broad themes:

• Physical Geography• Human Geography• Global Issues

Within these broad themes you will develop knowledge and skills through study of the following key topics:


Social Subjects:Geography

Throughout the course you will be assessed on your progress against the Level 3 and 4 People and Place experiences and outcomes .

You will be assessed during your lessons, through homework activities, and occasionally through question and answer tests .

Just as in S1/ 2, the assessment will vary and may include:• responses during class and group discussion• presentations and reports that you produce• involvement in debates• answers to class activities and question papers• personal research of topics and issues .

Your teacher will collect and collate evidence from all of these activities to decide upon your progress and to report to you and your parents .

What will my homework be like?You can expect regular weekly homework in Geography . It will build upon and enhance your skills and knowledge gained in class .

Homework activities may include quick question sheets, research projects, preparation of presentations, posters to illustrate your understanding of topics, completion of class work, and revision for tests .

Will studying Geography help develop Literacy and Numeracy, Health and Wellbeing?Yes! Using word banks, you will build up an understanding of key geographical terms as you progress through the course . Class work and assessments will develop literacy skills by using a variety of media such as extended and discursive writing, talk, poetry and imaginative writing . Teacher feedback on your work will comment on your literacy skills as well as geographical content .

Your numeracy skills will also develop throughout the course as you become confident in reading and understanding maps, using scale, calculating distances, and locating places through grid referencing . You will also be working with a wide range of graphs and data sets within the key topics .

You will develop an awareness of a healthy lifestyle through fieldwork and outdoor activities, as well as build confidence and self-esteem through team work, presentations and discussions . The Geography course will allow you to experience outdoor learning through local visits to places of interest as well as those further afield .


Social Subjects:GeographyWhat must I do to be successful in this subject?

What jobs and careers will Geography be useful for?Geography is relevant to a number of careers:• Military • Land/Estate Management • Conservation • Meteorology • Environmental Management• Teaching • Engineering • Travel Industry• Architecture • Leisure and recreation .

You will also develop a number of skills for life and work (including literacy, numeracy, ICT, independent research, decision making, problem solving and teamwork) all of which are highly valued by most employers .

What happens in S4?Near the end of S3, your teacher will write a report for parents indicating your progress in S3 . From about Easter in S3, all pupils studying Geography will begin work on SQA courses in National 4 or National 5 . These courses have been designed to link to the Curriculum for Excellence Experiences and Outcomes you have been working with in S3 .

The Geography course in S4 is consists of 3 main units:• PhysicalEnvironments,• HumanEnvironments• GlobalIssues


Social Subjects:GeographyIn National 4 you will gain unit passes as you complete satisfactory work on each unit . You will also undertake an Added Value unit, where you are expected to use the knowledge and skills you have acquired through your study in the 3 other main units to complete a more complex and challenging piece of work .In the Added Value Unit you will research a geographic topic or issue, apply geographic skills and techniques and use information relating to their findings

You must complete the three individual units to the National 4 criteria as well as the Added Value Unit in order to achieve a course award called Geography National 4 . There is no external assessment or examination at National 4 . The award is simply Pass/ Fail – it is not graded .

Should you study the National 5 Geography course in S4, you will work through the same three units (Physical Environments, Human Environments and Global Issues) to National 5 level . During the course you will undertake a coursework Assignment . The purpose of this assignment is to demonstrate challenge and application by showing your skills, knowledge and understanding within the context of a geographical topic or issue .

This assignment will give you the opportunity to demonstrate the following skills and knowledge and will make up 25% of your final mark:

• Research an appropriate geographic topic or issue (which should include the use of fieldwork) . • Process the information gathered• Show knowledge and understanding of the topic • Present a reasoned and well-developed conclusion .

You will also sit a National 5 exam, which will assess your knowledge and skills in the 3 main units . The exam is worth 60 marks and will count for 75% of your final mark for the course .

What happens after S4?A National 5 Award will allow you to progress to Higher Geography in S5 or S6 . A National 4 Award will allow you to return to the department to tackle the more demanding work for a pass at National 5 .


Social Subjects:History

““Those who cannot remember the past are condemned to repeat it” (George Santayana)

We all need knowledge from the past, whether it comes from personal experience or from studying History . Unlocking the past is our only guide to the future . Through studying History we can learn from the experiences of others gathered over centuries of human experience .

Learning in S3 History and beyond will enable you to develop your awareness of local, national and international issues which have helped to shape the world we live in today .

History will allow you to:• develop your understanding of the history, heritage and culture of Scotland, and gain an

appreciation of your local and national heritage within the world• broaden your understanding of the world by learning about human activities and achievements in

the past• identify with people who were involved in past events which have influenced our lives • learn how to locate, explore and link periods, people and events in time and place• develop knowledge and understanding, and skills of evaluation and enquiry through the use of

historical evidence• develop confidence and ability to debate issues, form opinions, detect bias and question the

reliability of evidence• recognise and compare different historical viewpoints .

What will I study?

Learning in the S3 course will centre upon the level 3 and 4 People, Past Events and Societies Experiences and Outcomes of Curriculum for Excellence

In your S3 course you will study the following key topics:


How will I be assessed?Throughout the course, you will be assessed on your progress against the Level 3 and 4 People, Past Events and Society outcomes . You will be assessed during your lessons, through homework activities, and occasionally through question and answer tests .

Just as in S1/2, the assessment will vary and may include:• contribution to class and group discussion • presentations and reports that you produce• involvement in debates• responses to class activities and homework• personal research of topics and issues .

Your teacher will collect and collate evidence from all of these activities to decide upon your progress and to report to you and your parents .

What will my homework be like?You can expect regular weekly homework in History . It will build upon and enhance your skills and knowledge gained in class .Homework activities might include knowledge and understanding activities, research projects, preparation for presentations, posters to illustrate your understanding of topics, skills exercises, completion of class work, and revision for tests .

Will studying History help develop Literacy and Numeracy, Health and Wellbeing?Yes! Using word banks you will build up an understanding of key terms in History as you progress through the course . Class work and assessments will develop literacy skills by using a variety of media such as extended reports, discussion, creative and discursive writing . Teacher feedback on your work will comment on your literacy skills as well as the Historical content .

Your numeracy skills will also develop throughout the course . You will be working with a range of graphs, statistics, dates and trends .

By studying changes in technology and trends in population you will be able to compare your health and lifestyle with those in the past . There will opportunities for you to participate in outdoor learning, visits to Historical sites and fieldwork as you progress through the course .

What must I do to be successful in this subject?



What jobs and careers will History be useful for?

History is relevant to a number of careers:• Law • Politics and Government • Advertising and Design • Journalism • Armed Forces and Police• Teaching • Broadcasting • Archaeology and research • Heritage and tourism • Human Rights work

What happens in S4?Near the end of S3, your teacher will write a report for parents indicating your progress in S3 . From about Easter in S3, all pupils studying History will begin work on SQA courses in National 4 or National 5 . These courses have been designed to link to the Curriculum for Excellence Experiences and Outcomes you have been working with in S3 .

The History course in S4 is consists of 3 main units:• Historical Study: Scottish • Historical Study: British• Historical Study: European and World•In National 4 you will gain unit passes as you complete satisfactory work on each unit . You will also undertake an Added Value unit, where you are expected to use the knowledge and skills you have acquired through your study in the 3 other main units to complete a more complex and challenging piece of work .

In the Added Value Unit you will research and use information relating to a historical theme and question . This will involve you choosing a suitable topic and question to study, collecting, organising and evaluating evidence, and presenting your knowledge in relation to the question .

You must complete the three individual units to the National 4 criteria as well as the Added Value Unit in order to achieve a course award called History National 4. There is no external assessment or examination at National 4 . The award is simply Pass/ Fail – it is not graded .

Should you study the National 5 History course in S4, you will work through the same three units (Historical Study: Scottish, Historical Study: Britain, Historical Study: European and World) to National 5 level . During the course you will undertake a coursework Assignment.



This assignment will give you the opportunity to demonstrate skills and knowledge within the context of a Historical question and will make up 25% of your final mark . You will be expected to:

• research a chosen historical issue and question• process the information gathered• show knowledge and understanding of the issue studied • analyse the question, identifying different points of view • reach a well-supported conclusion .

You will also sit a National 5 exam, which will assess your knowledge and skills in the 3 main units. The exam is worth 60 marks and will count for 75% of your final mark for the course.

What happens after S4?

A National 5 Award will allow you to progress to Higher History in S5 or S6 . A National 4 Award will allow you to return to the department to tackle the more demanding work for a pass at National 5 .



Social Subjects:Modern StudiesWhy should I study Modern Studies?

Modern Studies will allow you to:• Develop your understanding of the modern world and your place in it • Develop an open mind and a respect for values, beliefs and cultures of

others• Develop an openness to new ideas and new thinking in solving the

problems of a modern world• Develop knowledge and understanding, and skills of evaluation and enquiry

through the use of evidence• Develop confidence and ability to debate issues, form opinions, detect bias

and question the reliability and use and misuse of presented evidence• Recognise and compare different ideological viewpoints .

What will I study?Learning in the S3 Modern Studies curriculum will centre upon the level 3 and 4 People and Society Experiences and Outcomes of Curriculum for Excellence

In your S3 course you will study the following key topics;• The Elderly – with a focus on the individual/ family responsibility versus

State assistance .• The USA – with a focus on the multicultural aspects of American life and

inequality .• Globalisation and Trade - with a focus on ethical trading .

What jobs and careers will Modern Studies be useful for?• Modern Studies is relevant to a number of careers:• Law• Politics and Government • Local Council offices• Journalism • Armed Forces and Police• Teaching • Broadcasting • Social Work• Human Rights work

You will also develop a number of skills for life and work (including literacy, numeracy, ICT, independent research, decision making, problem solving, critical thinking and teamwork) all of which are highly valued by most employers . These skills will be developed and applied over a range of political, social and international contexts .


Social Subjects:Modern StudiesWhat will my homework be like?You can expect regular homework in Modern Studies . It will build upon and enhance your skills and knowledge gained in class . However, in addition to set homework you are expected to keep up to date with current affairs by watching news channels and reading quality newspapers .Homework activities might include knowledge and understanding activities, research projects, preparation for presentations, posters to illustrate your understanding of topics, skills exercises, completion of class work, and revision for tests .

Will studying Modern Studies help develop Literacy and Numeracy, Health and Wellbeing?Class work and assessments will develop literacy skills by using a variety of media such as extended reports, discussion, creative and discursive writing . Teacher feedback on your work will comment on your literacy skills as well as the course content .

Your numeracy skills will also develop throughout the course . You will be working with a range of graphs, statistics, data and trends and will be working towards becoming confident in spotting exaggeration, bias and the misuse of facts from a variety of statistical sources .By studying inequality in another country you will be able to compare your health and lifestyle with those in the USA and identify links between inequality and lifestyle choices .

What must I do to be successful in this subject?


Social Subjects:Modern StudiesHow will my progress be assessed?Assessment will take a variety of forms include class debate, role play, individual and group presentations as well as decision making exercises and investigative work .

What happens in S4?Near the end of S3, your teacher will write a report for parents indicating your progress in S3 . From about Easter in S3, all pupils studying Modern Studies will begin work on SQA courses in National 4 or National 5 . These courses have been designed to link to the Curriculum for Excellence Experiences and Outcomes you have been working with in S3 .

The course in S4 is consists of 3 main units:• Living in a Democracy • Inequalities in the UK• China

In National 4 you will gain unit passes as you complete satisfactory work on each unit . You will also undertake an Added Value unit, where you are expected to use the knowledge and skills you have acquired through your study in the 3 other main units to complete a more complex and challenging piece of work .In the Added Value Unit you will research and use information relating to a social, political or international theme and question . This will involve you choosing a suitable topic and question to study, collecting, organising and evaluating evidence, and presenting your knowledge in relation to the question .

You must complete the three individual units to the National 4 criteria as well as the Added Value Unit in order to achieve a course award called Modern Studies National 4 . There is no external assessment or examination at National 4 . The award is simply Pass/ Fail – it is not graded .

Should you study the National 5 Modern Studies course in S4, you will work through the same three units to National 5 level . During the course you will undertake a coursework Assignment .

This assignment will give you the opportunity to demonstrate skills and knowledge within the context of a political social or international question and will make up 25% of your final mark . You will be expected to:• research a chosen political social or international issue • process the information gathered• show knowledge and understanding of the issue studied • analyse the question, identifying different points of view • reach a well-supported conclusion

You will also sit a National 5 exam, which will assess your knowledge and skills in the 3 main units . The exam is worth 60 marks and will count for 75% of your final mark for the course .

What happens after S4?A National 5 Award will allow you to progress to Higher Modern Studies in S5 or S6 . A National 4 Award will allow you to return to the department to tackle the more demanding work for a pass at National 5.


Expressive Arts:Art & DesignLearning in the Art & Design/the Expressive Arts will enable me to:• Recognise and nurture creative and aesthetic talents• Allow development of skills and techniques that are relevant

to specific art forms and across the four capacities• Deepen understanding of culture in Scotland and in the wider

world . It aids the appreciation of aesthetic and cultural values, identities and ideas

• Explore a wide range of 2D and 3D practical activities• Create, express, problem solve and communicate ideas &

feelings• Deepen knowledge and understanding of the works of artists

and designers .

Why choose Art & Design?Art & Design features in many things we see and use in our everyday lives such as visual displays, paintings, sculpture, furniture, fashion, architecture, fashions, films & tv, web design, graphic communication etc . It is about YOU, as the individual, and your thoughts . It allows you to develop independent learning, your own ideas, visual awareness, creative ability and problem solving skills . The subject also helps to contribute to shaping personal, social and cultural identity .

The subject gives access to a wide range of careers, some of which include:Advertising Product Design Graphic DesignWeb Design Fashion & Textiles ArchitectureFilm & TV Interior Design IllustrationTeaching Animation Industrial DesignJewellery Design Art Therapy Theatre Design

Course Content in S3You will work on units to deepen knowledge of the subject and provide depth . These may include: Grafitti Art, Animation, Body Adornment, 3D Modelling, Digital Media.

Expressive workThis will link in with a Gallery Trip . The unit will result in a final expressive piece on a theme of your choice . You will research and respond to the work of artists in this unit .

Design work This will tie in with the successful Performance Show . You can work on promotional materials, costumes, set design, photography etc . You will also research and respond to the work of designers in this unit .

AssessmentAssessment will take a similar form to your experiences in S1 and S2 . It will focus on your skill and ability to express yourself, create, problem solve, present, evaluate and appreciate . Assessment will also include a focus on your ability to recognise, present and discuss your own feelings and emotions and those of others . Teachers will gather evidence of your progress as part of your day-to-day learning in the subject . Assessment is undertaken at the end of every unit, with both written and practical work forming the overall level achieved .


Expressive Arts:Art & DesignHomeworkPupils will be set regular homework – usually around a 45 minute task . This may include:• Practical drawing/design sketches• Researching topics from books/the internet• Written work relating to the unit being worked on .

Literacy, Numeracy, Health & WellbeingLike every subject, Art & Design will develop your skills in these areas . You will be asked to take part in individual, class and group critical activities that show your ability to communicate in both written and verbal terms . You are expected to learn specialised vocabulary relating to both Design and Expressive work . Notes may be made on design sheets explaining your thought process and problem solving skills . Within some areas you may be expected to use measurements, make calculations and explore proportion . You will continue to learn about the importance of self-expression and the impact of this on your life .

What must I do to be successful in Art & Design?To be successful in this subject you must work consistently throughout the course, strive to meet deadlines, complete homework tasks on time and take on board any advice given to you . By trying your best at all times, you will find your skills and knowledge will keep improving every lesson .

What happens in S4?The course is split into two main National units – Design and Expressive .

Both units contain linked critical activity work that takes the form of exploring historical and contemporary artists/designers . The aim of this critical activity is to build on knowledge and understanding of different artists/designers, taking account of media and techniques used, as well as social and cultural influences/changes .

For the Expressive Practical Folio you will select subject matter of personal interest and investigate these using different techniques and approaches as well as appropriate media . Personal, imaginative and expressive ideas will be developed from this research in 2D and/or 3D form . Areas covered can include:• Portraiture• Figure Composition• Still Life• Natural Environment• Built Environment• Fantasy & Imagination


Expressive Arts:Art & DesignFor the Design Practical Folio, you will explore the design issues and problems of a specific negotiated brief . This brief will be investigated before possible design are solutions considered in 2D and/or 3D form . Areas covered can include:• Graphic Design• Product Design• Interior Design• Architectural/Environmental Design• Jewellery Design• Fashion/Textile Design

Once you have completed the required level of work for each outcome in both of the two units, you will be credited with a unit pass . To complete the course, you must undertake an Added Value Unit where both a final Expressive and Design piece of work is completed .

To achieve the course at National 4 level, the two units must be completed to National 4 criteria . There is no external assessment or examination . The award is simply Pass/Fail and is assessed internally by the Department in accordance with SQA guidelines .

To achieve the course at National 5 level, the two units must be completed to National 5 criteria . To gain the course award, both units and course assessment must be passed . Evidence will be submitted to the SQA for external marking and assessment is done through a question paper and portfolio . The portfolio is worth 80% of the overall mark and the question paper 20% . The question paper is set and marked by the SQA, and lasts 1 hour .

Where does this lead?If you are successful at gaining a National 4 award then you can continue to National 5 . A National 5 award will enable you to progress to National 6 Art & Design in S5 or S6 .


Expressive Arts:MusicWhy should I choose to study Music in S3?Learning skills, techniques and concepts within the Music department will enable you to:

• Develop a greater appreciation of the role the music has within our daily lives• Contribute to the social aspect of life through participating in musical performance, both as a soloist

and within groups• Increase your confidence and skills in the element of creativity through composing, performing and

in Music Technology• Gain skills and strengthen confidence to use Music Technology across the learning community, at

home and in the wider community• Develop a even greater understanding of Scottish musical culture and a wide variety of different

musical culture across the globe• Broaden your awareness of how aspects of physics are important to musicians and how music and

the other Expressive Arts work together in partnerships to enhance and enrich our lives .

What can I expect to study in the Music Department in S3?The outcomes and experiences for Level 4 in Music will be met through working in four particular areas . These are:

• Performing• Creating Music• Understanding Music• Music Technology Skills .

Why would I want to take Music in S3?Music is suitable for learners with an interest in being creative through the mediums of performance, creating music or working with Music Technology . It is an ideal route for those who wish to study Music at higher levels such as National 4 or 5 .Music in S3 is predominantly learner-centred and will include practical, theoretical and creative learning opportunities . As our world comprises a wide variety of musical styles and different cultures, there is great scope for personalisation and choice for each learner within Music in S3 . Through a variety of different performing opportunities, creative tasks and technological insights, pupils will:

• Improve their self-confidence• Work both independently and collaborate with others• Take part in decision making• Communicate with others and• Take part in both self- and peer- assessment .

As in S1 and S2 Music, pupils will continue to enhance transferable skills in literacy, numeracy, health & wellbeing and ICT .


Expressive Arts:MusicWhat will I learn if I decide to study Music in S3?Studying Music will give you opportunities to develop performing skills, develop your creativity through composing/creating music, develop greater understanding of music from across the world and acquire skills in Music Technology .

In the area of performing, you will have opportunities to develop and strengthen some of the instrumental skills learned in S1/S2 and use these in a variety of performing scenarios . You will have the opportunity to compose and create music, both acoustically and electronically . Opportunities to learn about Music Technology and how to use a variety of equipment will be accessed in S3 as well as understanding about how important Music Technology has become in our modern world .

A very broad outlook of the mandatory skills and the knowledge & understanding that will be assessed throughout the course includes:

• Performing music in a variety of performance situations (at least solo and within a group/ensemble)• Identifying complex performing techniques within music, which enhance and enrich musical

performances• Appreciation of musical performances (fellow pupils, amateurs and professionals) and being able to

make informed judgments• Express personal opinions on own and others’ work• Identify compositional techniques and skills within wide variety of musical styles and cultures• Create/compose simple pieces of music using skills and techniques learned from professional works• Understand the concept of improvisation and be able to improvise on instrument of choice• Use music technology resources to compose/create music• Record and produce music using music technology and working in recording studio situations• Explain techniques and identify concepts used within self-composed music and express ideas/

reasons/emotions behind newly composed music; also reflect and express opinions about others’ new music

• Identify and analyse technical aspects across a wide variety of music and construct a vocabulary of musical techniques and skills which are important within the subject .

How is the course assessed?Assessment in S3 Music will take follow a somewhat similar form to Music in S1 and S2 . There will be performance assessments where you will perform, both in a solo situation and as part of a group or ensemble . Your creativity/composing skills will be assessed through looking at all of your completed work . There will also be periodic assessments to check your understanding of music and the concepts/musical vocabulary you are developing .

What will happen with Music when I move into S4?How well you work and how you have developed musically in S3 will determine whether or not you can be put forward to complete either National 4 or 5 . Details of these courses can be found overleaf .


Expressive Arts:MusicNational 4: Course StuctureThe Music (National 4) Course enables learners to develop skills in creating, understanding and performing music in a variety of contexts . It provides the opportunity for learners to develop and consolidate a general interest in music but also permits them to acquire skills in an area which may be of particular interest to them . The Course also provides opportunities for learners to develop a range of fundamental skills in the use of music technology .

Overall, the Course gives learners the skills they need to create and perform music and to confidently discriminate between a range of different styles and genres of music . The Course enables learners to develop their skills and capabilities as a musician . The added value in the Course comes from applying the skills learned through the Units in the context of either a performance of a programme of music or the creative production of music using music technology .

The skills that learners gain throughout the Course will be valuable for learning, life and work . Performing music, for example, demands skills of autonomy, interpretation and creativity, as well as providing the opportunity to build confidence and self-esteem . The practice required to develop these skills can promote perseverance, among other things, as well as helping learners to learn how to learn .

Pupils will continue to acquire and develop the attributes and capabilities of the four capacities as well as continuing to develop skills in literacy and numeracy .

The Course consists of three mandatory Units, including the Added Value Unit, and one optional Unit from a choice of two . Each of the component Units of the Course is designed to provide progression to the corresponding Units at National 5 .

National 4: Mandatory UnitsMusic: Composing SkillsIn this Unit, learners will develop skills in creating music, which includes composing, arranging or improvising, in order to create their own original music . This Unit allows learners to explore, experiment with, and apply straightforward compositional techniques . Learners will also develop understanding of a limited range of musical styles/genres and an awareness of the social and cultural influences on music .

Understanding MusicIn this Unit, through listening, learners will develop knowledge and understanding of music, a limited range of music concepts, and basic musical literacy . This knowledge and understanding will be enhanced from integrated learning across the Course . Learners will explore music of a limited range of styles and genres and consider the social and cultural influences on music .

Added Value Unit: Music: Practical ActivityThis Unit adds value by introducing challenge and application . In the Music practical activity, learners will draw on and extend the application of their practical skills in context . This context will either be a performance of a programme of music or the creative production of music using music technology . These contexts and activities will be sufficiently open and flexible to allow for personalisation and choice


Expressive Arts:MusicOptional Units Learners must choose one of the following optional Units:

Music: Performing SkillsIn this Unit, learners will develop performing skills appropriate to their chosen instrument(s)/voice . They will develop the ability to play accurately and maintain musical flow . Through regular practice and reflection, learners will develop technical and musical skills while exploring a range of music .

OR

Music: Technology Skills with Performing SkillsIn this Unit, learners will explore and develop skills and techniques relating to the use and application of music technology . They will also develop performing skills appropriate to their chosen instrument/voice, and through reflecting on the process of production/performance will further develop musical and technical skills .

To achieve the Music (National 4) Course, learners must pass all of the required Units, including the Added Value Unit .

National 5: Course StructureThe National 5 Course enables learners to develop skills in creating, understanding and performing music in a wide variety of contexts . It provides the opportunity for learners to develop and consolidate a general interest in music, but also permits them to acquire more specialist skills in an area which may be of particular interest to them . The Course also provides opportunities for learners to develop a range and depth of skills in the use of music technology .

Overall, the Course gives learners the skills they need to create and perform music and to confidently discriminate between a range of different styles and genres of music . The Course enables learners to develop their skills and capabilities as a musician . The added value in the Course comes from applying the skills learned through the Units in the context of either a performance of a programme of music or the creative production of music using music technology . The Course offers further added value through application of learning from across the Course .

The skills that learners gain throughout the Course will be valuable for learning, life and work . Performing music, for example, demands skills of autonomy, interpretation and creativity, as well as providing the opportunity to build confidence and self-esteem . The practice required to develop these skills can promote perseverance, among other things, as well as helping learners to learn how to learn .

As in National 4 Music, pupils will continue to acquire and develop the attributes and capabilities of the four capacities as well as continuing to develop skills in literacy and numeracy .

The Course consists of two mandatory Units and one optional Unit from a choice of two . Each of the component Units of the Course is designed to provide progression to the corresponding Units at Higher .


Expressive Arts:MusicNational 5: Mandatory Units Music: Composing SkillsIn this Unit, learners will develop a range of skills in creating music, which includes composing, arranging or improvising, in order to create their own original music . This Unit allows learners to explore, experiment with, and apply a range of compositional techniques . Learners will also develop understanding of a range of musical styles/genres and of the social and cultural influences on music .

Understanding MusicIn this Unit, through listening, learners will develop knowledge and understanding of music, a range of music concepts, and musical literacy . This knowledge and understanding will be enhanced from integrated learning across the Course . Learners will explore music of a range of styles and genres, and consider the social and cultural influences on music .

Optional Units Learners must choose one of the following optional Units:

Music: Performing SkillsIn this Unit, learners will develop performing skills appropriate to their chosen instrument(s)/voice . Through regular practice and reflection, learners will develop a range of technical and musical skills while exploring a variety of music .

OR

Music: Technology Skills and Performing SkillsIn this Unit, learners will explore and develop a range of skills and techniques relating to the use and application of music technology . They will develop a range of performing skills appropriate to their chosen instrument/voice, and through reflecting on the process of production/performance will further develop musical and technical skills .

To gain the Music (National 5) Course award, learners must pass all of the required Units as well as the Course assessment .

Added value in National 5 music will focus on challenge and application . Assessment of this added value will be assessed in the Course assessment . Learners will draw on, extend and apply the skills they have learned during the Course . This will then be assessed through a practical activity and a question paper . The practical activity will be in the context of either a performance of a programme of music or the creative production of music using music technology . Both of these activities will be underpinned by knowledge and understanding of music and will be sufficiently open and flexible to allow for personalisation and choice . The question paper will require demonstration of a depth of knowledge and understanding of music, music concepts, and musical literacy, drawn from the units in the course .


Why should I choose to study Physical Education?This course is suitable for learners who have an interest and enthusiasm for developing their performance skills either to pursue study or career options related to physical education or to broaden their learning experiences .

The following skills will be developed in the course:• Movement and Performance• Basic Approaches for Enhancing Performance Skills• Performance Composition• Fitness and Tactics• Planning• Decision Making & Problem Solving• Reflection & Monitoring of Performance

The courses will lead and articulate with Nationals, Higher and Advanced Higher .

Expressive Arts:Physical Education & Sport

Course ChoiceActivity Areas 3 & 4(5hrs per week) Pupils will cover specific areas of fitness 2 Periods per week with

an activity skill specific input in the individual activity .Practical Performance will be assessed throughout the course after each block .

Knowledge, Evaluating & Analysis will be assessed as units of work are completed and assessment procedures as per national guidlines

Indoor Game Outdoor game Water Skills Movement Rackets Athletics

Activities within each heading to be selected at a later date runsjumpsthrows

e .gbasketballvolleyballhandball

e .g footballrugbyhockey

e .gswimmingstroke developmentsurvival skills

e .ggymnasticstrampoliningdance

e .gbadmintontable tennisshort tennis

Cardio-respiratory

Speed MuscularEndurance

Flexibility Agility Power


What happens when I start S4?At the end of S3 you will be recommended to follow either National 4 or 5 depending on your individual performance . Details of both courses are as follows .

National level 4 & 5The National Level 4/5 course allows students to develop, demonstrate and improve practical and performance skills . The central theme of the course is to develop approaches to enhanced performance through reflection and monitoring . It will also enable students to develop skills and positive, attitudes and attributes related to performance and physical activity which are transferable to other contexts .

National 4 Course StructureThe course will comprise of the following units:

Physical Education: PerformanceThis Unit will focus on enhancing learner engagement and performance in physical activity by embedding and developing elements of performance including skills application, applied fitness performance awareness and performance composition .

Physical Education: Factors Impacting on PerformanceThis Unit will explore factors which impact positively or negatively on engagement and performance in physical activities . Learners will reflect on and monitor the development of personal performance . There will be opportunities for personalisation and choice in selecting from a range of these factors .

Added Value Unit: Physical Education: Practical ActivityIn this Unit, learners will have the opportunity to extend and apply the skills and knowledge developed throughout the Course and to implement approaches which have positively impacted on their performance . The learner will reflect on, and monitor the development of their personal performance and propose actions for further improvement .

The main purpose of the Course is to develop, demonstrate and improve practical and performance skills in physical activities . The Course also provides an opportunity to support the way that individual attitudes, values and behaviours are formed . By engaging in practical activities the learner can demonstrate initiative, decision making and problem solving . Learners will also have the opportunity to develop team building skills and enhance their ability to compete, co-operate and collaborate .

Expressive Arts:Physical Education & Sport


Expressive Arts:Physical Education & SportNational 4 Course assessmentPhysical Education: PerformanceDemonstration of basic skills in a performance context

Physical Education: Factors Impacting on PerformanceDemonstrate knowledge of factors which impact positively and negatively on performance .

Value Added UnitLearners will integrate, extend and apply the skills and knowledge they have learned during the course and will be assessed through practical activities .

National 5 Course assessmentThe assessment of the Units in this Course will be as follows: Physical Education: Performance (National 5) In this Unit, the learner will be required to demonstrate skills of performance with the ability to deal with unfamiliar variables in a physical activity known to the learner .

Physical Education: Factors Impacting on Performance (National 5) In this Unit, the learner will be required to demonstrate knowledge, understanding and application of a range of factors which impact positively and negatively on performance in physical activities . Learners will examine and analyse their impact on the development of personal performance .

These Courses have been constructed to facilitate a hierarchical arrangement with Physical Education, National 4, National 5, Higher and Advanced Higher.


Languages:French: GermanLearning a modern foreign language will enable me to:• Show an understanding of language from a variety of sources and to listen to others in extended

conversations that are less predictable• Take part effectively in more detailed conversations using an extended range of language structures

to exchange information with other native and non-native speakers of the language(s) I am studying• Use a variety of reading sources and be able to read and cope with complex language structures

independently and demonstrate my understanding of the foreign language• Select and read for interest and enjoyment a range of more detailed texts containing complexities

to allow for a greater understanding of different cultures and show an appreciation of the world in which the language(s) being studied is spoken

• Write more extensively over a wider range of topics in a range of formats using some variety of structures

• Write about experiences, feelings and opinions and can offer reasons for having those opinions

Why choose a modern foreign language?For most of us, at the moment, learning a foreign language relates best to when we go on holiday more than anything else . But as Scotland develops its links with the ever-changing European markets we need to look beyond going on holiday to ensure Scotland remains “open for business” as we try to secure more jobs here in Scotland and that Scotland remains high on the tourist trail of places to visit, the place people want to emigrate to and the culture people want to experience .

By speaking the language of another country we give ourselves the option of working and living in that country too, earning our pay and living the dream even getting the chance to live somewhere warmer might be enough to keep you driven to learn a modern foreign language . We all have different reasons why it is important for us to learn a modern foreign language . Here are some ideas from previous S2/S3 pupils at Musselburgh Grammar:• Scottish people choose to work and live abroad if they meet their ideal partner in life• Study in a foreign university or do some research for a Scottish company abroad• Travel & Tourism – taking a GAP year before University or making the most of holiday time• Studying abroad in the USA where Spanish is also spoken in Mexico• Getting in touch with your roots if you have family who emigrated here in the past• Cultures different to mine – what’s different?• Religions of other Europeans• One language is never enough! Why do people need more than one foreign language today? • To understand your own language and culture better – where does that word come from?• To help people in need – Third World Aid has never been needed more than today – famine, war,

drought, disease .• It’s fun and it helps me fit in better!


Languages:

What will I be doing in S3 in a modern foreign language?In S3, you will be working towards completing your Year Three of the Broad Education units in a modern foreign language aiming to complete your SQA “Languages for Life Award” . If you have chosen to continue with a modern foreign language you will be developing your skills to a greater academic level in preparation for your next level of study from a suite of SQA courses ranging from National 3, National 4, National 5, Higher or Advanced Higher .

Assessment – (modern languages as a course choice option S4 – S6)Pupils will continue the study of a modern foreign, as outlined above, including the “Languages for Life and Work Award .” Pupils will also work towards being presented for the National 3, National 4, National 5, Higher or Advanced Higher in one or more modern foreign languages depending on course choices available each year .

HomeworkAll pupils, at all levels within the Broad Education and the Senior Phase will be given suitable, appropriate and stimulating rich tasks to do for homework . Every teacher will provide departmental vocabulary packs based on the course being studied and the level of language being taught . Homework tasks to be done at home will concentrate on helping pupils improve their Grammatical Understanding of the language as well as the four major language skills of Reading, Writing, Listening and Talking .

Dictionary requirementsAll students opting for a modern language will be required to purchase a bilingual dictionary which meets the level and demands of that course:

French ISBN 9780007253166 German ISBN 9780007253425

Literacy, Numeracy, Health and WellbeingAll courses in a modern foreign language from S1 – S6 will include textual information on Literacy, Numeracy, Health and Wellbeing through the various language development skills areas . Literacy skills in learning a modern foreign language provides the learner with “the set of skills which allows an individual to engage fully in society …through different forms of language, the range of texts which society values and finds useful”. With Numeracy it provides learners with “the confidence and competence in using number to problem solve, analyse information and make informed decisions”. And in Health and Wellbeing learners “make informed decisions in order to improve their mental, emotional, social and physical wellbeing .to make a successful move to the next stage of education or work.”

French: German


Languages:

What I must do to be successful in a modern foreign languageA modern foreign language can be described as being like a well-matured bottle of vintage French Champagne or slices of melt-in-the-mouth sweet succulent oak-smoked Schweinfleisch Bavarian German ham – it takes time and is well worth the wait after the determination, the time and the hard-work have all been poured into producing something that allows you to succeed in today’s Europe . Every week, you must be learning the grammatical points taught in class as well as the nouns and verbs with tenses which go hand-in-hand to produce the language you are learning . There are no fast-routes to learning a language so - be patient and in time everything will gradually come together .

What happens in S4?Having chosen a modern foreign language for study in S4, the department will write a report to indicate the level of study you will be working towards in a modern foreign language and you will begin to look at more in-depth, mature topics from the list provided:• Society – Lifestyles & Environment – How people live their lives in their country and in their

communities? Is it the same as me or different?• Learning – School, College, Lifelong learning, Future plans – What’s school like for Europeans? What

does life offer them after school?• Employability – Job skills, World of work – What kinds of jobs do Europeans do? Could I find a job in

that country?• Culture – Customs & celebrations, Holidays, French speaking literature, French films & television –

What do Europeans do that’s the same as me and that’s different to me?

During your S4 you will be working towards a recognised SQA qualification at National 3, National 4, or National 5 .

What can I do to help my child in their learning of a modern foreign language at home?To help you use other sources to enhance your language learning skills (talking, writing, listening, reading) you should use the following forms of modern media:• Internet sites (teacher to provide relevant sources)• Radio • Press/Newspapers/Audio books• Music• DVD/Blue-Ray films with foreign subtitles • SKYPE once you have been given a Champigny

pen-pal• BBC languages including BBC bitesize• Linguascope• SKY television page 799 – TV5Monde

French: German


Learning in Personal Development will enable pupils to:• plan, gather, organise and evaluate information • communicate with others effectively • review and evaluate their own interpersonal skills and practical abilities .• carry out a project to help develop self awareness .• identify personal targets .• contribute to the planning of a group project .

Why choose Personal Development?Whether pupils plan to go on to Further Education, University or Employment the skills and personal attributes gained from this course will be essential and will be used on a daily basis . This Course is suitable for learners with an interest in Home Economics and those wishing to developing life skills . It is suitable for those wanting to progress onto higher levels of study in the subject . The qualification is largely learner-centered and includes practical and experiential learning opportunities . Due to the nature of the course there is vast scope for personalisation and choice for each learner . Course activities also provide opportunities to build self-confidence, to enhance generic and transferable skills in literacy, numeracy, researching, ICT, planning and organising, working independently and in collaboration with others, critical thinking and decision making, communication, as well as self and peer-evaluation .

Course content in S3To achieve success in the Personal Development Course pupils must gain a pass in the following Units:Personal Development: Self Awareness Pupils will aim to develop their knowledge of self by carrying out a personal project – providing a bakery service .Personal Development: Self in Society Pupils will aim to develop their interpersonal skills while carrying out a group project – organising a coffee morning .Personal Development: Self in Work Pupils will aim to develop their task management skills while carrying out a vocational project – taking part in a community placement .Personal Development: Practical Abilities Pupils will demonstrate their practical abilities while carrying out one or more projects – on the home .

AssessmentAssessment will take a variety of forms including the production and gathering of a folio of evidence, being involved in a group project and pupils abilities to set personal targets for the development of interpersonal skills . Examples of this will include:• completion of a diary/log book .• a plan for the development of task management skills within a project• an evaluation of interpersonal skills which has helped you to identify personal targets for the

development of these skills• a record of planning a group project with others, which includes tasks to enable progress towards

your personal targets• a review of your interpersonal skills on completion of the group project .

HE -Personal Development


What will you do for homework?Pupils may be set a variety of tasks . These will include:• ensuring that all course work is completed to a high standard within the set time frame .• collecting and evaluating relevant information • undertaking work out-with school that will help to develop and enhance interpersonal skills

Literacy, numeracy, health and well beingThroughout this course there will be the opportunity to develop a range of literacy and numeracy skills . Subject specialised vocabulary will be used and pupils will be expected to learn this . As with any subject pupils will be expected to write, neatly, legibly, in sentences and paragraphs . Numeracy skills will be developed in a number of areas including time management, costing and completion of mathematical calculations . Many of these skills will be not just transferable to other subjects but also to future chosen careers . It is hoped that through pupils being given the opportunity to self assess, evaluation and set personal targets that this will be applied to their lives and assist them with decision making to allow for a successful and healthy life .

What I must do to be successful in Personal Development.Excellent attendance is one of the most important factors in having success within Personal Development . This will ensure that pupils achieve a good knowledge base and allow for a full contribution to be made to tasks within the class . Pupils must ensure that tasks are completed to the best of their abilities within the set time frame . Pupils must be prepared for work and must therefore have writing materials and their planners with them .

What happens in S4Successful completion of the Personal Development course will enable pupils to progress onto either the National 4 or National 5 Personal Development courses in S4 .

HE -Personal Development


Technologies:AdministrationLearning in the Business Education doing Administration and IT will enable me to:• Select and use appropriate software to solve increasingly complex problems• Use ICT effectively in different commercial contexts• Build on existing skills to become more efficient when processing and organising information• Build on existing skills when using the PC for Word Processing, Spreadsheet, Database and

PowerPoint .• To facilitate the transfer of skills between classroom and the world of work .• I can select and use specialist equipment and appropriate software to develop administrative and

management skills .• Whilst working in a simulated workplace, I can select appropriate software to carry out a range of

tasks which support business activity .• Whilst working in a simulated workplace, I can examine my environment considering office layout

and health and safety legislation .

Why choose Administration and IT?Administration gives access to many careers in many different fields – from support staff in a small office to support staff on a large oil rig . People who have good administrative skills are very good at meeting deadlines for project work as they have total control over the presentation . When you ask for an appointment at the hairdressers or the price of a tyre, someone will access a computer to tell you the answer!Course content in S3• Organisation Charts and functional activities of

an organisation• The use of spreadsheets to analyse statistics

and construct graphs• Database searching for customer requirements• Word Processing to send communication to

customers• PowerPoint to arrange Presentations • The use of Mobile or ‘M’ technology in

communication• Looking and using a range of equipment in the

office to assist in the day-to-day running of the business .• The use of the Internet • Regular homework is part of the course• Assessment• All work will be internally assessed; pupils will either pass or fail . There will be a record of progress

through the assessment tasks, such as a check list, log book or other form of written record .• All work produced by the pupils must be fit for purpose and proof read for errors .• All work stored electronically must be kept in order . What happens in S4?Near the end of S3, the department will write a report for parents indicating your progress in S3 . From about Easter in S3, the department will begin work on SQA courses in Administration at National 4 and National 5 . These courses have been designed to link to the Curriculum for Excellence Experiences and Outcomes you have been working with in S3 .


Technologies:AdministrationWhat can I do in Admin and IT when I am in S4?Administration is a growing sector and provides employment across the entire economy offering wide-ranging employment opportunities . Administrative and IT skills have extensive application, not only in employment but also in other walks of life and can be seen as life skills .

Learning in the Administration and IT course will enable me to:Use IT in everyday administration-related contexts• Embrace IT with confidence and then use the transferrable skills into the workplace• Enhance my own personal effectiveness• Become more confident from engaging in practical activities (IT)• Become more responsible citizens when taking on organisational tasks willingly• Develop a range of skills for learning, life and work

which include the use of IT and aspects of literacy, numeracy and thinking skills .

In the Business Education Department, we offer an Administration and IT course at 4 different levels:• Access 3• National 4• National 5• Higher

Access 3 Administration and ITIn this Course there will be an emphasis on skills development and the application of those skills . This course provides the learners with opportunities to develop the attributes of the 4 capacities as well as skills for learning, skills for learning and skills for work . There is no external exam . The course which is practical and experiential in nature develops both generic and subject-specific skills . The course has 3 Mandatory Units which include:IT Solutions for Administrators Learners will use basic functions of the following IT applications – word processing, spreadsheets, and databases to create, edit and update simple documents used in business .Communication in Administration Learners will carry out simple electronic searching and communications in everyday administration-related contexts . Learners will use desk top publishing, e-mail and e-diary to carry out a range of administrative tasks . This will probably be the preparation of straightforward notification, leaflets or presentationsPractical AdministrationLearners will be given the opportunity to perform a limited range of simple tasks in the context of practical administrative scenario . This unit will bring together the other 2 units together to produce a range of basic administrative tasks .

To achieve the Access 3 Administration and IT Course, learners must pass all of the 3 units . There is no external examination .


Technologies:AdministrationNational 4 Administration and ITThis course provides learners with opportunities to continue to acquire and develop the attributes and capabilities of the four capacities as well as skills for learning, skills for life and skills for work . The Course will provide opportunities for learners to develop breadth, challenge and application .The key purpose of this Course is to develop learners’ administrative and IT skills and, ultimately to enable them to contribute to the effective functioning of organisations in junior administrative positions . The Course aims to enable learners to:• Develop a basic understanding of administration in the workplace and key legislation affecting

employees• Develop an appreciation of good customer care• Develop IT skills and use them to perform straightforward administrative tasks• Acquire organisational skills in the context of organising and supporting small scale events, including

meetingsThe Course contains a significant practical component which makes it relevant to the world of work . Its uniqueness lies in developing IT skills in an administrative context .

The Course makes an important contribution to general education through developing a range of essential skills which will stand learners in good stead regardless of the career path they choose . Learners will develop a range both generic and subject-specific skills, including the ability to use word processing, spreadsheets, databases and desktop publishing and the ability to use technology including the internet, for electronics communication and investigation .

The Course comprises four mandatory Units . Units are statements of standards for assessment and not programmes of learning and teaching .Administrative Practices (National 4)This unit will give learners a basic introduction to administration within organisations . Learners will be able to carry out a range of straightforward administrative tasks with the emphasis on those involved in organising and supporting small-scale events .IT Solutions for Administrators (National 4)This unit will develop skills in IT and processing simple information in familiar administration-related contexts . The pupils will use the following IT applications: word processing, spreadsheets, databases or emerging equivalent software to create, edit and update simple business documents .


Technologies:AdministrationCommunication in Administration (National 4)Learners will use IT for gathering and sharing simple information with others in familiar administration-related contexts . Learners will develop an understanding of what constitutes a reliable source of information and an ability to use appropriate methods for gathering information . They will also become able to communicate simple information in ways which show a basic awareness of context, audience and purpose . Added Value Unit: Administration in Action (National 4)The purpose of this unit is to draw on the knowledge, understanding and skills developed in the other 3 units . Learners will undertake a practical administration and IT-based assignment, which will involve a range of straightforward tasks related to organising and supporting small-scale events .To achieve the Administration and IT (National 4) Course, learners must pass all of the required Units, including the Added Value Units .

Administration and IT (National 5)This course is designed for those who are interested in administration and practical uses of IT and want to develop their administrative and IT skills further . The course takes into account the needs of all learners in that it recognises that young people achieve in different ways and at a different pace . This course has 3 mandatory Units . Administrative Practices (National 5)Learners will be given a broad introduction to administration within organisations . This Unit will also enable learners to apply this understanding in carrying out a range of admin tasks, with the emphasis on those involved in organising and supporting events .IT Solutions for Administrators (National 5)Learners will select the following IT applications: word processing, spreadsheets, databases or emerging technologies to create, edit and update business documents .Communication in Administration (National 5)This unit will allow learners to use IT for gathering and sharing information with others in largely familiar administration-related contexts . They will also become able to communicate information in ways appropriate to its context, audience and purpose .To gain the award of the Course, the learner must pass all the Units as well as the Course assessment .

Higher Administration and ITThere are 3 Mandatory Units:Administrative Theory and PracticeIT Solutions for AdministratorsCommunication in Administration

The recommended entry would be learners who have attained the skills, knowledge and understanding required by Administration and IT (National 5)


Technologies:ComputingWhy choose Computing?Computers are everywhere! In the modern world, we come into contact with Computing in almost every aspect of our lives; from school to entertainment, from work to play, shopping, sport, medicine, travel, business, even communicating with our family and friends .For this reason, it is very important that we all know not only how to use this technology effectively, but also how it works, and what the underlying ideas and principles are . We aim to help pupils learn how things work and how they are created . We wish to turn pupils from Tool-Users to Tool-Builders, who have the skills necessary to create the software and technology of the future .It should not be necessary to emphasise the fact that in the world of computing, many of the top positions are held by women with drive, initiative and good communication skills .

The world of computing is the most fast-moving and constantly changing subject studied in school . You don’t want to get left behind, do you?

The world of computing is the most fast-moving and constantly changing subject studied in school . You don’t want to get left behind, do you?

Studying Computing will enable you to:• create graphics and animations using appropriate

software which will utilise your skills and knowledge of the application .

• use the basic principles of a programming language or control technology and design a solution to a scenario, implement it and evaluate its success .

• use features of software to create your own animation which can then be used to create an animated sequence .

• integrate different media to create a digital solution which allows interaction and collaboration with others .

• compare different forms of security software to gain knowledge and understanding of their functions in protecting contemporary technologies .

• work with others to plan and use a learning group for sharing experiences, ideas and information within a secure online environment .

• gain knowledge, through research, of computer systems or emerging technologies to understand their differing features and consider their suitability for the world of work .

What will you be studying in Computing?Work in the Computing Department can be broken into two main areas:• ICT (Information and Communication Technology) – this involves learning how to use a computer

and many of the most common Application Although in S2 you already have considerable skill and knowledge, a deeper understanding of the processes can results in more professional looking results .

• Computing Science – an area of specialised study, provides deeper theoretical and practical understanding of how hardware and software can be developed and applied in a range of contexts . This area of specialist study has particular relevance in preparing you for the challenges of rapidly changing digital technologies .


Another key area is S3 Computing is working collaboratively . This involves working together with other pupils, either on an investigation or to create a solution to a problem . Working collaboratively in this manner helps us to see a problem or task in a new way . It is also a great way to improve your team-working skills .

Topics Covered • Animation: you will use different forms of animation to enhance projects and displays• All aspects of computer security: protecting yourself, your data and your devices .• Developing Software using a variety of different package: you will learn how to write applications for

use on PCs, games for consoles and apps for phones .• Web design: you will investigate what makes a good web site and how to put one together .• Networking: how do we use networks to work together, wherever we are, whatever type of device we

are using .• Database: you will going beyond the basic file, record and field model met in S1&2 to investigate real

databases .

AssessmentAssessment in Computing can be broken into two main categories:• Regular Practical Abilities tasks which will help you to build

up a portfolio of evidence .• Written tests and assignments which will examine the pupils’

Knowledge and Understanding of the key ideas of the subject .

HomeworkAll pupils will be set regular homework . This will include:• planning or designing solutions to practical work• answering questions based on their Knowledge and

Understanding of the subject• keeping up to date with the latest developments in technology and Computing .• Revising notes and preparing for tests from time to time .

Literacy Numeracy and Well BeingEvery subject has the responsibility to develop these areas . We will help you produce work which is neat, legible, in sentences and paragraphs if required, with correct spelling and punctuation . We will expect you to learn the specialised vocabulary for our subject . You will use the computer to help with calculations and to work with shape and direction . We will expect you to use your computing knowledge about how to live healthily in the real and the virtual world .

Technologies:Computing


What happens in S4You will study the new course Computing and Information Science at either National 4 or National 5 level . At both levels the course is based on two units, although the range of examples studied and the depth will be different .

Software Design and Development This Unit explores an appropriate range of key facts and ideas relating to software design and development . You will develop skills in problem solving and modelling through practical tasks using appropriate programming environments in a range of contemporary contexts, such as games development and intelligent systems . You will also explore the impact of emerging and innovative technologies on the environment and society .

Information System Design and Development This Unit explores an appropriate range of key facts and ideas relating to information system design and development . Learners will develop their knowledge and understanding of information system hardware, security, databases, web-based information systems and multimedia information systems through a range of practical and investigative tasks .

Next stepsSuccess in National 5 will open the door to Higher Grade Computer and Information Science, Advanced Higher and further study at college or university .

Technologies:Computing


The DepartmentWhy should I choose to study subjects in CDT in S3?Learning technologies within the CDT department will enable you to:• develop an understanding of the role and impact of technologies in changing

and influencing societies • contribute to building a better world by taking responsible, ethical actions to

improve your life, the lives of others and the environment • gain the confidence and skills to embrace and use technologies now and in the

future, at home, at work and in the wider community• broaden your awareness of how ideas in mathematics and science are used in

engineering and the technologies .

What can I study in the CDT Department in S3?There are opportunities to choose from five individual subjects all of which cover the outcomes and experiences for level 4 in craft design engineering and graphics . Please bear in mind that more than one subject can be choosen .The subjects on offer are as follows:• Design and Manufacture• Graphic Communication• Practical Electronics• Practical Metalworking• Practical Woodworking .• Basic Video editing (enhancement course)*

* This is an additional course that will be offered in the enhancement column of the course choice form . Details can be found in section three of this document .

Department Homework PolicyAs a general rule pupils will be expected to complete homework tasks, deemed appropriate to the subject they are following, on a weekly basis .

Craft Design Technology: CDTTechnologies:


Why have I never heard of this subject until now?This course has been introduced to replace craft and design and product design . The best elements from both courses have been combined to make up this exciting new course .

Why would I want to take this Subject?The Design and Manufacture Course introduces pupils to the world of product design and manufacturing . Through various projects pupils will actively develop their design skills and their knowledge of materials, manufacturing processes and design factors .

Pupils completing Design and Manufacture at National 5 level may progress to:• HigherDesignandManufacture• HNC,HNDorDegreelevelcoursesindesignormanufacturing-relateddisciplines• Employmentindesign,manufacturing,graphics,marketing,computingandengineering.

Recommended entrance skills/requirementsPupils will have been recommended for the Design and Manufacture course by their S2 teachers based on their levels of literacy, graphic skills and ability to work independently .

What will I learn if I take this subject?Pupils will have on-going opportunities to design and will be encouraged to exercise imagination, creativity and logical thinking . They will communicate their ideas graphically and will make models or full scale prototypes of their ideas . Both manual and IT skills will be used extensively .Pupils will also analyse and evaluate existing designs and present their findings in report form .

The aims of the Course are to enable learners to develop:• skills in the design and manufacturing of models, prototypes and products• knowledge and understanding of manufacturing processes and materials• an understanding of the impact of design and manufacturing technologies on our environment .

How is the course assessed?Throughout your third year you will be introduced to the skills and processes relating to the course . Assessment will take the form of written tests covering knowledge and understanding, analysis of existing products and manufacturing skills as well as production of folio items .

What happens when I start S4?Your performance in S3 will detemine whether of not you are put forward to complete either national level 4 or 5 . Details of both courses are shown below .

CDT: Design and ManufactureTechnologies:


National Level 4-Course StuctureThe Course consists of three mandatory Units including the Added Value Unit .

Design and Manufacture: Design This Unit covers the product design process from brief to resolved design proposals, including a specification . It helps learners develop skills in initiating, developing, articulating and communicating simple design proposals .

Design and Manufacture: Materials and Manufacturing This Unit covers the product design process from design proposals to prototype or product . It allows learners to ‘close the design loop’ by manufacturing their design ideas . It allows learners to develop practical skills that are invaluable in the design/make/test process .

Added Value Unit: Design and Manufacture ProjectLearners will draw on their range of design skills, knowledge of materials and practical skills, in order to produce an effective overall response to a project brief . The brief will relate to a straightforward product design scenario . The response will include a prototype or a completed product .

National Level 5-Course StucturePupils will continue to expand on the skills covered in their previous years within Design and Manufacture .In addition to the Course assessment, the Course includes two mandatory Units .

Design and Manufacture: DesignThis Unit covers the product design process from brief to resolved design proposals, including specification . It helps learners develop skills in initiating, developing, articulating and communicating design proposals .

Design and Manufacture: Materials and ManufacturingThis Unit covers the product design process from design proposals to prototype or product . It helps learners to ‘close the design loop’ by manufacturing their design ideas . It allows learners to develop practical skills that are invaluable in the design/make/test process .

Course AssessmentPupils will draw on their range of design skills, knowledge of materials and practical skills, in order to produce an effective overall response to a project brief .The response to the brief will include a model, a prototype or a completed product .The question paper introduces breadth to the assessment . It requires depth of understanding and application of knowledge from the Units .

Technologies:CDT: Design and Manufacture


Why would I want to take this Subject?Engineering is vital to everyday life; it shapes the world in which we live and its future . Engineers play key roles in meeting the needs of society in fields which include climate change, medicine, IT and transport .Engineering is a broad area of human endeavour which brings together elements of technology, science and mathematics, and applies these to real world challenges .

What will I learn if I take this subject?Our society needs more engineers, and more young people with an informed view of engineering . The Course provides a broad introduction to engineering . Because of its focus on developing transferable skills, it will be of value to many learners, and beneficial to learners considering a career in engineering .The aims of the Course are to enable learners to:• apply knowledge and understanding of key engineering facts and ideas• understand the relationships between engineering, mathematics and science• apply skills in analysis, design, construction and evaluation to a range of straightforward engineering

problems• communicate engineering concepts clearly and concisely using appropriate terminology• develop an understanding of the role and impact of engineering in changing and influencing our

environment and society

The Course develops a number of pervasive and integrative themes, including information, control, the systems approach, energy and sustainability . These are used to explore varied engineering systems through simulation, practical projects and investigative tasks in a range of contexts .Courses in Engineering Science and in Physics are designed to be complementary; a combination of this Course and a pure science Course will provide a very strong foundation for further study in engineering or the sciences . Mathematics at National Level 4 or 5 is essential .

How is the course assessed?Throughout your third year you will be introduced to the skills and processes relating to Engineering Science . Assessment will take a similar form to your studies in years 1 and 2 in that there will be tests covering all aspects of the course .

What happens when I start S4?Your performance in S3 will detemine whether of not you are put forward to complete either national level 4 or 5 . Details of both courses are shown below .

National Level 4-Course StuctureThe Course enables learners to develop knowledge and understanding of key engineering concepts and processes, and the ability to apply these to a variety of problems .

The Course has four mandatory Units including the Added Value Unit .

Technologies:CDT: Engineering Science


Engineering: Contexts and ChallengesThis Unit provides a broad context for the Course . Its purposes are to develop an understanding of engineering and its role and impact on our environment and society .

Electrical and Electronic SystemsThis Unit explores a range of key concepts and devices used in electrical and electronic systems, including analogue, digital and programmable systems . Skills in problem solving and evaluating are developed through simulation, practical projects and investigative tasks in a range of contexts .

Mechanical SystemsThis Unit explores an appropriate range of key concepts involving mechanical systems, such as gears, pneumatics, structures, forces, energy and efficiency . Skills in problem solving and evaluating are developed through simulation, practical projects and investigative tasks in a range of contexts .

Added Value Unit: Engineering Project This Unit requires the learner to apply and integrate skills and knowledge from the other Units to solve an appropriately challenging engineering problem .

National Level 5-Course StucturePupils will continue to expand on the skills covered in their previous years within Engineering Science .In addition to the Course assessment, the Course includes three mandatory Units .

Engineering: Contexts and Challenges This Unit provides a broad context for the Course . Its purposes are to develop an understanding of engineering, and its role and impact in changing and influencing our environment and society . It develops an understanding of engineering concepts by exploring a range of engineered objects, engineering problems and solutions .

Electrical and Electronic SystemsThis Unit explores an appropriate range of key concepts and devices used in electrical and electronic systems, including analogue, digital and programmable systems . Skills in problem solving and evaluating are developed through simulation, practical projects and investigative tasks in a range of contexts .

Mechanical SystemsThis Unit explores an appropriate range of key concepts involving mechanical systems, such as gears, pneumatics, structures, forces, energy and efficiency . Skills in problem solving and evaluating are developed through simulation, practical projects and investigative tasks in a range of contexts .

Course assessmentThe course will be assessed through a combination of a project and a question paper .The project requires pupils to apply knowledge and skills gained from the units to solve appropriately challenging engineering problems .The question paper examines depth of understanding and application of knowledge from the units .

Technologies:CDT: Engineering Science


Why would I want to take this Subject?This Course is suitable for learners with an interest in graphic communication . The qualification is largely learner-centred and includes practical and experiential learning opportunities . Course activities provide opportunities to build self-confidence, to enhance generic and transferable skills in literacy, numeracy, researching, ICT, planning and organising, working independently and in collaboration with others, critical thinking and communication .

What will I learn if I take this subject?Studying this course will give you the opportunity to develop skills in communicating through a variety of graphic techniques and methods as well as gaining an understanding of the impact that graphic communication technologies has had on our society and environment . The aims of thecourse are as follows:• replicating basic and familiar graphic forms in 2D,

3D and pictorials• initiating and producing simple preliminary,

production and presentation graphics• initiating and producing simple informational

graphics• demonstrating visual literacy by interpreting

simple and familiar graphic communications• spatial awareness in simple and familiar 2D, 3D

and pictorial graphic situations• using standard graphic communication

equipment, software and materials effectively • knowledge of graphic communication standards

and conventions .applying design skills, including creativity, when developing solutions to simple graphics tasks

• the ability to contribute to the evaluation of work in progress and completed graphicsbasic knowledge of the impact of graphic communication technologies on our society

• basic knowledge of computer-aided graphics techniques and practice• knowledge of colour, illustration and presentation techniques .

How is the course assessed?Throughout your third year you will be introduced to the skills and processes relating to Graphic Communication . Assessment will take a similar form to your studies in years 1 and 2 in that there will be tests covering knowledge and understanding, drawing skills and production of folio items .

What happens when I start S4?Your performance in S3 will detemine whether of not you are put forward to complete either national level 4 or 5 . Details of both courses are shown overleaf .

Technologies:CDT: Graphic Communication


National Level 4-Course StuctureThe Course is practical, 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 .There are three mandatory Units including the Added Value Unit .

2D Graphic CommunicationThis Unit helps learners develop their creativity and skills within a 2D graphic communication context . It will allow learners to initiate, develop and communicate ideas using graphic techniques in straightforward and familiar contexts .

3D and Pictorial Graphic CommunicationThis Unit helps learners develop their creativity and skills within a 3D and pictorial graphic communication context . Again, it will allow learners to initiate, develop and communicate ideas using graphic techniques in straightforward and familiar contexts .

Added Value Unit: Graphic Communication Project Learners will be able to extend and apply their knowledge and skills through the project . They will draw on their range of graphic communication experiences from the Units in order to produce an effective overall response to the project .

National Level 5-Course StucturePupils will continue to expand on the skills covered in their previous years . There are two units of study plus a course assessment details of which are shown below .

2D Graphic CommunicationThis Unit helps learners develop their creativity and skills within a 2D graphic communication context . It will allow learners 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 learners develop their creativity and skills within a 3D and pictorial graphic communication context. It will allow learners to initiate, develop and communicate ideas graphically using three-dimensional and pictorial graphic techniques.

Course AssessmentThese will be assessed through a combination of a project and a question paper .

The project requires pupils to draw on the knowledge gained from the course in order to produce an effective overall response to a project brief . The question paper examines the pupils theoretical knowledge .

Technologies:CDT: Graphic Communication


Technologies:CDT: Practical MetalworkWhy would I want to take this subject?The Course is largely workshop-based . It provides a broad introduction to practical metalworking . It helps learners develop safe working practices and allows them to learn how to use a range of tools, equipment and materials correctly .

What will I learn if I take this subject? The Course allows learners to develop skills in reading drawings and diagrams, measuring and marking out as well as cutting, shaping and finishing materials . It allows them to learn how to work effectively alongside others in a shared workshop environment .

The aims of the Course are to enable learners to develop:• skills in metalworking techniques • skills in measuring and marking out metal sections and sheet materials • safe working practices in workshop environments • practical creativity and problem solving skills • knowledge of sustainability issues in a practical metalworking context .

Course activities also provide opportunities to build self-confidence and to enhance generic and transferable skills in numeracy, employability skills, thinking skills, planning and organising of work tasks .

How is the course assessed?Throughout your third year you will be encouraged to complete practical tasks that will form the building bocks to manufacturing with metal . Assessment will take a similar form to your studies in years 1 and 2 in that there will be tests covering knowledge and understanding and practical tasks .

What happens when I start S4?At the end of S3 you will be recommended to follow either National level 4 or 5 depending upon your individual performance . Details of both courses are as follows .

National level 4 - course structureThe Course comprises four mandatory Units including the Added Value Unit .

Practical Metalworking: Bench Skills This Unit helps learners develop a range of metalworking hand skills including simple bench-fitting work, basic sheet-metal work and simple measuring and marking-out work . The ability to read and interpret simple drawings and diagrams is developed in this Unit .

Practical Metalworking: Machine ProcessesThis Unit helps learners build measuring and marking-out skills and to develop skills in setting up and using common metalwork machines, equipment and related processes .


Practical Metalworking: Fabrication and Thermal Joining Techniques This Unit helps learners develop skills in fabrication, forming and joining of simple metalwork components . Learners will develop skills in thermal joining techniques . They will also build skills in measuring and marking-out .In each of the three Units above, learners will develop an appreciation of safe working practices in a workshop environment. They will also gain an understanding of sustainability issues in a practical metalworking context.

Added Value Unit: Practical Metalworking ProjectThis Unit requires learners to draw on and extend their range of practical metalworking experiences and skills in order to produce an effective overall response to the project task .

National level 5 - course structureThe Course provides opportunity for learners to build upon all the skills covered in the National Level 4 courseThe Course is practical, exploratory and experiential in nature . It combines elements of technique and standard practice with elements of creativity .As well as the Course assessment, the Course includes three mandatory Units:

Practical Metalworking: Bench SkillsThis Unit helps learners develop a range of metalworking hand skills including bench-fitting work, routine sheet-metal work, measuring and marking-out . Tasks will involve some complex features .

Practical Metalworking: Machine ProcessesThis Unit helps learners build their measuring and marking-out skills and to develop skills in setting up and using common metalwork machines, equipment and related processes . Tasks will involve some complex features .

Practical Metalworking: Fabrication and Thermal Joining Techniques This Unit helps learners develop skills in fabrication, forming and joining of simple metalwork components with some complex features . Learners will develop skills in thermal joining techniques . They will also build skills in measuring and marking-out .In each of the three Units above, learners will develop an appreciation of safe working practices in a workshop environment.

Course assessmentThe Course assessment will consist of a practical activity . The purpose of the practical activity is to allow learners to demonstrate the application of skills and knowledge that they have developed during the Course .

Technologies:CDT: Practical Metalwork


Why would I want to take this subject?The Course is largely workshop-based . It provides a broad introduction to practical woodworking .It helps learners develop safe working practices and to become proactive in matters of health and safety and allows them to learn how to use a range of tools, equipment and materials correctly .

What will I learn if I take this subject? The Course allows learners to develop skills in reading drawings and diagrams, measuring and marking out as well as cutting, shaping and finishing materials .

The aims of the Course are to enable learners to develop:• skills in woodworking techniques • skills in measuring and marking out timber sections and

sheet materials • safe working practices in workshop environments • practical creativity and problem solving skills • knowledge of sustainability issues in a practical

woodworking context .

Course activities also provide opportunities to build self-confidence and to enhance generic and transferable skills in numeracy, employability skills, thinking skills, planning and organising of work tasks, working independently and in collaboration with others .

How is the course assessed?Throughout your third year you will be encouraged to complete practical tasks that will form the building bocks to manufacturing with wood . Assessment will take a similar form to your studies in years 1 and 2 in that there will be tests covering knowledge and understanding and practical tasks .

What happens when I start S4?At the end of S3 you will be recommended to follow either National level 4 or 5 depending upon your individual performance . Details of both courses are as follows .

National level 4 - course structureThe Course comprises four mandatory Units including the Added Value Unit .

Practical Woodworking: Flat-frame ConstructionThis Unit helps learners develop skills in setting out and making basic woodworking joints commonly used in flat-frame joinery .

Practical Woodworking: Carcase ConstructionThis Unit helps learners develop skills in setting out and making basic woodworking joints commonly used in carcase joinery . This may include working with manufactured board or with frame and panels .

Technologies:CDT: Practical Woodwork


Practical Woodworking: Machining and Finishing This Unit helps learners develop skills in setting up and using common machines and power tools . It also helps learners develop skills in a variety of simple woodworking surface preparations and finishing techniques .In each of the three Units above, learners will develop an appreciation of safe working practices in a workshop environment. They will also gain knowledge of sustainability issues in a practical woodworking context.

Added Value Unit: Practical Woodworking Project This Unit requires learners to draw on and extend their range of practical woodworking experiences and skills in order to produce an effective overall response to the project task .

National level 5 - course structureThe Course provides opportunity for learners to build upon all the skills covered in the National Level 4 courseThe Course is practical, exploratory and experiential in nature . It combines elements of technique and standard practice with elements of creativity .As well as the Course assessment, the Course includes three mandatory Units:

Practical Woodworking: Flat-frame Construction This Unit helps learners develop skills in setting out and making basic woodworking joints commonly used in flat-frame joinery . Tasks will involve some complex features . Learners will use simple woodworking drawings or diagrams but will also be able to comprehend and use drawings and diagrams depicting some unfamiliar situations .

Practical Woodworking: Carcase ConstructionThis Unit helps learners develop skills in setting out and making basic woodworking joints commonly used in carcase joinery . Tasks will involve some complex features . This may include working with manufactured board or with frame and panels . The Unit includes the use of working drawings or diagrams, including unfamiliar situations that require some interpretation on the part of the learner .

Practical Woodworking: Machining and Finishing This Unit helps learners develop skills in setting up and using common machines and power tools . It also helps learners develop skills in a variety of simple woodworking surface preparations and finishing techniques .In each of the three Units above, learners will develop an appreciation of safe working practices in a workshop environment.

The assessment will consist of a practical activity which is to allow learners to demonstrate the application of skills and knowledge that they have developed during the Course .

Technologies:CDT: Practical Woodwork


Technologies:

Learning in Home Economics will enable pupils to:• Make informed decisions in order to improve physical and social well-being• Experience challenge and enjoyment in practical cookery• Experience positive aspects of healthy living• Apply physical and social skills to pursue a healthy lifestyle• Progress to the next level of education• Establish a pattern of health and wellbeing which will be sustained into adult life .

In Hospitality you will develop skills for learning, life and work. Literacy – listening and talking Numeracy – number processes, money, time and measurementHealth and Wellbeing – physical wellbeingThinking skills – remembering, understanding, applying, analysing and evaluating

Why choose Home Economics?Studying Home Economics can be invaluable if you want to follow a career in any of the following areas: the hospitality industry, health, food retailing and education .

What will you do in Home Economics?This course is based on practical cookery and is an extension of the work done in S2 . A variety of units will be investigated:• Understanding and using ingredients• Cookery processes and techniques• Organisational skills for cooking• Food for health

Each week you will:• Watch a demonstration and cook one or two dishes

in the double period• Take part in written and active learning in the single

periodA wide variety of dishes will be made that will prove both challenging and enjoyable .

How will you be assessed?Practical work will be continuously assessed and evidence kept of dishes produced . Written assessments will be completed at the end of each unit .

What will you do for homework?You will be expected to do as much practical work at home as time allows . Only through continual practise will your skills develop and enable you to become competent in Hospitality .

HE -Hospitality


After S3?If you have completed all outcomes for National 4 you will progress to National 5 . Pupils continuing at National 4 have to complete the three individual units to National 4 criteria and the Added Value unit to achieve a course award in Hospitality at this level .

Units:• Understanding and using ingredients • Cookery processes and techniques • Organisational skills for cooking • Producing a Meal (Added Value unit)

This will be internally assessed .

Pupils progressing to National 5 will have to complete the three individual units to National 5 criteria to achieve at this level . There will also be an externally assessed practical assignment .

Where does this lead?A National 5 course award will allow you to progress to other courses in S5 or S6 or a career in the Hospitality industry .

HE -HospitalityTechnologies:


The EnhancementcolumnYour child will be asked to pick one curricular area in the Enhancement Column, Group 6 . This subject will be followed for 1 year only and will be part of your child’s broad general education until the end of their S3 .

Pupil’s experiences and outcomes will be delivered and assessed up to Level 4 . There will be no National Assessment on subjects studied in the Enhancement Column .

ScienceEver wondered about the Science behind everyday situations? When you go out to socialise with your family and friends, Science contributes to a lot of your activities .In this enhancement course, we will look at the three Sciences (Biology, Chemistry and Physics) that contribute to the things you do when you “Go Out”- from how you hear your favourite music, to the chemistry behind the food you eat and what is actually in the products you use to look your best!This unit is suitable for anyone with an interest in Science to enhance the knowledge they have gained from S1 and 2 .

Social SubjectThis course offers you the opportunity to learn within the level 3/4 Experiences and Outcomes across the 3 subject areas of Geography, History and Modern Studies . You will develop knowledge and skills through studying a variety of different themes such as global citizenship, fairness and equality, participation, power, and environmental issues . As you progress through the Social Studies Enhancement, you will develop confidence in participating, researching, asking key questions and presenting your opinions and findings . The course content will differ to that taught within the discrete subject courses .

ArtThe Enhancement Course will contain a series of shorter units that focus on enjoyment of the subject, whilst at the same time deepening and broadening knowledge as well as extending skills . The aim is to produce a series of works that will be displayed in a Final Art & Design Showcase . Work covered may include: Photography, Grafitti Art, Animation, Photoshop work and Sculpture . Appreciation of Art & Design work will be an integral part of the in course .

MusicStudying Music in the enhancement column will allow you to develop some of the practical skills, which you learned in S1/S2 . You will also have the opportunity to learn some new musical skills and explore the world of music technology .You will have the chance to play and perform on some of the instruments you worked on in S1/S2, whilst learning skills on some different instruments and perform these as part of a group . You will have the chance to write some music of your own and you will also start learning about the basics of music technology and working in the studios .


The Enhancementcolumn: OptionsPhysical Education and SportThis enhancement course will allow pupils the opportunity to participate in:• Active involvement in creative activities and performances • Tasks or performance opportunities which require a

creative response • Opportunities to perform or present to an audience . • Opportunities to analyse explore and reflect .

It is anticipated that the activities chosen to deliver these opportunities will be from various types of dance, gymnastics, synchronised swimming and trampolining but others areas will be discussed and considered .

French/GermanPupils choosing a modern language as an enhancement to S1/S2 will continue with French and work towards completing their broad general education in a modern language . Pupils might also be able to experience another modern European language offered within the department currently German .

BusinessAs part of your child’s broad general education in S3, learners can follow a course on running a business, marketing the product and finding finance for the business .

ComputingWe will cover the outcomes and experiences of Computing, concentrating on working together and designing and building games using a variety of software packages . We will also work on improving the general ICT skills that pupils need to thrive both in school and in the modern world .

CDT- Basic Video Editing Studying this course will give you the opportunity to develop skills in filming and video editing through a variety of methods . Planning out, working in groups, using and becoming familiar with different software as well as setting up and using hardware . Pupils will also develop ways in which to distribute completed media to an audience e .g . MGSTV, MGSONLINE and YouTube .

HE - PracticalCreative BakingIn this exciting, practical course you will create a wide variety of baked goods . These will include: pancakes, scones, rolls, pizza, Swiss roll, cakes, sausage rolls, apple turnovers, quiche, shortbread and lots more .You will also use a variety of icings and products to decorate some of the items .This course will be of interest to anyone who enjoys practical cookery and wants to produce high quality products .


CareersInformationMusselburgh Grammar School provides youngsters from the Musselburgh area with up-to-date information, which is relevant to them when making decisions about their future .

Support is provided by• School Guidance Teachers• Careers Adviser Hilary Balls• School Librarians Ms Steele, Mrs Scott

The Careers Library The Careers Library is situated in the main school library and contains lots of useful information on different career areas . The information is updated on a regular basis . Pupils are encouraged to use online information to research their careers ideas and to check course information and entry requirements . – see recommended websites below .

General Careers Information• Browsing Area Useful publications such as Careers 2012,

careers magazines, information on job seeking skills . “Working in . . .” series of careers books etc .

• Help leaflets There is a series of Careers help leaflets available on topics such as “Interviews”, “Job Applications”, “Writing to Employers” etc .

Careers in Law, Medicine, Veterinary Medicine and ArchitectureThere is extra support and information available about these careers for interested pupils . They should enrol with “pathways to the Professions” early in S4 . More information is available online by searching on the Edinburgh University website: www .ed .ac .uk or on http://www.ed.ac.uk/school-departments/student-recruitment/widening-participation/projects/pathways-progression.

Recommended websites• www .myworldofwork .co .uk - useful to research different jobs in the Careers A-Z; Also has various

online tools such as “My Strengths”, “My Interview” etc . • www .planitplus .net - useful especially for reaching different jobs e .g . job profiles section, for

exploring college courses at NC, HNC, HND level etc . • www .ucas .com - for finding out about university degree courses, entry requirements and the

university application process etc . • www .edinburghcollege .ac .uk – for local college course information and entry requirements and

online applications etc . • www .sruc .ac .uk – Scotland’s Rural College – for a range of courses many of which may not be

available at the Edinburgh College . • www .apprenticeshipsinscotland .com - for apprenticeships information and opportunities Skills

Development Scotland – Career Management Skills


CareersInformationAs 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 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 pupils to develop career management skills they’ll need all of their lives and to make well-informed decisions about their career pathways .

Schools are now building career management into their curriculums . In addition group sessions, drop-in lunchtime clinics and face-to-face coaching, where appropriate, is supported by My World of Work web service, (www .myworldofwork .co .uk) . It provides information on different careers, how to build and customise CVs, search for jobs, source funding for learning, apply for further or higher education and many other tools .

Career advisers will help pupils who need some tailored support to explore the training and skills necessary for the job or career which is right for them .

Hilary Balls is the Careers Adviser for Musselburgh Grammar School . She contributes to the Careers Education programme in school by delivering a careers themed lesson to each class in S4, S5 and S6 .

Pupils starting to explore careers ideas and future plans should register on Skills Development Scotland’s website My World of Work at www .myworldofwork .co .uk . As a starting point, they should use the My Strengths tool on the website to help them identify areas of study or employment which might suit them . The website can also provide lots of useful information on applications, CVs, interviews, college and university . It has lots of short videos on careers related areas too . Pupils can also call Skills Development Scotland’s Contact Centre for advice on 0845 8 502 502 .

If pupils have used the “My Strengths” tool and accessed My World of Work and other resources to research information, but are still undecided about what they should do, they should speak to their Guidance Teacher, who can refer them to the Careers Adviser for a face to face interview in school .

The Careers Drop-In is held in the library every Tuesday and Wednesday from 1 .35pm to 1 .50pm . If pupils have a quick question about their career ideas or future plans, then they can just come along . No appointment is needed . Dates of the drop in clinics are advertised on the school electronic noticeboard .

Outside of school time, pupils and parents can access careers advice at the local Skills Development Scotland Centre, which is situated just behind JobCentrePlus in Musselburgh in Adam Ferguson House . The office is open from 9-5 on Mondays to Thursdays and from 10- 5pm on Fridays . Tel: 0131 665 3120 .

The Careers Adviser can also be contacted by e-mail: hilary .balls@sds .co .uk


LOCAL COLLEGESEdinburgh’s Telford College Jewel & Esk College 0131 559 4000 0131 344 7100 www.ed-coll.ac.uk www.jec.ac.uk Oatridge College Stevenson College 01506 864 800 0131 535 4700 www.oatridge.ac.uk www.stevenson.ac.uk Borders College West Lothian College 08700 50 51 52 01506 41 81 81 www.borderscollege.ac.uk www.west-lothian.ac.uk

SCOTTISH UNIVERSITIESUniversity of Aberdeen University of Abertay Dundee 01224 272 090 01382 308 080 www.abdn.ac.uk www.abertay.ac.uk University of Dundee Edinburgh College of Art 01382 384 160 0131 221 6000 www.dundee.ac.uk www.eca.ac.ukUniversity of Edinburgh Edinburgh Napier University 0131 650 4360 0131 455 3618 www.ed.ac.uk www.napier.ac.ukUniversity of Glasgow Glasgow Caledonian University 0141 330 6062 0141 331 3334 www.gla.ac.uk www.gcu.ac.ukThe Glasgow School of Art Heriot-Watt University 0141 353 4404 0131 451 3450 www.gsa.ac.uk www.hw.ac.ukUniversity of Highlands and Islands Queen Margaret University 0845 272 3600 0131 474 0000 www.uhi.ac.uk www.qmu.ac.ukThe Robert Gordon University (Aberdeen) Royal Conservatoire of Scotland 01224 262 035 0141 332 4101 www.rgu.ac.uk www.rcs.ac.ukScottish Agricultural College University of St Andrews 0800 269 453 01334 462 150 www.sac.ac.uk www.st-andrews.ac.ukUniversity of Stirling University of Strathclyde 01786 467 046 0141 548 2814 www.stir.ac.uk www.strath.ac.ukUniversity of the West of Scotland 0800 027 1000 www.uws.ac.uk

CareersInformation


Further Education (FE) Further Education Colleges (e .g . Stevenson College, Jewel & Esk College, Telford College) offer courses up to Higher National Diploma . Many of the courses offered by Colleges are vocational and can be accessed through lower level academic attainment and personal achievement . They prepare students for work and also articulate with Higher Education Courses . .

Higher Education (HE)Universities throughout the UK offer Degree Course and to higher academic level . Access to University is generally through Highers (National 6) and Advanced Highers (National 7) . Access to University can be gained however through other forms of high level accreditation such as Higher National Diploma

HNC Higher National Certificate A qualification awarded by SQA . HNC courses are taught in further education Colleges . Successful completion of an HNC course can often lead to entry to an HND course at College . Access to these courses will be generally through achievement at National 5 and Higher (National 6) level .

HND Higher National Diploma Awarded by SQA, a more advanced qualification than HNC . HND courses may be taught at college or university . Successful completion of an HND course can often lead to entry to a degree course at university . Access to these courses will be generally through achievement at Higher (National 6) level

Scottish Qualifications Authority (SQA) Is responsible for all national examinations at school level and college .

Scottish Qualifications Certificate The certificate awarded by the Scottish Qualifications Authority which is a lifelong record of qualifications achieved under their auspices . It is updated every time a new qualification is gained .

Scottish Credit and Qualifications FrameworkThe Scottish Credit and Qualifications Framework is a way of comparing the wide range of Scottish qualifications . It covers achievements such as those from school, college, university and many work-based qualifications . It does this by giving each qualification a level and a number of credit points . The level of a qualification shows how difficult the learning is . The credit points show how much learning is involved in achieving that qualification . Each credit point represents an average of 10 hours of learning .For more information on the Scottish Credit and Qualifications Framework, visit the SCQF website

Glossary ofCommon Terms


Scottish Credit and Qualifications Framework Courses

National 3 (Access 3)• These courses are the equivalent of Standard Grade Foundation Level and are are internally assessed

and nationally accredited . Pupils are generally presented at this level in S4 .

National 4/5• Depending on ability levels your child will work towards this level and complete assessments by

the end of S4 . National 4 will be assessed internally and is equivalent to current Standard Grade at General level . National 5 will be assessed by external examination and is equivalent to Standard Grade Credit level

Higher (National 6)• A qualification offered by the SQA, which is used for F .E .College and University entrance and

employment . Highers may be studied as a one-year course in Fifth Year or Sixth Year, or over Fifth and Sixth year as a two-year course . There may some pupils studying towards this level in S4

Advanced Higher (National 7)• This course will be taken in S6 . Pupils will normally have a Higher pass in a subject if they wish

to study it at Advanced Higher . At present we are told that Higher will continue to be the main university entrance qualification, however some universities and colleges may require individuals to obtain one or more Advanced Higher passes at specific levels .

Senior PhaseThe senior phase, which takes place from S4 to S6 in schools, and includes young people of ages 16 to 18 who may continue study out of school, is the phase when the young person will build up a portfolio of qualifications . It is the stage of education at which the relationship between the curriculum and National Qualifications becomes of key significance . The curriculum framework and the qualifications system will provide a range of opportunities to meet the needs of all learners, at all levels of aspiration up to SCQF level 7 .

The curriculum in the senior phase comprises more than programmes which lead to qualifications . There is a continuing emphasis, for example, on health and wellbeing appropriate to this phase, including physical activity and opportunities for personal achievement, service to others and practical experience of the world of work .

UCAS Universities and Colleges Admissions Service — the organisation through which you apply for most degree and diploma courses at Further Education Colleges and Universities in the UK .

Glossary ofCommon Terms


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©Musselburgh Grammar School 2013

86 Inveresk Road,Musselburgh,EH21 7BAScotland, UK . Telephone: +44 (0)131 665 4278 Fax: +44 (0)131 653 2152 email: [email protected]:www.mgsonline.org

Documents

S3 Personalisation Through Choice 2013-14