Annan
Academy
S3 Curriculum
Information Booklet
2017-2018
1
CONTENTS
................................................................................................................................................................... 1
INTRODUCTION ................................................................................................................................... 3
GENERAL INFORMATION ................................................................................................................ 5
THE S3 CURRICULUM
SUPPORTING PUPILS IN PERSONALISING THEIR CURRICULUM
CHOOSING SUBJECTS TO STUDY IN GREATER DEPTH
S3 SUBJECT COURSES, THEMES AND CORE SUBJECTS
INFORMATION EVENING FOR PUPILS AND PARENTS
MEETINGS WITH PUPIL SUPPORT TEACHER
S3 CURRICULAR PLAN FORMS
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5
5
6
6
6
6
SUBJECT COURSES ............................................................................................................................. 7
ENGLISH
FRENCH
MATHEMATICS
COMBINED SCIENCE
GENERAL SOCIAL SUBJECTS COURSE
ART
DRAMA
MUSIC
TECHNOLOGIES
COMPUTING AND ICT
ADMINISTRATION & IT
HEALTH AND FOOD TECHNOLOGY
PRACTICAL FOOD SKILLS TECHNOLOGY
PHYSICAL EDUCATION
TRACKS TO THE FUTURE
RELIGIOUS, MORAL AND PHILOSOPHICAL STUDIES
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9
10
12
16
17
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19
20
21
22
23
24
25
26
27
THEMES ................................................................................................................................................ 28
SCIENCES: SCIENCE AND TECHNOLOGY
COMPUTING TECHNOLOGY
FOOD, HEALTH AND LANGUAGE
THEME
MEDIA
BEGINNERS GERMAN
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32
33
34
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35
CORE ..................................................................................................................................................... 36
RELIGIOUS, MORAL AND PHILOSOPHICAL STUDIES
PHYSICAL EDUCATION
PERSONAL AND SOCIAL EDUCATION
2
37
38
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Introduction
One of the key principles of A Curriculum for Excellence is that all children should receive a
well-rounded education. This is known as a Broad General Education, taking children from preschool through to the end of S3, before moving on to a Senior Phase in S4 to S6 which will
include studying for qualifications. This provides children with a flexible, wide range of
knowledge, skills and experiences that they can draw on as their lives, careers and job
opportunities continually change.
In S3, as part of the Broad General Education, the focus continues to be on learning based on the
Curriculum for Excellence Experiences and Outcomes and each individual pupil’s progression
through these. These Experiences and Outcomes are broadly split into the following levels and
curricular areas:
Levels
Early Level
First Level
Second Level
Third and Fourth Levels
Pre-School and P1, or later for some
To the end of P4, but earlier or later for
some
To the end of P7, but earlier or later for
some
In S1 to S3, but earlier or later for some
NOTE: Fourth level broadly equates to SCQF Level 4 e.g. National 4 in the new
National Qualifications (or General level at Standard Grade).
The levels achieved by the end of the BGE in S3 give the basis for progression to the
Senior Phase:
CfE Level achieved at the End of
Level of Study on entry S4
BGE(End of S3)
Level 4 or beyond
National 5
Level 3
National 4
Level 2
National 3
Level 1
National 2
Curricular Areas
Language and Literacy
Mathematics and Numeracy
Science
Social Studies
English, Modern Foreign Languages, Literacy
across the curriculum
Mathematics, Numeracy across the curriculum
Biology, Chemistry, Physics
Technologies
Geography, History, Modern Studies
Administration & IT, Computing & ICT,
Technical
Expressive Arts
Art, Dance, Drama, Music
Health and Wellbeing
Physical Education, Home Economics, Health
and Wellbeing across the curriculum
Religious and Moral
Education
Religious Studies
3
In S1 and S2 pupils studied all subjects, with opportunities for personalisation and choice within
these. In S3 pupils will continue to study all subjects, but will also have opportunities to
personalise their learning by identifying areas to study in greater depth, and areas in which they
wish to continue learning by means of a theme. This booklet gives important information that
will guide pupils and parents through the process of personalisation.
4
General Information
The S3 Curriculum
Each pupil’s curriculum will be made up of a blend of Themes and Subject Courses, with each
pupil studying a total of 7 subject courses and two themes.
Themes bring together learning from across a number of subject or curricular areas and give
breadth to the learning. Subject courses give the opportunities for greater depth of learning
within the areas in which pupils wish to specialise based on their future needs and aspirations.
Details of Themes and Subject Courses are given later in this booklet.
Supporting Pupils in Personalising their Curriculum
This booklet is only one source of information designed to help pupils and parents in making
decisions about which subjects pupils should study in greater depth and which they should
continue to study through a theme. Other sources include:
- discussion, lesson based support and individual advice, in Personal and Social
Education classes
- Pupil Support Staff
- S2 Pupil Reports
- an Information Evening for pupils and parents on Wednesday 25th January 2017
- S2 Parents’ Evening on Thursday 12th January 2017
- access to the Careers Library in the school
- access to SDS (Skills Development Scotland) “My World of Work” website.
Choosing Subjects to Study in Greater Depth
The sources above will help pupils with the detail of identifying which subjects to study in
greater depth and which to study through a theme. Generally, however, when considering which
subjects they would wish to study in greater depth, pupils should consider subjects which:
- they are good at
- they enjoy
- they would like to get better at and would like to study in more depth in future years
- may be required for a specific career
- maintain a Broad General Education
They should not consider subjects based on:
- the subjects their friends say they will be doing
- the teacher they think they may have in S3
5
S3 Subject Courses, Themes and Core Subjects
Full details regarding the framework within which Subject Courses and Themes must be chosen,
including the number of each which must be studied, are given in the S3 Curricular Plan Form
which will be issued to all pupils to complete. Information regarding this and completion of the
Curricular Plan Form will also be covered at the Information Evening (see below). Generally
however, it should be noted that all pupils must study English, Mathematics, French, PE and RE.
English and Mathematics must be studied as Subject Courses. Where pupils choose not to study
French, PE or RE as a Subject Course or as part of a Theme, they will be allocated to a shorter
Core Course in the relevant area(s).
Information Evening for Pupils and Parents
Parents/carers and pupils are invited to the S2 Information Evening. This will be held on
Wednesday 25th January 2017 and will take parents and pupils through the process of
personalising the curriculum for S3 and completing the choice form.
Meetings with Pupil Support Teacher
If parents/carers feel they need support beyond that outlined above then they can request a
meeting with their child’s Pupil Support Teacher. If you do arrange a meeting it is essential that
you and your child have fully considered the choices available prior to the meeting.
S3 Curricular Plan Forms
Please note that completed Curricular Plan Forms must be returned by your child to her/his
Tutor at Tutor Time, by Friday 3rd March 2017.
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Subject Courses
Subject courses give the opportunities for greater depth of learning within the
areas in which pupils wish to specialise based on their future needs and
aspirations
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Language
English
Subject Course
Place Within Curriculum for Excellence
Language and literacy are of personal, social and economic importance. Our ability to use
language lies at the centre of the development and expression of our emotions, our thinking,
our learning and our sense of personal identity. Literacy is fundamental to all areas of learning,
as it unlocks access to the wider curriculum and increases opportunities for our pupils in all
aspects of life. Reading and responding to a range of literature and media texts (including
Scottish texts) plays a central role in the development of our knowledge and understanding of
the world and our place within it.
Course Content
In English in S3, pupils will continue to build upon their skills in listening, talking, reading
and writing. They will increasingly be expected to develop their skills in critical and creative
thinking as well as competence in the personal, interpersonal and team-working skills which
are so important in life and the world of further study and work.
Classroom Activities
We continue to focus on Curriculum for Excellence Experiences and Outcomes covering
Listening and Talking, Reading and Writing with most pupils working at third or fourth level
throughout S3. Pupils will be encouraged to work independently and with others and to make
meaningful links with learning in other curricular areas.
We will explore a wide range of different text types, both traditional literary texts and
contemporary media texts: novels, plays, poetry, film, TV, spoken word, leaflets, posters,
advertisements, blogs, websites and so on…
Assessment
Assessment in S3 will be largely of a formative, ongoing nature – assessment as a central part
of learning and teaching. Towards the end of S3, all pupils will complete a project which will
draw together all of their skills in English and give a measurable indication of their progress
and level. Pupils who are aiming for a National 5 qualification in S4 or S5 will also complete
assessments in close reading and essay writing.
Homework
Reading remains an important part of learning in English and pupils should be encouraged to
read independently at home on a regular basis. Additional English homework will be set
which asks pupils to revise and consolidate learning and teaching covered in class or to do
some research for a topic to be covered in class. Occasionally it may be necessary for pupils
to complete or redraft pieces of writing at home.
Progression Pathways in Senior Phase
In the Senior Phase, the initial course and level of study in English/Literacy will depend on
each pupil's individual ability and the progress they have made during S1 to S3. For most
pupils, their initial course will be at National 3, National 4 or National 5 level. After this,
recommendations will be made each year about the pathway each pupil should follow based
on their progress that year. Depending on ability and progress the pathway could lead to
Higher or even Advanced Higher.
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Language
French
Subject Course
Place Within Curriculum for Excellence
Learning another language enables us to make connections with different people and their
cultures and to play a fuller part as global citizens. Learning a modern language enables pupils
to:
• develop a high level of skills in listening, talking, reading and writing which are
essential for learning, work and life
• develop a secure understanding of how language works, and use language well to
communicate ideas and information in English and other languages
• exercise their intellectual curiosity by questioning and developing their understanding,
and use creative and critical thinking to synthesise ideas and arguments
• enhance their enjoyment and their understanding of their own and other cultures
through literature and other forms of language
• develop competence in different languages so that they can understand and
communicate including, for some, in work settings.
A modern language is a skill for life and is highly valued by employers and by institutes of
further and higher education.
Course Content
In the French Subject Course in S3, pupils will continue to develop the core skills of listening
and talking, reading and writing. Increasingly, they will be expected to learn independently as
well as with others and develop the personal, interpersonal and team-working skills which are
so important in life and the world of further study and work.
Classroom Activities
Building on learning in S1 and S2, the S3 course is drawn from the Modern Languages
Experiences and Outcomes with pupils working at second, third and fourth level. Text books
will be used although there is a strong emphasis on active learning approaches and creating
contexts that are relevant to today’s learner. This will include the use of ICT, media and the
development of language for use in real life situations. It is vital too that pupils know the
country, culture and people of the language that they are learning and this is an intrinsic part
of the course.
Assessment
Assessment in S3 will be largely of a formative, ongoing nature – assessment as a central part
of learning and teaching. End of unit tests will inform both teacher and pupil of progress on
a regular basis.
Homework
Regular learning of language and vocabulary at home is an essential part of the modern
languages course. Homework will be set on a regular basis and must be completed thoroughly
and on time to ensure successful progression in this subject. Pupils will prepare talking and
writing presentations at home.
Progression Pathways in Senior Phase
At the end of S3, pupils will be recommended to study French at National 3, National 4 or
National 5 depending on their individual ability and the progress made during S1 to S3.
Following on from this, most pupils who are successful at National 5 will be recommended to
study French at Higher.
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Mathematics
Mathematics
Subject Course
Place Within Curriculum for Excellence
Mathematics is important in our everyday life, allowing us to make sense of the world around
us and to manage our lives. 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 way. It also plays an important role in areas such as science and technologies
giving pupils access to the wider curriculum, equipping them with many of the skills required
for life, learning and work.
Course Content
In Mathematics in S3, pupils will continue to focus on Curriculum for Excellence Experiences
and Outcomes covering Number, Money and Measure, Shape, Position and Movement and
Information Handling. They will learn new skills and concepts building upon their
mathematical knowledge to date.
Classroom Activities
In class pupils will be given the opportunity to learn new skills and concepts through individual
work, group work and investigation. They will then be asked to use these skills in different
contexts (real life scenarios, project work, problem solving, and puzzles) to consolidate their
understanding and learning to date.
Assessment
Assessment in mathematics will focus on the pupils’ abilities to work increasingly skilfully
with numbers, data and mathematical processes, using them in a range of contexts. A variety
of assessment methods will be used to measure progress during the year. These will include
individual and group activities, class tests, and more informal day to day observations of
pupils’ verbal and written work.
Homework
Homework will be set to allow pupils the opportunity to revise and consolidate teaching
covered in class. This could be finishing off work, writing up conclusions for an activity
completed in class, practising times tables or a summative piece of work to measure a pupils
understanding of an area of work.
Progression Pathways in Senior Phase
In the Senior Phase, the initial course and level of study in Mathematics/Numeracy will depend
on each pupil's individual ability and the progress they have made during S1 to S3. For most
pupils, their initial course will be at National 3, National 4 or National 5 level. After this,
recommendations will be made each year about the pathway each pupil should follow based
on their progress that year. Depending on ability and progress the pathway could lead to
Higher or even Advanced Higher.
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Biology
Chemistry
Physics
Sciences
Subject Courses
Place Within Curriculum for Excellence
These three subjects aim to develop within our young people a secure understanding of important scientific
concepts, and encourage them to have a lifelong interest in science and its applications. They will also provide
opportunities, within relevant scientific contexts, for the development of literacy and numeracy skills and where
appropriate aspects of health and wellbeing and ICT will be included. Within the courses pupils will engage in a
wide range of collaborative investigative tasks, which will allow them to develop important skills to become
creative, inventive and enterprising adults in a world where the skills and knowledge of the sciences are needed
across all sectors of the economy.
Course Content
Biology
In this course pupils will progress onto Level 4 Experiences and Outcomes with a focus on Biological concepts.
These will include units on Biodiversity and Interdependence, Biological Systems and Earth’s Materials. Within
these pupils will study the interdependence of organisms and their environment, plant growth and reproduction,
animal behaviour, cell growth and repair, inheritance and biochemistry as well as many other interesting topics
of biological importance.
Chemistry
In this course pupils will progress onto Level 4 Experiences and Outcomes with a focus on core Chemical ideas
and concepts. These will include units on The Properties and Uses of Substances, Energy Sources and
Sustainability, Chemical Changes and Earth’s Materials. Within these pupils will study atomic structure and
chemical bonding, metals and the reactivity series, cells and batteries, carbon chemistry, plastics and novel
materials as well as many other interesting topics of chemical importance.
Physics
In this course pupils will progress onto level 4 Experiences and Outcomes with a focus on Physics concepts.
These will include units on Energy Sources and Sustainability, Forces, Electricity and Waves and Processes of
the Planet. Within these pupils will study energy generation, how gases behave, floating and sinking, space,
electricity, vibrations and waves, and the electromagnetic spectrum as well as many other interesting topics of
physical importance.
Classroom Activities
An enquiry based approach will be used to continue to develop the scientific skills of hypothesising, predicting,
planning, observing, measuring, recording, analysing, concluding and evaluating.
Active and collaborative learning will be encouraged through pupils’ involvement in experiments, projects,
research and group work. They will also support the development of pupils’ scientific attitudes and help them to
become scientifically literate citizens.
Assessment
Pupils will demonstrate their progress through investigations, enquiries and challenges, and through how well
they apply scientific skills in increasingly complex learning situations. For example, investigations and enquiries
will become more evaluative, deal with an increasing range and complexity of variables, and involve collecting
and analysing increasingly complex information.
Assessment will be ongoing throughout the course and a variety of methods will be used.
Homework
This will be regular and varied depending upon the topic. It may include questions, extended writing, and research
or even model making. Pupils will always be expected to complete homework tasks on time and to the best of
their ability.
Progression Pathways in Senior Phase
Depending upon their level of success pupils will be recommended to continue study of the same science at either
National 4 or National 5 level in the senior phase.
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Sciences
Subject Course
Combined Science
Place Within Curriculum for Excellence
This course aims to develop within our young people a basic knowledge and understanding of
science, and encourage them to have a lifelong interest in science and its applications. They
will be encouraged to develop an understanding of the impact science makes on their lives,
the environment and society. It will also provide them with opportunities to develop their
literacy and numeracy skills and other relevant skills for everyday life and employment.
Course Content
In this course pupils will consolidate their understanding of the Science level 3 Experiences
and Outcomes.
They will continue to study biology, chemistry and physics. The units studied will be:
Fragile Earth - investigate earth’s resources through activities related to their source, origin,
production, extraction, uses and benefits.
Human Health - develop an understanding of factors which contribute to a healthy lifestyle,
cover procedures to measure physical fitness, investigate mental/social health issues and
research media reports of national/international health areas.
Applications of Science - explore science’s contribution to communication technologies and
the impact that these have had on society/environment. They will also research the production
and use of new materials and how science helps the understanding of risk and how it can be
reduced in modern life.
Classroom Activities
Active and collaborative learning will be encouraged through pupils’ involvement in
experiments, projects, research and group work. This will include using science knowledge
and understanding, solving simple problems and making decisions, planning and safely
carrying out experiments/practical investigations, using information handling skills, making
basic generalisations from evidence, drawing valid conclusions and communicating their
findings.
Assessment
Assessment will be ongoing throughout the course and a variety of methods will be used.
Pupils will be expected to be able to apply their skills of scientific inquiry to carry out an
experiment /practical investigation. They will also need to show their knowledge and
understanding of the key areas of each unit and apply their scientific skills in unfamiliar
contexts.
Homework
This will be varied depending upon the topic. It may include questions, extended writing, and
research or even model making. Pupils will always be expected to complete homework tasks
on time and to the best of their ability.
Progression Pathways in Senior Phase
Depending upon their level of success pupils completing this course could be recommended
to study Biology, Chemistry or Physics at National 3 level.
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Social Studies
Subject Course
Social Subjects with Geography
Place Within Curriculum for Excellence
Geography is the study of the earth’s surface, the people who live there and the way people
interact with their environment and each other. It is a very important subject in ensuring young
people leave school equipped with the awareness of the world by tackling some of the big
questions such as environmental responsibility, global interdependence and cultural
understanding and tolerance. Geography builds on student’s transferable skills as well as
literacy and numeracy skills.
Course Content
In the Geography course students will study the following topics:
 Weather
 Environmental Issues such as global warming and flooding
 Water management
 Malaria and Heart disease
 Map skills
Classroom Activities
Students will engage in a wide variety of tasks throughout the year in Geography. Learning
will be active and practical with both investigating and critical thinking activities. The tasks
will challenge and support students appropriately, working both in groups and individually.
Practical activities will include reading Ordnance Survey maps, evaluating sources,
discussion, role play and the use of ICT.
Assessment
Geography uses a variety of assessment methods to support pupils in their development of
skills and concepts. These methods include:
 Peer and self-assessment.
 End of Unit Assessment both written and aided by ICT.
 Regular feedback from the teacher with regard to class activities.
 Research projects
Homework
Homework is used to further develop understanding of concepts in class. Pupils will be asked
to complete work at home if not completed in the allocated time. Pupils will also be expected
to carry out independent research on at least one of the topics study during the year. This will
help to build the research skills which will be required for Geography courses in the Senior
Phase.
Progression Pathways in Senior Phase
Social Subject and Geography provide a good stepping stone for those who wish to study
Geography at Senior Level. Key skills and concepts will be addressed to allow pupils to
progress through the certificate courses in Geography.
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Social Studies
Subject Course
Social Subjects with History
Place Within Curriculum for Excellence
This subject helps pupils to gain a better understanding of the history, heritage and culture of
Scotland, and an appreciation of their local and national heritage within the world. We will
look at the changes that have made us what we are today. Knowing the past enables us better
to understand the present and gives pupils the opportunity to research specific areas of interest.
This course encourages pupils to develop their confidence through participation in class
discussions and presentations and key literacy and numeric skills are developed through
analysis of text.
Course Content
Pupils who take History will complete a study of war. Students will examine the following
three wars:
1. The Great War – focusing on topics such as the causes of war, life in the trenches and
recruitment and conscription.
2. World War 2 – students will study the Treaty of Versailles, Adolf Hitler, Pearl
Harbour, and the Holocaust.
3. Vietnam War – Examining Operation Rolling Thunder, Mai Lai Massacre and Impact
of the war on soldiers.
Classroom Activities
A range of activities are undertaken in S3 History. ICT will be used throughout the course to
aid learning. Pupils will develop their reading and writing skills through a variety of text.
Pupils are given the opportunity to take responsibility for their own research. Pupils will also
be given the chance to develop their creativity through role play and artwork. Cooperative
learning will enable pupils to build upon their listening and talking skills. Active learning
will be used to encourage participation and aid different types of learners.
Assessment
History uses a variety of assessment methods to support pupils in their development of skills
and concepts. These methods include:
 Peer and self-assessment.
 End of Unit Assessment both written and aided by ICT.
 Regular feedback from the teacher with regard to class activities.

Research projects.
Homework
Homework is used to further develop understanding of concepts in class. Pupils will be asked
to complete work at home if not completed in the allocated time. Pupils will also be expected
to carry out a piece of independent research. This will help to build the research skills which
will be required for History courses in the Senior Phase.
Progression Pathways in Senior Phase
Social Subject and History provides a good stepping stone for those who wish to study History
at Senior Level. Key skills and concepts will be addressed to allow pupils to progress through
the certificate courses in History.
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Social Studies
Subject Course
Social Subjects with Modern Studies
Place Within Curriculum for Excellence
Modern Studies is a subject which sits naturally in the new curriculum for Scottish schools. It
encourages pupils to develop their confidence through participation in debates and
presentations. This therefore enables pupils to foster their ability to contribute effectively to
their surroundings. Modern Studies develops key literacy and numeracy skills through analysis
of text. The subject is rooted in citizenship and this helps pupils to develop their own health
and well-being and become responsible citizens.
Course Content
Pupils who take Modern Studies will study 3 areas:
 Terrorism
 Health & Wealth in the UK
 Child Soldiers
Classroom Activities
A range of activities are undertaken in S3 Modern Studies. Pupils will participate in debates
and create individual and group presentations. There will be an element of outdoor learning
where pupils are given the opportunity to take responsibility for their own research. ICT will
be used throughout the course to aid learning. Pupils will develop their reading and writing
skills through a variety of text. Pupils will also be given the chance to develop their creativity
through role play and art.
Assessment
Modern Studies uses a variety of assessment methods to support pupils in their development
of skills and concepts. These methods include:
 Peer and self-assessment.
 End of Unit Assessment both written and aided by ICT.
 Regular feedback from the teacher with regard to class activities
Homework
Homework is used to further develop understanding of concepts in class. Pupils will be asked
to complete work at home if not completed in the allocated time. Pupils will also be expected
to carry out a piece of independent research on a topic. This research will help those pupils
who wish to take Modern Studies courses in the Senior Phase.
Progression Pathways in Senior Phase
Social Subject and Modern Studies provide a good stepping stone for those who wish to study
Modern Studies at Senior Level. Key skills and concepts will be addressed to allow pupils to
progress through the certificate courses in Modern Studies.
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Social Studies
Subject Course
General Social Subjects Course
Place Within Curriculum for Excellence
The General Social Subjects Course will allow students the opportunity to study a variety of
topical issues within the subject areas of Geography, History and Modern Studies. The
purpose of this Course is to enable learners to develop a greater understanding of society and
their place in it. The Course will develop a range of evaluating and research skills. Learners
will acquire a knowledge and understanding of relevant themes, issues or topics in an interdisciplinary way. In addition students will also develop literacy and numeracy skills as they
progress through the course.
Course Content
The General Social Subjects Course will involve studying three different subject areas which
are:
 Geography – students will learn about our changing world and its human and physical
processes.
 History – opens up the world of the past for students. History provides learners with
insights into their own lives and of the society and the wider world in which they live.
 Modern Studies – students will learn about the contemporary political and social
issues in local, Scottish, United Kingdom and international contexts.
Classroom Activities
Students opting for The General Social Subjects Course will participate in a wide variety of
activities throughout the course of the year. Learning will involve:
 Activate learning
 Group and individual work
 ICT
 Learning outdoors (where appropriate)
Assessment
The General Social Subjects Course will use a variety of assessment methods to support
pupils in their development of skills and concepts. These methods include:
 Peer and self-assessment.
 End of Unit Assessment both written and aided by ICT.
 Regular feedback from the teacher with regard to class activities.
 Research projects
Homework
Homework is used to further develop understanding of concepts in class. Pupils will be
asked to complete work at home if not completed in the allocated time. Pupils will also be
expected to carry out a piece of independent research on at least one of the topics studied
during the year. This will help to build the research skills which will be required for Social
Subject courses in the Senior Phase.
Progression Pathways in Senior Phase
The General Social Subjects course will help pupils gain the knowledge and understanding
which will equip them to follow the Senior Phase course “People and Society” at National 3
or 4 which will allow them to continue to study a combination of Geography, History and
Modern Studies. It also equips them to follow Senior Phase courses at National 3 or 4 in
Geography, History or Modern Studies if they choose to focus on a particular subject.
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Expressive Arts
Art
Subject Course
Place Within Curriculum for Excellence
Through art and design, learners have rich opportunities to be creative and to experience
inspiration and enjoyment. They explore a wide range of two- and three-dimensional media
and technologies through practical activities, and create, express, and communicate ideas.
Their studies of the works of artists and designers enhance their enjoyment and deepen their
knowledge and understanding.
Art & Design offers experiences and ways of learning and communicating which differ from
those to be found elsewhere in the School curriculum. An Art & Design course, irrespective
of its level, will enrich the lives of pupils, encouraging responses to it. Aesthetic education
involves observing the work of others, the natural and man-made environment and
expressing/creating ideas, moods and emotions through different media. An Art & Design
course develops both intellectual and practical skills and is, therefore, beneficial for a wide
range of careers, particularly in Fine Art, Teaching, Architecture and Planning, Printing and
Packaging, Product and Interior Design, Media and Advertising, the Fabric and Fashion Trade,
Photography, Hairdressing and Beauty Care
Course Content
The course consists of two units (Expressive and Design). The work in these units is based on
the pupils’ environment, their daily lives, experiences and cultural heritage. Each unit
comprises a series of practical activities involving investigating, working out ideas and the
production of finished pieces of work. Art & Design helps us understand what we see,
develops imagination and creativity and provides a wide range of practical skills with which
visual work can be produced. The S3 course aims to develop pupils’ Expressive ideas,
thoughts and feelings, their understanding and use of Design processes and their ability to
make informal Critical judgements on the visual world.
Classroom Activities
A range of techniques will be used such as drawing, painting, graphics, collage, clay sculpture,
print making, photography and computer graphics. Linked to the two units is a Critical
Activity (Art & Design studies) where pupils research and comment, in writing, on the work
of artists and designers.
Assessment
Assessment and evaluation is at the centre of identifying areas for improvement and further
exploration in art and design. This is undertaken constantly on an individual basis. The final
outcomes of both units will also be assessed upon completion.
Homework
Although formal homework is set from time to time, pupils must work independently to
ensure deadlines are met and skills are practised.
Progression Pathways in Senior Phase
On completion of the S3 Course pupils can, in the Senior Phase, study a course in Art and
Design leading to a qualification at either National 3, National 4 or National 5 (as
appropriate), or beyond. The initial level of study will be based on progress in S1 to S3.
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Expressive Arts
Drama
Subject Course
Place Within Curriculum for Excellence
The inspiration and power of Drama plays a vital role in enabling young people to enhance their
creative talent and develop their artistic skills.
By engaging in experiences within Drama, pupils will recognise and represent feelings and
emotions, both their own and those of others. As a result, Drama can play a central role in shaping
our sense of our personal, social and cultural identity, helping young people to recognise and value
the variety and vitality of culture locally, nationally and globally.
Course Content
Drama in S3 will use a mix of approaches to promote a climate of creativity and innovation,
including:
 active involvement in creative activities and performances
 tasks or performance opportunities which require a creative response
 opportunities to perform or present to an audience
 partnerships with professional performers or artists and other creative adults
 raising awareness of contemporary culture and connecting with young people’s
experiences
 appropriate, effective use of technology establishing links with other expressive arts
subjects and with the wider curriculum
Classroom Activities
 Rich opportunities to be creative and to experience inspiration and enjoyment.
 Creating and presenting as prominent activities.
 Acting and presenting skills being developed through participating in scripted or
improvised drama.
 Exploration of real and imaginary situations helping pupils to understand and share their
world.
 Opportunity to develop a capacity to enjoy Drama, and knowledge and understanding
through evaluating technical aspects and scripts, and commenting on their own work and
the work of others.
Assessment
The majority of activities in Drama involve creating and presenting and are practical and
experiential. Evaluating and appreciating are an integral part of the creative process and are linked
to developing creative skills, knowledge and understanding as well as enhancing enjoyment. There
is as well, of course, a significant balance of written work which involves all pupils in writing their
responses to script and observation/reflection of performance from others and themselves.
Teachers will gather evidence of progress as part of each pupil’s day-to-day learning. They will
also make use of specific assessment tasks in assessing some aspects of learning. Evidence of
progress will also be demonstrated through pupils’ abilities and skills in communicating in
different ways and settings, solving problems creatively, and justifying their opinions of their own
and others’ work.
Homework
Taking the form of character observation/creation or line-learning or script writing or reading or
prop development etc. homework will be varied and regular and generally given as and when
appropriate.
Progression Pathways in Senior Phase
The curriculum in S3 Drama is coordinated to ensure continuing preparation through all of the
national levels 3 to 5 and on towards Higher and Advanced Higher.
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Expressive Arts
Music
Subject Course
Place Within Curriculum for Excellence
Through music, learners have rich opportunities to be creative and to experience inspiration
and enjoyment. Performing and creating music will be the main activity for all learners.
Through these activities they develop their vocal and instrumental skills, explore sounds and
musical concepts, and use their imagination and skills to create musical ideas and
compositions. They can further develop their understanding and enjoyment of music through
listening to musical performances and commenting on them. They will use ICT to promote
their understanding of how music works.
Course Content
The S3 course allows learners to develop practical skills in Music, as well as developing a
deeper understanding of music through a range of listening and composing experiences.



Performing Skills: This unit allows learners to develop performance skills on 2
instruments, one of which can be voice.
Understanding Music Skills: This unit allows the learner to listen and appreciate a
wide range of musical styles, from Rock to Jazz, Scottish to Classical, and comment
upon them.
Composing Skills: Learners will prepare a folio of examples in a number of styles.
Classroom Activities
Pupils who take Music will be involved in developing a variety of musical skills:
 To perform a variety of music on their chosen instrument(s) and / or voice.
 To learn to evaluate their own and others performances.
 Extend and apply knowledge and understanding of music through studying a range of
styles and genres.
 Develop skills in composing music, which includes composing, arranging and
improvising.
 Develop music literacy skills through an understanding of a range of music concepts.
 Have the opportunity to develop skills in music technology
Assessment
Students are assessed individually on a regular basis in order to identify next steps for learning.
Pupils will also perform to peers and staff in live situations, as well as having the chance to
record performances. Listening and inventing tasks will be integrated with performing
outcomes, with a record of experiences and folio of exercises kept.
Homework
Although formal homework is set from time to time, pupils must work independently to ensure
deadlines are met and skills are practised.
Progression Pathways in Senior Phase
On completion of the S3 Course pupils can, in the Senior Phase, study a course in Music
leading to a qualification at National 3, National 4, National 5 (as appropriate) or beyond.
The initial level of study will be based on progress in S1 to S3.
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Technologies
Subject Course
Technologies
Place Within Curriculum for Excellence
This course enables pupils to progress their learning within the Technologies Experiences and
Outcomes linked to design, manufacture and craft based skills. The course builds on the
learning from S1 and S2 and also develops the knowledge, understanding and skills to prepare
pupils for entry to any of the subject courses available within the Technical Department in the
Senior Phase.
Course Content
In this course, pupils will look at taking a product from the initial idea stage through design
and construction of a model, to promoting the product and evaluating the whole process.
Pupils will research the properties and practicalities of materials and investigate appropriate
methods of construction using them. Using this knowledge, they will draw up a clear design
brief for a product and, working from this, use appropriate drawing skills to design a final
product. Once the design is complete, they will use appropriate materials, skills and
construction techniques to manufacture a model of their product and look at designing
promotional material for it.
Classroom Activities
Pupils will use a range of resources and techniques to carry out research into products and
materials and will use ICT to produce a design brief for a product. They will work on technical
drawing skills, both manual and using Computer Aided Design software, before using these
to produce the technical drawings of their design. They will learn about materials and use the
knowledge gained to identify the best materials for their product and for the scale model they
will later produce. Having learned about the different construction techniques required for
working with different materials, they will work on developing the necessary practical craft
skills, using tools and appropriate machinery, before going on to use their knowledge and
skills to produce a scale model prototype of their design to required standards.
They will then use design and ICT skills to develop promotional materials for their product.
Assessment
Pupils will be assessed on; the quality and detail of designs, the accuracy of their drawings,
their decisions about material selection and the quality of their final product. Assessment will
be on-going throughout the design process and will include consideration of the final product
and its suitability for the purpose for which it was intended. Practical skills will be assessed
through the quality of the final product and the practical skills and tools used in the product’s
creation. Pupils will also have the opportunity to peer assess, self-assess, reflecting on their
progress in developing their knowledge, understanding and skills and applying these to the
design and manufacture of their product.
Homework
Homework exercises will be issued regularly throughout the course to support the learning
done in class.
Progression Pathways in Senior Phase
As the course will cover all aspects of Technical, Design, Materials and Manufacture, pupils
can progress into any of the Technical Subjects in the Senior Phase. At the end of S3,
recommendations will be made for each pupil regarding the most appropriate course(s) for the
Senior Phase and the initial level of study. This will be based on each pupil’s ability and the
progress they have made in S1 to S3.
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Technologies
Subject Course
Computing and ICT
Place Within Curriculum for Excellence
This course enables pupils to develop their understanding of the nature and uses of Computing
and ICT in a variety of contexts. Learners will develop skills that will allow them to experience
and to embrace ICT in school and industry related contexts. It lays the foundations for lifelong
learning and a successful working life.
Computing and ICT is a growing sector which cuts across the entire economy and offers wideranging employment opportunities. Moreover, ICT skills have extensive applications not only in
employment but also in other walks of life.
Note: Due to overlap between this course and the Administration and IT course, pupils may choose
to study one of these courses as a subject course but not both.
Course Content
The course is designed to develop learners' ICT skills, and ultimately, to enable them to contribute
to the effective functioning of organisations in junior administrative positions. It
will enable learners to develop:
• A basic understanding of ICT.
• IT skills and to use them to perform straightforward tasks using the tools of a variety of
applications.
• Software design and development.
• DTP.
• Develop short programmes using a software development application.
In addition, learners will develop other skills including decision making, problem solving, cooperation; collaboration; communication; numeracy; empathy and understanding of others .
Classroom Activities
 Creation of ICT based solutions using computer applications.
 Internet searching and researching.
 Security associated with ICT software and hardware.
 Advances in ICT communication applications and social networking.
 Web page creation (HTML).

Programming concepts and practical activities.
Assessment
ICT skills and development skills will be assessed through practical assessments. They will also
have the opportunity to peer assess and to self-assess, reflecting upon their own progress.
Homework
Homework exercises will be issued regularly throughout the course to support understanding of
the experiences and outcomes covered.
Progression Pathways in Senior Phase
In this course, pupils will be able to develop the knowledge and skills that could allow progression
to Admin and IT and Computer Science courses in the Senior Phase. At the end of S3,
recommendations will be made regarding the most appropriate course(s) for each pupil, depending
on the pupil’s ability and the progress they have made in S1, S2 and in this course.
21
Technologies
Subject Course
Administration & IT
Place Within Curriculum for Excellence
This course develops a range of skills for learning, life and work. It will enable learners to utilise
the acquired administration and IT-related knowledge, understanding and skills at home and in the
wider community.
Administration and IT is a growing sector which cuts across the entire economy and offers wideranging employment opportunities. Moreover, administrative and IT skills have extensive
applications not only in employment but also in other walks of life.
Note: Due to overlap between this course and the Computing and ICT course, pupils may choose
to study one of these courses as a subject course but not both.
Course Content
The 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. Learners will develop a range of both
generic and subject-specific skills. It will enable learners to develop:
 Skills in using the following IT applications: word processing, spreadsheets, databases,
presentations and desktop publishing, in administrative contexts.
 Skills in using technology, including the internet, for electronic communication and
investigation.
 Skills in organising, managing and communicating information.
 Problem solving skills.
In addition, learners will develop other skills including literacy, numeracy, information handling,
co-operation, collaboration, communication, employability and thinking skills.
Classroom Activities
 Using functions of multimedia applications to create a presentation.
 Using electronic methods to communicate information to a professional standard.
 Applying administration and IT-related skills, knowledge and understanding in the
context of creating, editing and updating business documents.
 Applying administration and IT-related skills and understanding in the context of
organising and supporting events.
 Understanding/explaining the importance of observing health and safety and security of
people, property and information.
Assessment
IT skills and development skills will be assessed through practical assessments. There will also
be the opportunity to peer assess and to self-assess, reflecting upon their own progress.
Homework
Homework exercises will be issued regularly throughout the course to support understanding of
the experiences and outcomes covered.
Progression Pathways in Senior Phase
In this course, pupils will be able to develop the knowledge and skills that could allow progression
to Administration & IT courses in the Senior Phase. At the end of S3, recommendations will be
made regarding the most appropriate course(s) for each pupil, depending on the pupil’s ability and
the progress they have made in S1, S2 and in this course.
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Health and Wellbeing
Subject Course
Health and Food Technology
Place Within Curriculum for Excellence
Learners develop their understanding of a healthy diet, which is one composed of a variety
and balance of foods and drinks. They acquire knowledge and skills to make healthy food
choices and help to establish lifelong healthy eating habits. They explore how the dietary needs
of individuals and groups vary through life stages. In addition, learners develop knowledge
and understanding of safe and hygienic practices and their importance to health and wellbeing
and apply these in practical activities and everyday routines.
Course Content
 Food for health
 Food product development
 Contemporary food issues
 Emphasis on practical cookery skills and safe and hygienic practices
Classroom Activities
 Practical cookery skills
 Group and individual work
 Written theory work (including projects)
Assessment
 Assessment is largely practical in nature, though there will be also be written work to
assess progress.
Homework

Given regularly, it aims to augment and consolidate classwork.
Progression Pathways in Senior Phase
The curriculum in S3 HFT is coordinated to ensure continuing preparation for courses
through all of the National levels 3 to 5 in HFT and on towards Higher. It may also be
possible to progress to courses in Hospitality.
23
HWB/Technologies
Subject Course
Practical Food Skills Technology
Place Within Curriculum for Excellence
The course is suitable for learners who are interested in food and cooking and want to
develop basic skills in this area. The course is designed to enable them to:
 Develop basic cookery skills, food preparation techniques and follow simple cookery
processes
 Develop a basic understanding of ingredients and their uses and sourcing
 Select and use ingredients in the preparation of simple dishes
 Plan and prepare simple dishes and present them appropriately
 Develop basic planning and organisational skills
 Develop an appreciation of the importance of food safety and hygiene and follow
basic routines in safety and hygiene
Course Content
 Techniques and processes
 Understanding and using ingredients
 Organisational skills for cooking
Classroom Activities
 Practical cooking skills
 Written work on theoretical concepts
 Group and individual work
 Liaison work with local hospitality professionals
Assessment
Assessment is largely practical in nature though there will be some written assessment.
Homework
Learners are encouraged to assist, where possible, with the preparation of food at home, so
that they can continue to develop and apply the learning done in class.
Progression Pathways in Senior Phase
The curriculum in S3 Practical Food Skills is coordinated to ensure continuing preparation for
courses through all of the National levels 3 to 5 in Hospitality. It may also be possible to
progress to some courses in Health and Food Technology.
24
Health and Wellbeing
Subject Course
Physical Education
Place Within Curriculum for Excellence
Physical Education provides learners 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.
Course Content
Learners will focus on three main themes:



Movement skills, competences and concepts
Cooperation and competition
Evaluating and appreciating.
Classroom Activities
A range of activities will be offered to give learners the opportunity to:
 Demonstrate ability to select, adapt and apply movement skills and strategies,
creatively, accurately and with control.
 Practice, consolidate and refine skills to improve performance.
 Develop and sustain levels of fitness.
 Develop the skills to lead and recognise strengths of group members, including self.
 Contribute to groups and teams through knowledge of individual strengths, group
tactics and strategies.
 Analyse and discuss elements of own and others’ work, recognising strengths and
identifying areas where improvements can be made.
Assessment
Assessment will focus on each learners progress in developing significant aspects of learning
within the three main themes noted above.
Homework
In addition to planned Physical Education sessions, we encourage all learners to participate in
physical activity and sport within and beyond the school. Occasional focused tasks will be
issued to supplement knowledge and understanding.
Progression Pathways in Senior Phase
Pupils who complete this course will have the opportunity to continue with Physical Education
with the possibility of achieving certification at either National 4, National 5 or Higher level
in the Senior Phase. Pupils will also continue with Core Physical Education.
25
Subject Course
Tracks to the Future
Place Within Curriculum for Excellence
This course is aimed at pupils who require support with the basic skills required to access the
curriculum and opportunities are provided to develop core skills in all curricular areas. The
particular focus will be particularly on developing pupils’ skills in; use of maths in everyday
contexts, literacy, use of ICT, problem solving, learning about others and teamwork. They
will be offered imaginative ways of developing a wide range of personal qualities, abilities
and achievements, as well as introducing them to new challenges and activities.
Course Content
Pupils are provided opportunities to select a number of challenges from the modules below
depending on their needs and interests and compile a portfolio of evidence to show what they
have done.
The module titles are:
 Communication
 World of Work
 The Community
 Science and Technology
 Sport and Leisure
 The Wider World
 Home Management
 Expressive Arts
 The Environment
 Beliefs and Values
 Number Handling
 Combined Studies
 Health and Survival
Classroom Activities
The classroom activities will be varied according to the modules that the pupils have selected
to study. Independence and active learning will be encouraged with the teacher taking on a
guiding and supportive role. Pupils may be working in groups, individually and possibly
within the community.
Assessment
Pupils will plan and review their work at key points, including how they have developed their
skills in six areas: Teamwork, Learning, Problem Solving, Numeracy, Literacy and Use of
ICT.
Work from this course can lead to accreditation through the ASDAN Personal Development
Programme or other similar Awards.
Homework
Pupils will have to complete some tasks in their own time.
Progression Pathways in Senior Phase
At the end of S3, pupils will be able to progress to awards such as SQA Personal Achievement
Award at National 2.
26
Religious and Moral Education
Subject Course
Religious, Moral and Philosophical
Studies
Place Within Curriculum for Excellence
Undertaking Religious, Moral and Philosophical Studies (RMPS) contributes to learners
understanding of the society in which they live and work by helping them learn about, and
from, religious beliefs, non-religious viewpoints and their own experiences. In addition RMPS
develops skills in critical thinking and develops tolerance and open-mindedness.
Course Content
The course will cover three main areas:World religion:- Sikhism in Scotland & Sikh beliefs
Moral issue:- Morality & Embryo Research
Philosophy of religion:- The Problem of Evil & Suffering
Classroom Activities
Students will engage with a range of activities in the S3 RMPS course. Students are given the
opportunity to take responsibility for their own research. Students will also be given the
chance to develop their creativity through role play and artwork. ICT will be used throughout
the course to enhance learning. Cooperative learning will enable pupils build upon their
listening and talking skills. Active learning will be used to encourage participation and aid
different types of learners.
Assessment
RMPS uses a variety of assessment methods to support pupils in their development of skills
and concepts. These methods include:
 Peer and self-assessment
 End of Unit Assessment both written and aided by ICT
 Regular feedback from the teacher with regards to class activities
Homework
Home learning activities in RMPS are focused on deepening understanding, raising attainment
and increasing involvement with home in the learning of pupils. Home learning activities
generally involve research activities that can be conducted in the home. Pupils can expect to
receive two research activities in the year. Smaller written assignments can also be expected
to consolidate classroom learning.
Progression Pathways in Senior Phase
Religious, Moral and Philosophical Studies provides a good stepping stone for those who wish
to study Religious, Moral and Philosophical Studies at Senior Level. Key skills and concepts
will be addressed to allow pupils to progress through the certificate courses in Religious, Moral
and Philosophical Studies.
27
Themes
Themes bring together learning from across a number of subject or curricular
areas and give breadth to the learning
28
Theme
Sciences: Science and Technology
Place Within Curriculum for Excellence
This theme aims to develop within our young people an understanding of some important
scientific concepts and their applications. It will develop links between, and across, the
sciences and other areas of the curriculum including engineering, the technologies,
mathematics and literacy. This will provide them with opportunities to recognise the
connectivity which exists across curriculum areas as a means of understanding the world
around them.
Theme Content
In this course pupils will consolidate their understanding of the Science level 3 Experiences
and Outcomes and progress into some of these at level 4. They will also be given the
opportunity to achieve some of the outcomes at levels 3 and 4 in technologies, mathematics,
literacy and health and wellbeing.
The areas of study will be Cosmology and Astrophysics, Forensic Science and Novel
Materials.
Classroom Activities
Active and collaborative learning will be encouraged through pupils’ involvement in
experiments, projects, research and group work. Many of these will be solution focussed and
are likely to be fairly challenging for some pupils.
Assessment
Assessment will be ongoing throughout the course and a variety of methods will be used.
It will include presentations, investigations and the application of scientific skills and
knowledge.
Homework
This will be regular and varied depending upon the topic. It may include questions, extended
writing and research. Pupils will always be expected to complete homework tasks on time and
to the best of their ability.
Progression Pathways in Senior Phase
Completion of this course will give the possibility of continuing study of the Sciences at an
appropriate level in the Senior Phase. Recommendations with regard to this will be made in
the later stages of the course and will be based on progress from this theme and other Science
courses being studied in S3.
Recommendations
This theme gives pupils an opportunity to broaden their experience in Science and is suitable
for pupils who are planning to take one discrete Science subject only. It is not recommended
for those pupils taking the Combined Science course or those taking more than one discrete
Science Subject.
29
Theme
Social Subjects: Annandale Observed
Place Within Curriculum for Excellence
In addition to the focus on Social Studies this theme also makes a significant contribution to
citizenship – pupils are learning about their own roles and responsibilities in the different
communities to which they belong. Whole school responsibilities for literacy, numeracy and
health and wellbeing will also be a feature of this theme.
Course Content
Pupils will study specific towns and villages in the Annandale area. The units are arranged so
that initial focus on our local community is widened to include relationships with our national
and global communities. As the units progress, pupils will be expected to work more
independently and to investigate nominated topics.
Classroom Activities
Pupils will be engaged in the principles, practices and skills encouraged by the Curriculum for
Excellence. Literacy skills are a key part of this work such as listening, reading, talking and
writing as well as research and presentation techniques. Resources such as historical artefacts
and specialist skills from the Museum’s and Libraries Services will be sought, amongst others.
Pupils will have the chance to access resources online and through visits, and will engage with
the community through interviews, observation and note –taking.
Assessment
Assessment is part of learning and evidence of progress being made and targets being met will
happen largely through ongoing classroom activities, with more formal assessment taking
place at the end of units. Pupils will be assessed in a range of ways: through written work,
verbal or ICT presentation, through contribution to team work and self-evaluation.
Homework
As the theme progresses, homework will move from small research tasks to pupils working
independently in class and at home on investigations. The extent of such study will be
dependent on skills and confidence, but all pupils will be supported to achieve the best that
they are capable of.
Progression Pathways in Senior Phase
Pupils who undertake the Social Subjects Theme will be able to choose to continue with Social
Studies in the Senior Phase (through History, Geography or Modern Studies), as the range of
skills developed in this theme will assist study across the curriculum.
30
Theme
Expressive Arts Theme
Place Within Curriculum for Excellence
Through Expressive Arts, Learners will have rich opportunities to be creative and to
experience inspiration and enjoyment. Creating and Performing will be the main activities for
all learners. Through these activities they will develop skills and explore subject specific
concepts and vocabulary to broaden understanding of the performing arts through a variety of
media and resources.
Theme Content
Students will work across Art and Design, Music and Drama to work towards a final
presentation of work. They will develop a variety of skills in all three of the subject areas.
These will be very much of a practical nature, focusing on the key skills of each subject.
Students will have the opportunity to organise and participate in a final presentation of work
at the end of the course in all subject areas. Students will spend 1 period per week in each of
the subjects working towards the final outcome.
Classroom Activities
Whilst working in different subject areas towards the final outcome, students will cover the
following activities.
Art and Design. The activities involved are designed around the interests of the class but can
include some of the following activities as examples, Multi-media painting, fashion and fabric
design, clay modelling, T Shirt design as well as more traditional aspects of Art and Design
such as drawing skills and developing design ideas.
Music. Pupils will have access to a wide range of musical experiences including practical
playing, computer and recording based activities as well as composing and listening to music.
Students will be required to develop practical skills in one or more instruments as well as
gaining ICT music skills.
Drama. The activities involved will include script writing, improvisation characterisation,
the use of the voice, acting skills such as body language, facial expressions, use of gestures,
posture and eye contact. Evaluation of performances and the ability to give constructive
feedback is also an important part of this course.
Assessment
Assessment will be made on an ongoing basis throughout the course. Extensive use will be
made of group discussion and peer evaluation in deciding the next stage of development for
each individual. The final outcome will be a performance or exhibition of work which will be
evaluated by staff and students.
Homework
Homework activities are likely to include research for individual group tasks, personal
preparation of music practice (if possible) learning lines for drama and completing drawings /
activities for art.
Progression Pathways in Senior Phase
This experiential course will continue class contact and skill-building within Art and Design,
Music and Drama. Whilst based firmly in the Curriculum for Excellence mould, it explores
and develops the skills required to uptake National Qualification courses at a later stage.
Advice will be given on an individual basis as to the appropriate level of onward study.
31
Theme
Computing Technology
Place Within Curriculum for Excellence
The collaboration within technology subjects is a growing sector which cuts across the entire
economy and offers wide-ranging employment opportunities. Practical and IT skills have extensive
applications not only in employment and in other walks of life. This course develops a range of
skills for learning, life and work. It will enable learners to further develop and apply ICT and
practical technological skills as well as developing knowledge and understanding in these areas.
Course Content
Pupils will develop their skills through practical activities involving:
 Research techniques and computer applications.
 Design and manufacture techniques and approaches, using computing and technology
techniques to complete tasks.
 Technological based Computer Aided and Freehand Design.
 Software design and development.
 Graphical design, DTP.
 Develop short programs using a software development environment.
 Use appropriate development tools, for both technologies and computing.
 Consider a number of basic factors when designing and implementing solutions to problems.
They will apply these skills in order to produce complete activities using both ICT and practical
skills. Identification of computer hardware and their limitations and the ability to develop software
solutions to control and programming. Pupils will use ICT and practical skills in the process of
completing practical craft based tasks, involved in design and manufacture activities and the creation
of models to match set criteria. In addition, learners will develop other skills including decision
making, problem solving, co-operation; collaboration; communication; numeracy; empathy and
understanding of others.
Classroom Activities
 Group work designing and promoting and creating a cereal box for a new cereal
 using DTP Software.
 Internet searching and researching
 Graphical creation and manipulation (CAD)
 Video creation
 Web design (HTML) code and evaluation
 Health & Safety in workplace
 Scratch game design and creation and development of computer magazine.
Assessment
Pupils will be assessed through completed projects in class.
Homework
Homework exercises will be issued regularly throughout the course to support understanding of the
experiences and outcomes covered.
Progression Pathways in Senior Phase
In this theme, pupils will be able to develop the knowledge and skills that could allow progression to
Technical, Computer Science and possibly Administration and IT courses in the Senior Phase. At the
end of S3, recommendations will be made regarding the most appropriate course(s) for each pupil,
depending on the pupil’s ability and the progress they have made in S1 and S2 and in this theme.
32
Theme
Food, Health and Language
Place Within Curriculum for Excellence
This theme has been carefully planned to allow pupils to continue to make progress in a broad
range of curricular areas: Modern Languages, Food Technology and aspects of Health and
Wellbeing which are linked to food and nutrition. The theme offers a broader look at the
language, food and culture of our European and global neighbours as well as exploring the
links between different curricular areas. Pupils who wish to study this theme will normally
have studied a Modern Foreign Language for 3 periods per week in S2.
Theme Content
In the part of the theme focusing on language (normally 2 periods per week), time is largely
dedicated to developing key language skills in French with a focus on listening, talking and
reading in this language. Pupils will also learn about food and culture from other French
speaking countries.
In the part of the theme focusing on Food and Health (normally 1 period per week), pupils will
continue to develop their understanding of a healthy diet and the knowledge and skills needed
to make healthy food choices. There will be a practical food preparation element to this course.
Increasingly, pupils will learn to work independently and will be encouraged to develop the
personal, interpersonal and team-working skills which are so important in life and the world
of further study and work.
Classroom Activities
Building on learning in S1 and S2, this S3 theme will cover a range of Experiences and
Outcomes in Modern Languages, Technologies, Health and Wellbeing and Social Subjects.
There will be a strong emphasis on active learning approaches and creating contexts that are
relevant to today’s learner. This will includes the use of ICT, media and practical food
preparation.
Assessment
Assessment in S3 will be largely of a formative, ongoing nature – assessment as a central part
of learning and teaching.
Homework
Regular learning of language and vocabulary at home is an essential part of any modern
language study. Homework will be set on a regular basis and must be completed thoroughly
and on time to ensure successful progression in this theme.
Progression Pathways in Senior Phase
This theme offers breadth in learning and covers a wide range of curricular areas; progression
in individual subjects therefore will be less than in the discrete subject courses of French or
Home Economics. Progression through this theme will prepare some pupils for a National
course in these subjects in S4.
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Theme
Media
Place Within Curriculum for Excellence
Media studies is used in everyday life; it is used in a variety of ways and influences ways in
which we live. Media is used in the entertainment, advertising and newspapers and magazines.
This theme is aimed at pupils who are studying 6 periods of English and 1 period of Modern
Language in S2. The theme continues to develop ICT and literacy skills.
Course Content
This theme has two separate sections, to allow students to achieve the necessary skills and
experiences.
It introduces a variety of media programmes e.g. Desk Top Publishing, presentation software,
video, web and game design software. It covers the writing of factual reports, storyboard
creation, and writing a script, from which they then produce a video or animation.
The Course provides learners with the opportunity to develop knowledge of the key aspects
of media: categories, language, representation, narrative, audience and sources.
Learners think critically about the media and its role in everyday life and develop an
appreciation of media and its use. Through analysing and creating media content, learners
develop skills that enable them to be more aware of accuracy and content in the variety of
media sources available.
Classroom Activities
 Video creation and Editing (including green Screen)
 Literacy through TV script creation and advertisement creation
 Animation
 Web design (HTML) code and evaluation
 Security and Computer Laws
 Health & Safety in workplace
 Scratch game design and creation
 3D Game design
 Development of a computer magazine.
Assessment
Pupils will be assessed through completed projects in class.
Homework
Homework exercises will be issued regularly throughout the course to support understanding
of a range of media techniques.
Progression Pathways in Senior Phase
The literacy and ICT skills developed will support learning across the whole curriculum. The
skills used in Media can assist in progression to ICT and graphical based courses in addition
to supplementing literacy skills.
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Language
Theme Course
Beginners German
Place Within Curriculum for Excellence
Learning another language enables us to make connections with different people and their cultures and to play
a fuller part as global citizens. Learning a modern language enables pupils to:
• develop a high level of skills in listening, talking, reading and writing which are essential for learning,
work and life
• develop a secure understanding of how language works, and to use language well to communicate ideas
and information in English and other languages
• exercise their intellectual curiosity by questioning and developing their understanding, and use creative
and critical thinking to synthesise ideas and arguments
• enhance their enjoyment and their understanding of their own and other cultures through literature and
other forms of language
• develop competence in different languages so that they can understand and communicate, including, for
some, in work settings.
A modern language is a skill for life and is highly valued by employers and by institutes of further and higher
education.
Course Content
In the Beginners German Theme, pupils will further develop the core skills of listening and talking, reading
and writing they have built in French. In addition to this, pupils will explore the culture and historical
background of Germany as well as its place in the modern world in terms of economy, business, entertainment
and culture and make links to other areas of the curriculum. Learners could, for example, create a news
broadcast or newspaper article in German using ICT and Media.
Entry Requirements
Pupils wishing to study the Beginners German Theme must also be taking French as a subject course as this is
an ‘additional language’ option. Entry is by recommendation of teacher and will be decided on an individual
basis.
Classroom Activities
Building on learning in S1 and S2, the S3 Beginners German Theme is drawn from the Modern Languages
Experiences and Outcomes with pupils working at third and fourth level. Text books will be used although
there is a strong emphasis on active learning approaches and creating contexts that are relevant to today’s
learner. This will include the use of ICT, media and the development of language for use in real life situations,
linking to other curriculum areas. It is vital too that pupils know the country, culture and people of the language
that they are learning and this is an intrinsic part of the course.
Assessment
Assessment will be of a formative, ongoing nature – assessment as a central part of learning and teaching.
Homework
Regular learning of language and vocabulary at home is an essential part of the Beginners German Theme.
Homework will be set on a regular basis and must be completed thoroughly and on time to ensure successful
progression in this subject.
Progression Pathways in Senior Phase
At the end of S3, pupils may be recommended to study German at National 5 depending on their individual
ability and the progress made during the Beginners German Theme. Following on from this, pupils who achieve
appropriate success at National 5 will be recommended to study German at Higher.
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Core
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Core
Religious, Moral and Philosophical Studies
Place Within Curriculum for Excellence
Undertaking Religious, Moral and Philosophical Studies (RMPS) contributes to learners
understanding of the society in which they live and work by helping them learn about, and
from, religious beliefs, non-religious viewpoints and their own experiences. In addition
RMPS develops skills in critical thinking and develops tolerance and open-mindedness.
Course Content
The course will cover the following two areas:
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Islam – Students will examine the beliefs and practices of the religion.
War – Students will study the causes and justifications for war, strategies of modern
warfare, the consequences of war as well as different viewpoints on the issue both
religious and non-religious.
Classroom Activities
Students will engage with a range of activities in the S3 Core RMPS course. ICT will be used
throughout the course to enhance learning. Students will be given the chance to develop their
creativity through role play and artwork. Cooperative learning will enable students to build
upon their listening and talking skills. Active learning will be used to encourage participation
and aid different types of learners.
Assessment
RMPS uses a variety of assessment methods to support pupils in their development of skills
and concepts. These methods include:
 Peer and self-assessment
 End of Unit Assessment both written and aided by ICT
 Regular feedback from the teacher with regards to class activities
Homework
Home learning activities in RMPS are focused on deepening understanding, raising attainment
and increasing involvement with home in the learning of pupils. Home learning activities
generally involve research activities that can be conducted in the home.
Progression Pathways in Senior Phase
Religious, Moral and Philosophical Studies provides a good stepping stone for those who wish
to study Religious, Moral and Philosophical Studies at Senior Level. Key skills and concepts
will be addressed to allow pupils to progress through the certificate courses in Religious, Moral
and Philosophical Studies.
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Core
Physical Education
Place Within Curriculum for Excellence
It is our aim to provide high quality Physical Education to all pupils. In S3, pupils will follow
a programme of activities designed to provide learners with a Broad General Education which
will provide a platform from which they can build physical competences, improve aspects of
fitness and develop personal and interpersonal skills and attributes.
All pupils who do not study Physical Education as a subject course must take Core PE as part
of their core provision.
Course Content
Learners will focus on three main themes:
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Movement skills, competences and concepts
Cooperation and competition
Evaluating and appreciating.
Classroom Activities
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Demonstrating ability to select, adapt and apply movement skills and strategies,
creatively, accurately and with control.
Practice, consolidate and refine skills to improve performance
Develop and sustain levels of fitness
Develop the skills to lead and recognise strengths of group members, including self
Contribute to groups and teams through knowledge of individual strengths, group
tactics and strategies
Analyse and discuss elements of own and others’ work, recognising strengths and
identifying areas where improvements can be made.
Assessment
Due to the practical nature of the course, learners will mainly be assessed through their
practical performance.
Homework
Pupils are actively encouraged to engage in sport outside school to develop and maintain their
levels of fitness and also, where appropriate, to continue to develop the skills they have been
working on in school.
Progression Pathways in Senior Phase
All pupils will continue with Physical Education in the Senior Phase. This may be through the
Core Physical Education course or they may be able to specialise in Subject Courses in
Physical Education which then lead towards qualifications at National 3, National 4, National
5, and beyond. The initial level of study in a subject course in the Senior Phase will be based
on progress in S1 to S3.
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Core
Personal and Social Education
Place Within Curriculum for Excellence
The aim of the course is to provide opportunities for young people to develop the knowledge
and understanding, skills, capabilities and attributes which they need for mental, emotional,
social and physical wellbeing, now, and in their lives beyond school.
Learning through PSE enables young people to:
 make informed decisions in order to improve their mental, emotional, social and
physical wellbeing
 experience challenge and enjoyment
 experience positive aspects of healthy living and activity for themselves
 apply their mental, emotional, social and physical skills to pursue a healthy lifestyle
 make a successful move to the next stage of education or work
 establish a pattern of health and wellbeing which will be sustained into adult life
Course Content
Pupils will study three major sub-themes:
 Healthy Lifestyle – first aid, healthy eating, substance misuse, mental and emotional
wellbeing and personal physical fitness
 Relationships – friendships, bullying, peer pressure, sexual relationships and
parenthood
Choices – personal safety, personal finance, learning techniques, subject choices, personal
profiles and the world of work
Classroom Activities
Pupils will learn in a variety of contexts e.g. classroom based activities, inputs from guest
speakers, talks from School Based Police Officer and the School Nurse, research projects, IT
activities, theatre productions.
Assessment
The progress of pupils will be measured in terms of them applying knowledge, understanding
and skills in the key features of healthy living and relationships, and in their approaches to
personal planning, assessing risk and decision-making. Pupils will also be measured in terms
of how well they apply personal and interpersonal skills in situations as they grow and mature.
Pupils will be assessed in a variety of ways: through written work, presentations, participation
in groupwork and self-evaluation activities
Homework
Homework will take the form of small research tasks, investigative work and target-setting
tasks. Parents/carers will play an important role in this, particularly in tasks relating to topics
such as target setting, personal safety, substance misuse, subject choices and the world of
work.
Progression Pathways in Senior Phase
All pupils will continue with a Personal and Social Development Programme throughout the
Senior Phase. This will be tailored, as far as possible, to their individual needs, plans and
aspirations.
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