Schoolhill, Aberdeen, Scotland AB10 1FE Tel 01224 646346 Fax 01224 630301
e-mail [email protected] www.rgc.aberdeen.sch.uk
December 2014
TO S2 PUPILS AND PARENTS
Dear Pupils and Parents
In introducing this booklet, I would like to offer some comments that I hope will be helpful
to you as you make subject choice selections for next year.
Our S3/S4 course requires the study of eight subjects, two of which will be English and
Mathematics. Advice on how best to select the additional six courses is included in this
booklet. I would stress that it is important to find out as much as possible about the
implications of each of your choices, particularly in connection with future study and
career aspirations.
Intermediate 2 and Standard Grade exams are now no longer on offer. They have been
fully replaced with the National 4 and 5 suite of examinations.
The primary aim of each pupil should be to strive for the best possible result in each
S3/S4 course. If you do this, you can equal or better the results of last year when 89%
gained A-B passes at Intermediate 2 and N5. There should also, however, be an
awareness of the need to prepare for the Higher Level exams in S5 by proper
application and hard work throughout Third and Fourth Year.
It is also worth stressing that in S3 and S4 we continue to place a very heavy emphasis
on participation in extra-curricular activities. As well as the Duke of Edinburgh’s Award,
a wide variety of sports, clubs and societies are available to pupils. While academic
study should certainly be the main priority, we strongly encourage participation in at least
two extra-curricular activities because of the personal and academic benefits that can
result from such involvement.
This booklet explains the various ways in which the school will do its best to support and
advise you through the process of subject choice selection. My hope is that, partly as a
result of the steps taken at this time, you will enjoy very satisfying and successful Third
and Fourth Years in the College.
Yours sincerely
Colin Gambles
Deputy Head S4-S5
Simon Mills, M.A. (Cantab) Head of College
Robert Gordon’s College is a charity registered in Scotland, No: SC000123
INTRODUCTION
The function of this booklet is to explain the nature of our S3/S4 curriculum and to
provide parents and pupils with information on all subjects taught in the College in order
to assist in the choice of courses to be studied in Third and Fourth Years.
The course descriptions of each subject, together with the associated information on
career requirements and university entrance, will provide a framework for discussion
between parents, pupils and staff prior to the selection of subjects.
PROGRESSION
The first two years of secondary school provide a broad general academic course for all
pupils in which there is no choice as to the subjects studied. These two years provide a
sound base for all future study. In order to reach the standards required and set by the
Scottish Qualifications Authority for externally examined courses, it is necessary to
select subjects to be studied in Third and subsequent years and to drop others. There is
simply not enough time to study them all adequately.
Before turning to the details of subject choices, some explanation of the examination
system is necessary. The Scottish Qualifications Authority (SQA) offers three main
levels of examination that are relevant for Robert Gordon's College pupils. The first,
undertaken in Fourth Year, comprises National 4/5 courses (see ‘Types of Courses
Available’ on page 11). The second level, and the most important as far as university
entrance in Scotland is concerned, is Higher Level. The third stage, Advanced Higher
and Pre-U Advanced Level, are post-Higher examinations, which are equivalent to or
higher than the A-level in England and Wales. Progression right through to Advanced
Higher will be possible in all of the subjects offered in S3/S4 at the College.
All pupils will take eight National 4/5 in Third and Fourth Years, and this spread of
subjects enables many options to be kept open. In Fifth Year, the number of subjects is
reduced in recognition of the need to study topics and issues in greater depth. As a
result, pupils undertake five subjects, typically all at Higher Level.
3
CAREERS
As part of the decision-making process, pupils are seen by Guidance/Careers staff to
discuss the links between subject choice and specific careers. Pupils are then shown
the resources in the College Careers’ Room, and receive instructions on how they can
be used.
Although some subjects may be linked with specific careers, all subjects offered by the
College equip our pupils with the skills necessary to enter a wide range of
careers. About sixty per cent of all careers which have graduate entry are open to any
university graduate, regardless of the academic subject studied at degree
level. Therefore, at this stage in their education, pupils should be guided by their
interests and aptitudes, and not just by career aspirations. Indeed, many pupils will
change their choice of career over the next few years, while some pupils may not arrive
at a clear idea of career choice until much later in their lives. For all these reasons,
pupils are advised to choose as broad a range of subjects as possible in S3/S4, in order
to keep their options as open as possible (see pages 7-14 for further guidance on
subject choice).
SUBJECT CHOICE PROCEDURES
For parents, an Information Evening is held, at which Mrs Thomson and Mr Gambles will
provide an overview of the arrangements for selecting S3/S4 courses. There is also the
option on that occasion of attending presentations on ‘new’ subjects available to S3
pupils: Accounting and Finance, Business Management, Classical Greek, Economics,
German, Modern Studies and Spanish. The S2 Parents’ Evening then provides the
opportunity to consult subject teachers about current performance and the advisability of
continuing with subjects to National 4/5 level. Thereafter, subject choice forms are
submitted and are closely scrutinised in order to ensure that an appropriate spread of
subjects is selected. The last section of this booklet, “Higher Education Courses:
Entrance Requirements (SQA)” provides further useful advice on university entrance
requirements.
4
TIMETABLE FOR S2 SUBJECT SELECTION 2015/16
Friday 12 December
S3/S4 Curriculum Booklet issued during PSE
classes.
Monday 12 and Friday 16 January
Teachers of ‘new’ subjects speak to S2 pupils
at special assemblies to give a general outline
of courses.
Monday 19 January
S2 Assembly with Mrs Pirie, Head of Careers.
Thursday 22 January
S2 Careers Conference.
Monday 26 January
Information Evening for S2 Parents: briefing on
S2 Subject Choice by Mrs Thomson and Mr
Gambles, along with presentations on ‘new’
subjects.
Friday 6 February
S2 Reports issued to parents.
Thursday 19 February
S2 Parents’ Evening. Consultation with subject
teachers – 4.30 pm in the MacRobert Hall and
the Mathematics Department.
Monday 23 February
Last day for completing electronic Subject
Choice Forms.
(https://www.surveymonkey.com/s/RGCS34choices)
March – April
Creation of timetabling columns. Subject
choices will be checked to see whether they
are appropriate (eg. for proposed career
choices). Pupils and parents will be notified of
any issues arising at this stage.
April – June
Publication of final subject choices for
checking. Any late requests for changes
should be submitted to Mrs Thomson in
writing.
Thursday 20 August 2015
First day of Session 2015-2016. S3 timetable
will be issued.
5
CONSULTATION WITH COLLEGE STAFF
The following staff are those who will be most directly involved in providing advice to
pupils and parents on subject choice matters:
STAFF
DESCRIPTION
Mrs P Thomson –
Oversight of all matters relating to the selection of S3
Deputy Head (S2-S3)
subjects. Advice on acceptable combinations of subjects
and on careers/ university requirements.
Guidance Staff
Advice on subject selection based on knowledge of
pupils’ abilities, aspirations and personal development.
Miss L Maddox
Responsible for S2 PSE
Mrs D Pirie
Advice on careers/university requirements.
Mr C Gambles –
Responsible for the curriculum and timetable. Advice on
Deputy Head (S4-S5)
curriculum balance and progression, and on the
availability of courses and timetabling arrangements.
Heads of Department
Advice on subject matters, such as the content and
assessment of National 4/5 courses.
Subject Teachers
Advice on current performance and on implications for
future progress in the subject.
6
S3/S4 CURRICULUM
The S3/S4 curriculum within the College is designed to provide all pupils with experience
of certain core subjects and areas, while also permitting individual preferences to be
satisfied as far as possible. Various subjects are undertaken by all pupils while our
subject selection arrangements allow significant flexibility so that, as far as is feasible,
personal choices can be accommodated.
CURRICULUM OVERVIEW
The timetable allocations for S3 and S4 can be summarised as follows:
COURSE
PERIODS PER WEEK
English National 4/5
5
Mathematics National 4/5
5
Six other National 4/5 courses (4 ppw each)
6 x 4 = 24
Personal and Social Education
1
Core Religious, Moral and Philosophical Studies
1
Physical Education
Games
Information and Communications Technology
2 in S3 and 1 in S4
2
1 (S4 only)
CORE SUBJECTS
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English and Mathematics are both compulsory, with five periods per week each, in
recognition of the fundamental nature of the skills and content which they impart.
Religious, Moral and Philosophical Studies (RMPS) are allocated one period per
week in both S3 and S4 in recognition of the importance to society and individuals of
developing spiritual, religious and moral awareness and understanding. (National 4/5
RMPS is also available as a separate course.)
Physical Education receives two periods per week in S3 and one period per week in
S4 because of the contribution that physical activity and exercise make to the allround health and development of individuals. For similar reasons, and also because
of the importance that we attach to participation in team sports, a Games afternoon
(i.e. a further two periods per week) is provided in both years.
One period per week of Personal and Social Education appears in both years,
enabling important health, careers guidance and personal development issues to be
addressed.
One period per week of Information and Communications Technology is provided in
S4 in recognition of the importance of regularly updating skills and experience in this
area, so that new technology can be used effectively and appropriately by all pupils
as their studies continue.
7
ADDITIONAL SPECIFICATIONS
In order to ensure that each pupil gains experience of certain key elements of the
curriculum, their choice of S3/S4 courses must include a language other than English, a
Science and a Social/Environmental subject. Four periods per week are allocated to
each of these courses.
One subject must therefore be chosen from each of the following elements:
ELEMENT
One subject from the following:
Language other than English
Classical Greek (GCSE), French, German, Latin,
Spanish
Science
Biology, Chemistry, Physics
Social and Environmental
Studies
Economics, Geography, History, Modern Studies,
RMPS
Pupils may, if they wish, choose more than one subject from any of these areas (see
below under ‘Selection of Other Subjects’), but the requirement to choose at least one of
each type of subject ensures that there will be a significant degree of breadth and
balance within the individual curriculum of each pupil.
SELECTION OF OTHER SUBJECTS
Finally, three further subjects should be selected for study. Each of these courses will
be allocated four periods per week.
In addition to the subjects mentioned previously (see under ‘Additional Specifications’,
page 8), courses can also be chosen from the following groups:
Technological Activities
Accounting, Business Management, Computing Science, Economics, Engineering
Science, Graphic Communication.
Creative and Aesthetic Activities
Art and Design, Drama, Music.
The selection of subjects from one or more of these groups will add greater diversity and
balance to an individual’s subject choices. However, none of these groups is a
requirement, and the three subjects can be selected from any of the options listed
below:
8
Accounting *
Drama *
Latin
Art and Design *
Economics *
Modern Studies
Biology
French *
Music *
Business Management *
Geography *
Physics
Chemistry
German
RMPS
Classical Greek (GCSE)
Graphic Communication
Spanish *
Computing Science
History
Engineering Science
*Denotes that it is not possible to study all three Creative & Aesthetic Activities
(Art and Design; Drama and Music); all three courses offered by the Business
Studies Department (Accounting, Economics and Business Management) or all
three Modern Languages (French, German and Spanish).
The Planning Page (page 14) has been devised in order to assist you to ensure that
your subject choice selection conforms to the above guidelines.
9
SUBJECT CHOICE SELECTION
Choice of subjects should be based upon:




A pupil’s aims and aspirations
Aptitude in a given subject
Interest
Breadth and balance
Every effort will be made to ensure that pupils follow the courses which will be best
suited to their needs and aptitudes, and which are within staffing levels and
accommodation in the College. As has already been stated, choices should be made
with a view to diversity: it is desirable to keep breadth and not to narrow choices down
too soon.
For a small number of pupils, a ‘specialist’ choice slanted towards languages or science/
technologically-based subjects may be appropriate. However, unless a pupil has
already clearly shown a strong aptitude in a particular area in first and second
year, such a specialised choice cannot be recommended. In particular, it should be
noted that it will not be possible to study all three Creative and Aesthetic Activities (Art
and Design, Drama and Music); neither will it be possible to select all three courses
offered by the Business Studies Department (Accounting, Economics, and Business
Management) nor all three Modern Languages (French, German and Spanish).
It is worth noting that many science and technologically-based university courses require
two sciences to have been studied at National 4/5. Therefore, if only one science
subject is being selected, it is necessary to be clear about the effect of this choice on
future options.
At the end of Fourth Year, a further set of choices has to be made as the number of
subjects being studied is reduced. This is not the time to enter into details of this
choice. However, it is expected that the reduction in subjects would allow a pupil to
concentrate on those five subjects at which the chances of Higher passes are likely to
be strongest.
10
TYPES OF COURSES AVAILABLE
The national initiative Curriculum for Excellence is working its way through the Senior
School. The table below summarises the National 4 and 5 courses in relation to the old
Standard Grade and Intermediate 1/2 courses.
Replacing

National 4
National 5
Standard Grade General and
Intermediate 1
Standard Grade Credit and
Intermediate 2
Grading of
Pass / Fail
qualification
Grades A to D
Assessment Internally marked and
assessed. Verified and quality
assured by SQA. No external
examination.
Internal assessment plus external
assessment which will take the
form of an examination and/or
coursework.
We anticipate that the vast majority of students at RGC will be entered for National 5
examination in their chosen subjects.
Further information on Curriculum for Excellence can be found at:
www.ltscotland.org.uk/parentzone
www.sqa.org.uk
As an independent school, Robert Gordon's College can exercise judgement in exactly
how the details of the Curriculum for Excellence initiative are applied to the education of
our students. Please bear this in mind when looking at the national literature and
information for parents.
11
SELECTION PROCESS
The process of selecting subjects can be divided into the following stages:
1. Planning - the Planning Page (Page 14) has been devised to assist you with this
process.
2. Electronic submission of S3/4 Subject Choice Form.
(https://www.surveymonkey.com/s/RGCS3-4choices).
3. Note that this website will close at the end of Monday 23 February,
2015.
4. Scrutiny of Subject Choice by Guidance Staff who will highlight any points that
need to be taken into consideration (e.g. failure to include the required balance of
subjects, or inconsistencies between subject choice selections and any career
aspirations that have been expressed).
5. Discussion of any issues as they arise and prompt submission of any desired
changes to the original selection of subjects.
12
CLASS ORGANISATION AND EXAMINATIONS
In some departments, but not all, pupils in S3 and S4 are now taught in sets according
to ability. This enables a boy or girl to be in a higher set for those subjects in which he
or she is doing well and in a lower set in subjects with which he or she requires more
support. All, however, will complete the appropriate course and be presented for SQA
examination. Form classes continue to be House-based, facilitating contact with
Guidance Staff.
The courses embarked upon in Third Year cover a two year period. For many students
work geared towards Higher in Fifth Year will begin during Fourth Year. Other students
will have to concentrate on preparation for the external examination in Fourth Year
before considering progression beyond that stage.
S3 Examinations are sat in the summer term of Third Year and Preliminary
Examinations in the second term of Fourth Year, with the SQA examinations themselves
occurring in May of S4. Two school reports are issued annually for each year group.
The S3 Parents’ Evening currently takes place in December and the equivalent evening
for S4 parents in March.
AVAILABILITY OF DOCUMENTATION
This booklet will be available as a .pdf document on the College’s website
(www.rgc.aberdeen.sch.uk), as will a link to the electronic data capture form for Subject
Choice (https://www.surveymonkey.com/s/rgcs3-4choices). Note that this website will
close at the end of Monday 23 February 2015.
13
S3/S4 SUBJECT CHOICES: PLANNING PAGE
You may wish to use this page to plan your selection of courses for next year before you
enter your choices on the electronic Subject Choice Form.
Subjects Selected
Type of Subject
1. English
Compulsory
2. Mathematics
Compulsory
3.
Compulsory, a language other than English.
Choose one from list: Classical Greek (GCSE)
French
German
Latin
Spanish
4.
Compulsory, a Science. Choose one from list: Biology
Chemistry
Physics
5.
Compulsory, a Social and Environmental Subject.
Choose one from list: Economics
Geography
History
Modern Studies
RMPS
6.
8.
Any 3 subjects from the table below. Remember that not all
three Creative & Academic subjects, not all three Business
Studies Courses and not all three Modern Languages can be
chosen. (*)
9.
Reserve choice.
7.
S3/4 subjects available
Accounting *
Art and Design *
Biology
Business Management *
Chemistry
Classical Greek GCSE
Computing Science
Drama *
Economics *
French *
Geography *
German
Graphic Communication
History
Latin
Modern Studies
Music *
Physics
RMPS
Spanish *
Engineering Science
*Denotes that it is not possible to study all three Creative & Aesthetic Activities (Art and
Design; Drama and Music); all three courses offered by the Business Studies
Department (Accounting, Economics and Business Management) or all three Modern
Languages (French, German and Spanish).
Please note that some of these courses may not run if the uptake for them turns out to
be low, or if staffing or accommodation difficulties are encountered.
14
S3-S4 ACCOUNTING
AIMS
The course aims to enable learners to:

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
Develop awareness of the important function and contribution accounting makes to
industry and society
Develop accuracy in the preparation, presentation, interpretation and analysis of
accounting information, and apply a systematic approach to problem solving regarding
financial issues
Apply information technology in accounting-related tasks
CONTENT
The course is delivered in 3 units:
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Preparing Financial Accounting Information
Preparing Management Accounting Information
Analysing Accounting Information
Within these units, the areas of study are wide ranging and include:

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Business Documents, Ledger Accounts and Trial Balance
Final Accounts of a Sole Trader
Ratio Analysis
Break Even and Decision Making
Budgets
Stock and Labour
Overhead Analysis and Job Costing
ASSESSMENT
Pupils are assessed in a variety of ways: internal assessments at regular intervals (graded
pass or fail), an ICT-based assignment (undertaken in class but set and assessed by the
SQA), and a SQA examination at the end of the course.
The assignment requires learners to demonstrate skills of analysis and use of ICT in an
accounting context (50 marks).
The final exam tests computational, analytical and theoretical skills/knowledge. The paper is
made up as follows:
Section 1
Two 30-mark mandatory questions sampled from the full range of 60 marks
mandatory course content.
Section 2
Four 10-mark mandatory questions sampled from the full range of 40 marks
mandatory course content.
FURTHER INFORMATION
This course leads to presentation at National 5 level at the end of S4.
In order to do well, it is strongly advised that pupils considering this course are performing
well in Maths. There is no fall back N4 Accounting qualification: pupils can only be entered
for National 5.
Further information can be obtained from Mrs J Farquhar, Head of the Business Studies &
Economics Department.
15
S3-S4 ART & DESIGN
AIMS


To allow pupils who have shown an aptitude and interest in Art and Design to fulfil their
potential in the subject.
To prepare pupils for presentation at National 4 or 5 at the end of S4.
CONTENT
The course comprises three main elements. Expressive, Design and Critical with a 40:40:20
assessment weighting.
Expressive work represents the “Fine Art” domain. In it pupils are encouraged to express
their own ideas, thoughts and emotions through various two and three-dimensional
media. This is linked, in the first instance, to research drawings and studies on a chosen
theme. In Third Year, pupils undertake modules in Portrait/Figurative work and Still Life.
Design work is essentially a problem-solving activity in which responses are made to a given
brief through an established design process, with the end product of a credible, tangible
solution. Pupils work in contemporary media such as ICT and digital photography as well as
traditional craft media. These activities stimulate the imagination and encourage a
thoughtful, cogent approach to the whole field of Design. In Third Year, pupils undertake
modules in Decorative / 3D Design and Graphic Design/ Surface Design.
In the Critical component pupils study the artefacts of contemporary and historical artists and
designers. In this, Art Gallery visits, research techniques and direct instruction are used to
establish and improve pupils’ abilities in expressing critical ideas in a clear, logical and
readable form. Subjects investigated relate to the practical assignments and are used to
inspire and inform the pupils own creative artefacts.
ASSESSMENT
Design Unit - A Design unit, on a theme negotiated with staff, is carried out in class. This is
internally assessed pass / fail. Based on the Unit pupils then produce a folio of externally
marked coursework.
Expressive Unit - An Expressive unit, on a theme of personal interest and using media of
the candidate’s choice, is carried out in class. This is internally assessed pass/fail. Based on
the Unit pupils then produce a folio of externally marked coursework.
Critical Unit – Internally passed investigative content preparing pupils for an external
examination paper on Critical Studies covering Expressive and Design subject areas.
FURTHER INFORMATION
Further information can be obtained from Mr A Hopps, the Head of the Art Department.
16
S3-S4 BIOLOGY
AIMS
The aims of this National 5 course are for learners to:

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develop and apply knowledge and understanding of biology
develop an understanding of biology’s role in scientific issues and relevant applications
of biology, including the impact these could make in society and the environment
develop scientific inquiry and investigative skills
develop scientific analytical thinking skills in a biological context
develop the use of technology, equipment and materials, safely, in practical scientific
activities
develop planning skills
develop problem solving skills in a biological context
use and understand scientific literacy, in everyday contexts, to communicate ideas and
issues and to make scientifically informed choices
develop the knowledge and skills for more advanced learning in biology
develop skills of independent working
CONTENT
The course is divided into three units:

Cell Biology The key areas covered are: cell structure; transport across cell
membranes; producing new cells; DNA and the production of proteins; proteins and
enzymes; genetic engineering; photosynthesis and respiration.

Multicellular Organisms The key areas covered are: cells, tissues and organs; stem cells
and meristems; control and communication; reproduction, variation and inheritance; the need
for transport and effects of life-style choices on animal transport and exchange systems.

Life on Earth The key areas covered are: biodiversity and the distribution of life; energy
in ecosystems; sampling techniques and measurement of abiotic and biotic factors;
adaptation, natural selection and the evolution of species and human impact on the
environment.
ASSESSMENT
To gain the National 5 award of the Course, the learner must pass all of the Units as well as
the Course assessment. The actual grade awarded will be based on performance in the
Course assessment.
The Course assessment will consist of two Components: a question paper and an
assignment.
Component 1 — question paper (80% of total mark)
The purpose of the question paper is to assess breadth and depth of knowledge and
understanding from across the Units.
The paper will assess scientific inquiry skills, analytical thinking skills and the impact of
applications on society and the environment.
Component 2 — assignment
(20% of total mark)
The purpose of the assignment is to carry out an in depth study of a biology topic. The topic
will be chosen by the pupil, who will investigate/research the underlying biology and the
impact on society/the environment.
The assignment will assess the application of skills of scientific inquiry and related biological
knowledge and understanding. The external course examination will sample across all of the
Units and consists of one paper of 2 hours.
FURTHER INFORMATION
Further information can be obtained from Mr D Strang, the Head of the Biology Department.
17
S3-S4 BUSINESS MANAGEMENT
AIMS
The course aims to enable learners to develop:
 Knowledge and understanding of the ways in which society relies on business to satisfy
our needs
 An insight into how organisations organise their resources for maximum efficiency and to
improve their overall performance
 An awareness of how external influences impact on organisations
CONTENT
The course is delivered in 3 units:



Understanding Business
Management of People and Finance
Management of Marketing and Operations
Within these units, the areas of study are wide ranging and include:

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
The Role of Business in Society
Recruitment, Selection and Training
Motivation
Sources of Finance and Budgeting
Market Research and the Marketing Mix
Methods of Production and Quality Control
ASSESSMENT
Pupils are assessed in a variety of ways: internal assessments at regular intervals (graded
pass or fail), an assignment (undertaken in class but set by and assessed by the SQA), and
an SQA examination at the end of the course.
The assignment requires learners to apply their research, decision making and
communication skills by producing a proposal to improve the effectiveness of a small to
medium-sized business (30 marks).
The final exam tests analytical and theoretical skills/knowledge. The paper is made up as
follows:
Section 1
Mandatory short answer questions sampled from the full range of
mandatory course content and based on stimulus material.
30 marks
Section 2
Four 10-mark mandatory extended response questions sampled
from the full range of mandatory course content.
40 marks
FURTHER INFORMATION
This course leads to presentation at National 5 level at the end of S4.
In order to do well, it is strongly advised that pupils considering this course are performing
well in English.
Further information can be obtained from Mrs J Farquhar, Head of Economics & Business
Studies.
18
S3-S4 CHEMISTRY
AIMS
In line with Curriculum for Excellence, the course provides opportunities for learners to
become scientifically literate citizens, whilst developing their literacy and numeracy skills. In
addition, learners will recognise the impact chemistry makes on developing sustainability,
and its effect on the environment, society and the lives of themselves and the lives of others.
The main aims of this course are for learners to:
acquire and apply knowledge and understanding of chemistry concepts
develop scientific and analytical thinking skills in a chemistry context
develop experimental, investigative and applied problem solving skills in a chemistry
context
 develop an understanding of chemistry’s role in scientific issues
 develop understanding of how and why chemical products are formed
 develop understanding of relevant applications of chemistry in society



CONTENT
The course comprises 3 units. The topics covered in each unit are shown below:
Unit 1 - Chemical changes and structure: rates of reaction, atomic structure, bonding
related to properties of materials, formulae and reaction quantities, acids and bases
 Unit 2 - Nature’s Chemistry: energy from fuels, homologous series and their chemistry,
everyday consumer products
 Unit 3 - Chemistry in Society: metals, plastics, fertilisers, nuclear chemistry, chemical
analysis

ASSESSMENT
Unit Assessment
For each Unit of the course the pupils will be required to write an experimental report and
carry out a piece of research to the required National 5 standard and to achieve a minimum
of 50% in an End of Unit test (NAR).
Course Assessment
The final Course Grade will be determined by an Assessment consisting of two components:
a question paper and an assignment.
The question paper
This will be out of 80 marks (80% of the total mark).
 Section 1: titled ‘Objective Test,’ will have 20 marks.
 Section 2: titled ‘Paper 2’, will contain restricted and extended response questions and
will have 60 marks.
The Assignment
The purpose of this assignment is to assess the application of skills of scientific
investigation/research and explain the impact of chemistry applications on society/the
environment using related knowledge by carrying out a meaningful and appropriately
challenging task in chemistry and communicating findings.
FURTHER INFORMATION
This course leads to presentation at National 5 level at the end of S4.
Further information can be obtained from Dr J Kennedy, the Head of the Chemistry
Department and from the SQA website http://www.sqa.org.uk/sqa/45720.html.
19
S3-S4 CLASSICAL GREEK – GCSE
AIMS
In this course, pupils will study the ancient Greeks by learning about:



Their way of life: mythology and domestic life
Their world: religion and history
Their language and literature
All of these have had an important influence on our world.
CONTENT
In the Classical Greek course, pupils first learn to read and understand Greek. In S3 pupils
study the Greek language and cover introductory material on the ancient Greeks. Pupils will
study different aspects of ancient Greek society in order to gain an understanding of the
impact which Classical Greece has had on the modern world.
The GCSE Classical Greek course is examined under the OCR examination board of
England.
In S4, for the Literature Unit pupils will study Greek texts in class to discover what the
author is saying and how he conveys his meaning. In the final examination, candidates are
asked Interpretation questions only on these texts.
Pupils will also practise for the Translation paper: in this unit, translation is from Greek into
English, and is based on Mythology, Domestic Life and History.
Pupils will also study a core of Sources in Translation: these sources, (literary sources
translated into English) and visual sources, cover the area of Classical Greek society.
ASSESSMENT
In the external course assessment, four written papers are taken: there are two translation
papers, and one literature paper. The other paper is a sources paper, in which candidates
analyse, evaluate and comment on sources presented in English. Each paper is worth 25%
of the final qualification.
FURTHER INFORMATION
For the purposes of general university requirements, Classical Greek is accepted as a
Language other than English.
The Classics Department is actively considering the provision of Greek beyond GCSE, as
provided currently by the English examination board OCR at AS/A2 level Classical
Greek. Further information is available from this link:
http://www.ocr.org.uk/qualifications/type/gce/classics/classical_greek/index.aspx
Further information can be obtained from Mr A Bicket, the Head of the Classics Department.
20
S3-S4 COMPUTING SCIENCE
AIMS
The aims of the Course are to enable learners to:





Develop computational thinking skills
Develop knowledge and understanding of key facts and ideas in Computing Science
Analyse, design, implement and evaluate a range of digital solutions
Communicate computing concepts clearly and concisely using appropriate terminology
Develop an understanding of the role and impact of Computing Science in changing and
influencing our environment and society
This course leads to presentation in Computing Science at National 5 level at the end of S4.
The course provides a basis for the study of Computing Science at Higher and Advanced
Higher.
CONTENT
The course comprises of two main units:
Unit 1: Software Design and Development
In this unit pupils will develop skills in problem solving, analysis, modelling and evaluation
through practical tasks using appropriate programming environments. Pupils will explain how
programs work, drawing on understanding of concepts in software development and
computer architecture.
Unit 2: Information System Design and Development
In this unit pupils will gain experience using a wide variety of software, with the emphasis on
multimedia and creativity, as well as covering the theoretical foundations of computer
systems. Pupils will also develop their knowledge and understanding of information systems
hardware, security risks and precautions, databases, web-based and multimedia information
systems through a range of practical and investigative tasks. In addition the course covers
the impact of emerging and innovative technologies on the environment and society.
ASSESSMENT
In addition to the two units pupils will have to complete a National 4 Added Value Unit or
National 5 Coursework Assignment. The purpose of the assignment is to assess practical
application of knowledge and skills from across the Course to develop a solution to an
appropriately challenging computing science problem. It will assess learners’ skills in
analysing a problem, designing, implementing and testing a solution to the problem, and
reporting on that solution.
At National 4 the Added Value Unit is internally assessed as a Pass or Fail. At National 5
there is also an external exam. The exam is worth 60% of the pupil’s mark with the
remaining 40% coming from the coursework.
FURTHER INFORMATION
Further information can be obtained from Mr M Hay, the Head of the Computing Department.
Documents on the National 4/5 Computing Science course can be obtained from the SQA
website at the following link: http://www.sqa.org.uk/sqa/48477.html.
21
S3-S4 DRAMA
AIMS
This course leads to presentation at National 5 at the end of S4
The course explores drama skills and production skills and the objectives of the course
are as follows:






Respond to stimuli to generate and develop ideas for drama and a production
Develop, explore and use drama skills and production skills to communicate ideas
Develop and apply production skills within a production
Plan and devise drama, exploring form, structure, genre and style
Using acting skills in order to portray character
Reflect on own work and the work of others and contribution to the drama
CONTENT
Drama is a practical subject and pupils must be committed to active participation in all
aspects of the course, which is devised by the teacher to cover the units at National 5 level:
Drama Skills; Production Skills and the Drama Performance (Added Value) at National 4.
ASSESSMENT
Continuous formative assessment is carried out by the teacher at S3 to assess success
within Drama Skills and Production Skills on a pass/fail basis. The National 4 Drama
Performance (Added Value) will be assessed through a Drama project, which will involve
creating a Drama and presenting to an audience.
At National 5 level continuous formative assessment is carried out by the teacher to assess
success within the units on a pass/fail basis. Practical Drama Skills and Production Skills will
be assessed by a visiting examiner from SQA. Knowledge and understanding will be
assessed by an SQA written examination paper, which will require pupils to demonstrate a
depth of knowledge and understanding from the course.
FURTHER INFORMATION
Further information is available from http://www.sqa.org.uk/sqa/47474.html or from Mr
Milarvie, Head of the Drama Department.
22
S3-S4 ECONOMICS
AIMS
The course aims to enable learners to develop:


An awareness of economic issues relating to resources and markets and how they affect
our daily lives
An understanding of economic problems and the ability to consider options in solving
those problems
CONTENT
The course is delivered in 3 units:



Economics of the Market
UK Economic Activity
Global Economic Activity
Within these units, the areas of study are wide ranging and include:







The Basic Economic Problem
Supply and Demand
Employment and Inflation
Economic Activity of the Government
The Role of Scotland in the Economy
International Trade
The European Union and Developing Economies
ASSESSMENT
Pupils are assessed in a variety of ways: internal assessments at regular intervals (graded
pass or fail), an assignment (undertaken in class but set by and assessed by the SQA), and
an SQA examination at the end of the course.
The assignment requires learners to apply their research and analytical skills within the
context of an economics topic or issue (30 marks).
The final exam tests analytical and theoretical skills/knowledge. The paper is made up as
follows:
Section 1
Mandatory short answer questions sampled from the full range
of mandatory course content and based on stimulus material.
30 marks
Section 2
Four 10-mark mandatory extended response questions
sampled from the full range of mandatory course content.
40 marks
FURTHER INFORMATION
This course leads to presentation at National 5 level at the end of S4.
In order to do well, it is strongly advised that pupils considering this course are performing
well in both English and Maths. There is no fall back N4 Economics qualification: pupils can
only be entered for National 5.
Further information can be obtained from Mrs J Farquhar, Head of Economics & Business
Studies.
23
S3-S4 ENGINEERING SCIENCE
AIMS
This course leads to presentation at National 5 level at the end of S4.
Engineering is vital to everyday life; it shapes the world in which we live and its future.
Engineers play key roles in meeting the needs of society in fields which include climate
change, medicine, IT and transport.
Our society needs more engineers, and more young people with an informed view of
engineering. The Course provides a broad and challenging exploration of engineering. Because
of its focus on developing transferable skills, it will be of value to many learners, and particularly
beneficial to learners considering a career in engineering, or one of its many branches.
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 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
CONTENT
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 (and other pure sciences) 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.
ASSESSMENT
All Units are internally assessed against the requirements set by the SQA.
They can be assessed on a Unit-by-Unit basis or by combined assessment.
They will be assessed on a pass/fail basis.
The assessment of the Units in this Course will be as follows.
Engineering: Contexts and Challenges (National 5)
Electrical and Electronic Systems (National 5)
Mechanical Systems (National 5)
Course assessment
In this Course, the added value will focus on breadth, challenge and application.
The learner will draw on, extend and apply the skills and knowledge they have developed during
the Course. These will be assessed through a combination of a question paper and a project.
The Engineering Science project adds value by requiring challenge and application.
Learners will apply knowledge and skills from the units to solve appropriately challenging
engineering problems.
The question paper introduces breadth to the assessment. It requires depth of
understanding and application of knowledge from the units.
FURTHER INFORMATION
Further information can be obtained from Mr D McLaren, the Head of the Technology
Department, or http://sqa.org.uk/sqa/47458.html
24
S3-S4 ENGLISH
AIMS
This course leads to presentation at National 5 at the end of S4.
The objectives of the course are as follows:



To develop pupils’ ability to communicate effectively in writing for a variety of purposes.
To continue pupils’ experience of reading; developing understanding of, and sensitivity
to, a wide variety of written texts.
To develop pupils’ confidence and ability in oral communication and to foster effective
listening skills.
CONTENT
The course consists of four units:
Analysis and Evaluation - The purpose of this unit is to provide learners with the
opportunity to develop listening and reading skills in the contexts of literature, language and
media. Learners will develop the skills needed to understand, analyse and evaluate detailed
texts. Pupils will study at least one Scottish text.
Creation and Production - The purpose of this unit is to provide learners with the
opportunity to develop talking and writing skills in a range of contexts. Learners will develop
the skills needed to create and produce detailed texts in both written and oral forms.
Literacy – The purpose of this unit is to provide learners with the opportunity to develop their
basic literacy skills in reading, writing, talking and listening.
Added Value – The purpose of this unit is to provide learners with the opportunity to develop
their ability to undertake independent research and study.
ASSESSMENT
Continuous assessment throughout the year, in the form of a folio of work, combined with
common assessment at the end of S3, allows for effective setting as well as preparation for
the National 5 examination in S4.
All internal assessment is on a Pass/Fail basis. Internal assessment consists of:
Analysis and Evaluation in S4
Reading – pupils will read a non-fiction text and respond to questions about it.
Listening – pupils will listen to, or watch, an extract and respond to questions about it.
Creation and Production in S3
Writing – pupils will produce an extended piece of discursive writing on an independently
selected topic.
Talk – pupils will deliver a solo talk or participate in a group discussion.
Literacy
This is assessed within each of the Unit Assessments in Reading, Writing, Talking and Listening.
Added Value
Pupils will select two texts, of their choice, on a similar topic. Following an appropriate
period of planning and research, pupils will perform a solo talk about their chosen texts and
topics. This unit is undertaken in S3.
25
In addition to the internal assessment of each unit, there is a final examination consisting of:
Reading for understanding, analysis and evaluation – students will read a non-fiction text
and answer questions about it which will test their ability to understand, analyse and
evaluate. This section is worth 30 marks.
Critical reading – Part one of the paper is a series of questions on an extract from the
Scottish text studied in class. The final question in this paper requires the pupil to refer to
the text as a whole, or to the other texts in the group studied. Part two of this paper is a
critical essay, based on a text studied in class, written in response to a selection of
questions. This section is worth 40 marks.
Writing folio – two pieces of writing, one broadly discursive and one broadly creative, will be
produced following a process of research and re-drafting. The folio is submitted in February
and marked externally by the SQA. This section is worth 30 marks.
FURTHER INFORMATION
Further information can be obtained from Mrs Claire Cowie, Head of English or from the
SQA’s website: http://www.sqa.org.uk/sqa/47410.html
26
S3-S4 FRENCH
AIMS
This course leads to presentation at National 5 at the end of S4.




To continue to develop communicative ability and confidence orally in the foreign
language.
To continue to develop listening skills so that pupils can understand a range of aural
stimuli in the foreign language.
To continue to develop reading skills so that pupils can understand a range of written
stimuli in the foreign language and to foster reading for pleasure.
To develop writing skills so that pupils can convey facts and ideas in the foreign
language, ranging from basic information to extended opinions on a topic.
CONTENT
Candidates study the topics of Society, Learning, Employability and Culture in S3 and S4,
and pupils acquire the necessary vocabulary, structures and grammar to ensure effective
comprehension and communication. Teaching is largely conducted in the language, and
pupils are encouraged to use the foreign language as the means of communication in the
classroom. Textbooks are supplemented with other materials such as online resources and
video. Teaching and learning take place in whole class situations as well as in small
groups. Speaking skills are developed, and pupils are taught how to produce more
extended and considered responses. Once per fortnight, the class works with the Foreign
Language Assistant in small groups, pairs, or individually to develop oral competence and
confidence using real language in real situations.
The study of language structures and grammar is given increasingly greater importance to
ensure accurate communication in speech and writing. The approach to extended essay
writing is introduced early in the course and pupils are encouraged to develop and perfect
their writing skills in close connection with their speaking skills.
ASSESSMENT
Internal Assessment:
Candidates must pass internal assessments on four skills: Reading, Listening, Talking and
Writing to pass the two units of Understanding Language and Using Language which make
up the course.
External Assessment:
Reading, Listening and Writing will be assessed at the end of the course in an external
examination set by the SQA. Talking will be assessed by an internal examination and will be
externally moderated.
FURTHER INFORMATION
Further information can be obtained from Miss N Clark, Head of the Modern Languages
Department or whilst on maternity leave, Mr G Campbell, Acting Head of the Modern
Languages Department.
27
S3-S4 GEOGRAPHY
AIMS







Learners will receive a broad geographical education with a view to preparing them to
undertake SQA assessment in Geography at National 5 level
To develop learners’ understanding of the contemporary world
To develop learners’ sense of global citizenship as well as an understanding of their
environment
To develop learners’ conceptual understanding and foster their ability to think
independently
To encourage learners to debate issues and, on the basis of evidence, form views and
respect those of other cultures
To learn how to collect and use a wide variety of information and data sources such as
maps, aerial photographs, texts, GIS systems, graphs, data tables, field visits, interviews,
and surveys
To develop how to process and analyse spatial and other geographical data to form a
conclusion
CONTENT
Physical Environments
In this unit the focus is on finding out about and understanding selected landscape types
such as rivers and their valleys, and upland limestone. Learners will explore the varied
landscapes found in Scotland, around the UK as well as the Grand Canyon in the USA. This
will include field visits to see the Scottish landscapes for themselves and to find out more
about how they were formed as well as how the landscapes are being used by people today.
Pupils will also become weather forecasters predicting and explaining the British weather.
Human Environments
In this unit, the focus will be on contrasting world development using web-based data sources
such as Gapminder. Pupils will study where people live and how these places are changing
due to migration. We will look at how both cities and the surrounding countryside are changing
– from Aberdeen to far-flung locations such as Kolkata, New York and Tokyo. Learners will
have an opportunity to participate in decision-making activities such as improving shanty
towns in Rio de Janeiro. Field visits will be focused around the city of Aberdeen looking at how
current schemes such as the Marischal Square could regenerate the city.
Global Issues
The final unit is about topical and contemporary issues affecting our world such as natural
hazards, development and the impact of humans on fragile environments such as the tundra
and rainforest. Learners will have the opportunity to investigate such topics as the positive
and negative effects of volcanoes in Iceland, how people live in extreme cold Arctic
environments, and to find out why oil does not always make people rich in developing
countries. Learners will have opportunities to participate in lots of active learning through
experiments, debate and games.
ASSESSMENT
The course will be assessed by one question paper which will count for 75% of the total
mark and which will examine the three units outlined above using both short answer and
extended response questions.
Learners will also be required to produce an assignment which will be written up in an one
hour sitting under closely supervised conditions. This will be worth 25% of the total mark. It is
28
likely this will be based on fieldwork data collected by pupils under supervision by
Geography teachers.
Most marks in the exam paper will be awarded for demonstrating knowledge and
understanding of the three mandatory units, whilst the emphasis in the assignment will be on
the demonstration of skills.
FURTHER INFORMATION
Further information can be obtained from Dr J Gray, the Head of the Geography
Department. Documents on the course can be obtained from the SQA website at the
following link http://www.sqa.org.uk/sqa/45706.html.
29
S3-S4 GERMAN
This is an accelerated course for beginners and leads to presentation at National 5 at the
end of S4.
AIMS




To develop communicative ability and confidence orally in the foreign language.
To develop listening skills so that pupils can understand a range of aural stimuli in the
foreign language.
To develop reading skills so that pupils can understand a range of written stimuli in the
foreign language and to foster reading for pleasure.
To develop writing skills so that pupils can convey facts and ideas in the foreign
language, ranging from basic information to extended opinions on a topic.
CONTENT
Candidates study the topics of Society, Learning, Employability and Culture in S3 and S4,
and pupils acquire the necessary vocabulary, structures and grammar to ensure effective
comprehension and communication. Teaching is largely conducted in the language, and
pupils are encouraged to use the foreign language as the means of communication in the
classroom. Textbooks are supplemented with other materials such as online resources and
video. Teaching and learning take place in whole class situations as well as in small
groups. Speaking skills are developed, and pupils are taught how to produce more
extended and considered responses. Once per fortnight, the class works with the Foreign
Language Assistant in small groups, pairs, or individually to develop oral competence and
confidence using real language in real situations.
The study of language structures and grammar is given increasingly greater importance to
ensure accurate communication in speech and writing. The approach to extended essay
writing is introduced early in the course and pupils are encouraged to develop and perfect
their writing skills in close connection with their speaking skills.
ASSESSMENT
Internal Assessment:
Candidates must pass internal assessments on four skills: Reading, Listening, Talking and
Writing to pass the two units of Understanding Language and Using Language which make
up the course.
External Assessment:
Reading, Listening and Writing will be assessed at the end of the course in an external
examination set by the SQA. Talking will be assessed by an internal examination and will be
externally moderated.
FURTHER INFORMATION
Further information can be obtained from Miss N Clark, Head of the Modern Languages
Department or, whilst on maternity leave, Mr G Campbell, Acting Head of the Modern
Languages Department.
30
S3-S4 GRAPHIC COMMUNICATION
AIMS
This course leads to presentation at National 5 level at the end of S4.
The course provides opportunity for learners to gain skills in reading, interpreting and
creating graphic communications. Learners will initiate, develop and communicate ideas
graphically. They will develop spatial awareness and visual literacy.
The 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, where these are appropriate.
The course allows learners to engage with technologies. It allows learners to consider the
impact that graphic communication technologies have on our environment and society.
The aims of the course are to enable learners to:



develop skills in graphic communication techniques, including the use of equipment,
graphics materials and software
extend and apply knowledge and understanding of graphic communication standards
and protocols, where these apply
develop an understanding of the impact of graphic communication technologies on our
environment and society
CONTENT
A broad overview of the mandatory subject skills, knowledge and understanding that will be
covered in the course includes:












replicating basic, familiar and some new graphic forms in 2D, 3D and pictorials
initiating and producing simple preliminary, production and presentation graphics in
straightforward, familiar and some new contexts
initiating and producing simple informational graphics in straightforward, familiar and
some new contexts
visual literacy by interpreting simple but unfamiliar graphic communications
spatial awareness in straightforward but unfamiliar 2D, 3D and pictorial graphic situations
using standard graphic communication equipment, software and materials effectively for
simple tasks with some complex features
knowledge of graphic communication standards and conventions in straightforward but
unfamiliar contexts
applying design skills, including creativity, when developing solutions to simple graphics
tasks with some complex features
the ability to take initiative in evaluating work in progress and completed graphics, and
applying suggestions for improvement in presentation
knowledge and understanding of the impact of graphic communication technologies on
our environment and society
knowledge of a range of computer-aided graphics techniques and practice
knowledge of colour, illustration and presentation techniques in straightforward, familiar
and some unfamiliar contexts
31
ASSESSMENT
Unit assessment
All units are internally assessed against the requirements shown in SQA Unit Specifications.
They can be assessed on a unit-by-unit basis or by combined assessment.
They will be assessed pass/fail within centres. SQA will provide rigorous external quality
assurance, including external verification, to ensure assessment judgments are consistent
and meet national standards.
The assessment of the units in this Course will be as follows:
2D Graphic Communication (National 5)
In this unit, evidence will be required that the learner can produce a series of straightforward
2D graphics, to a given standard, in familiar and some new contexts. Knowledge and
understanding will also be assessed.
3D and Pictorial Graphic Communication (National 5)
In this unit, evidence will be required that the learner can produce a series of straightforward
3D and pictorial graphics, to a given standard, in familiar and some new contexts.
Knowledge and understanding will also be assessed.
Course assessment
The added value for the Course must address the key purposes and aims of the Course as
defined in the Course Rationale. It will do this by addressing one or more of breadth,
challenge and application. In this Course, added value will focus on breadth, challenge and
application. The learner will draw on, extend and apply the skills and knowledge they have
developed during the Course. These will be assessed through a combination of a question
paper and a project.
FURTHER INFORMATION
Further information can be obtained from Mr D McLaren, the Head of the Technology
Department, or at http://www.sqa.org.uk/sqa/47459.html.
32
S3-S4 HISTORY
AIMS






To develop learners’ conceptual understanding and foster their ability to think
independently
To enable learners to acquire breadth and depth in their knowledge and understanding of
historical themes
To develop learners’ skills of explaining historical developments and events, evaluating
historical sources and drawing conclusions
To develop learners’ imagination and empathy with people living in other periods
To encourage learners to debate issues and, on the basis of evidence, form views and
respect those of others
To foster in learners an interest in history which will enhance understanding of our
modern, multi-cultural society and provide a life-long interest
CONTENT
Historical Study: Scottish
In this unit, learners will develop techniques to use, interpret and evaluate a range of primary
and secondary sources in ways which take into account their usefulness and purpose.
Learners will study the reign of Mary Queen of Scots and the Reformation 1542-1587.
Historical Study: British
In this unit, learners will develop techniques to explain and present information, draw
conclusions, and generalise, where appropriate, about important historical themes and
events. Learners will study aspects of British History in the C19th.
Historical Study: European and World
In this unit, learners will develop techniques to compare differing historical viewpoints taking
into account their content and context. Learners will study Hitler and Nazi Germany 19191939.
ASSESSMENT
All candidates are required to pass Unit Assessments on each of the 3 areas of Historical
Study listed above in order to achieve a course award. These assessments are internally
assessed but externally verified by the SQA.
At the end of S4, learners will be assessed at National 5 level.
The National 5 course will be assessed by one question paper which will count for 75% of
the total mark and which will examine the three units outlined above using both short answer
and extended response questions.
Learners will also be required to produce an assignment which will be written up in an one
hour sitting under closely supervised conditions. This will be worth 25% of the total mark.
Most marks in the exam paper will be awarded for demonstrating knowledge and
understanding of the three mandatory units, whilst the emphasis in the assignment will be on
the demonstration of skills.
FURTHER INFORMATION
Further information can be obtained from Mr N Shearer, the Acting Head of the History and
Modern Studies Department or at http://www.sqa.org.uk/sqa/45628.html.
33
S3-S4 LATIN
AIMS
In this course, pupils will extend their knowledge of the Roman people:



Their way of life
Their world
Their language and literature
All of these have had an important influence on our world.
CONTENT
In S3, pupils develop their skills in translation from Latin into English, and their research
skills.
In S4, the syllabus includes units in Literary Appreciation and Translating. In addition, for
National 4 only, there is an Added Value Unit, which is an Assignment providing the
opportunity to plan and research a chosen topic.
Literary Appreciation (National 4 and National 5)
Pupils read some Latin texts in class to discover what the author is saying, how he conveys
his meaning and what attitudes and opinions he has. In the final examination, candidates
are asked interpretation questions only on these texts.
Translating (National 4 and National 5)
Pupils translate a passage from Latin into English. A word-list for the passage is provided.
ASSESSMENT
National 4
The units of Literary Appreciation and Translating, and the Assignment, are internally
assessed.
National 5
Both units are assessed externally. The units are of equal weighting in the final assessment.
Up-to-date information may obtained here: http://www.sqa.org.uk/sqa/45663.html.
FURTHER INFORMATION
For the purposes of general university requirements, Latin is accepted as a Language other
than English.
Further information can be obtained from Mr A Bicket, the Head of the Classics Department.
34
S3-S4 MATHEMATICS
AIMS
Mathematics is important to us, allowing us to make sense of the world and helping us to
manage our lives. Using mathematics, including its numerical skills, 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.
CONTENT
This course will build on prior learning to develop skills in algebra, geometry, trigonometry
and statistics as well as providing opportunities to further develop numeracy skills. Learners
will also develop skills of investigation, problem solving and analysis as well as exploring
applications of mathematical skills.
In S3 pupils will complete the work needed for National 4 Mathematics and will start working
on topics for National 5.
In S4 pupils will follow either National 5 Mathematics or National 5 Lifeskills Mathematics for
progression to Higher Mathematics in S5.
ASSESSMENT
Evidence will be collected throughout S3 and S4 that pupils are working at the appropriate
standard in each Unit. The final assessments are set by SQA.
The National 5 Mathematics assessment will consist of two Components: a question paper
titled Paper 1 (Non-Calculator), and a question paper titled Paper 2.
The National 5 Lifeskills Mathematics assessment will consist of two Components:
Component 1 — question paper: Paper 1 (non-calculator)
Component 2 — question paper: Paper 2 (case studies)
FURTHER INFORMATION
Further information can be obtained from Mrs V Fletcher, the Head of the Mathematics
Department or from http://www.sqa.org.uk/sqa//47419.html.
35
S3-S4 MODERN STUDIES
AIMS
The aims of this course are to enable learners to:







Engage as active and informed members of society and local and global citizens
Have an appreciation of the changing nature of modern society
Understand and respect human and legal rights and responsibilities as well as
democratic modes of government
Understand the democratic process and the ways in which people are informed about
and participate in society
Have an awareness of social and economic issues at local, Scottish, national and
international levels and ways of addressing needs and inequalities
Be aware of different views about the extent of state involvement in society
Be aware of the nature and processes of conflict resolution at all levels
CONTENT
In addition to the mandatory units outlined below, learners will have the opportunity to study
a variety of political, social and international issues in order to develop skills in Modern
Studies.
Democracy in Scotland and the UK
In this unit the focus will be on the use of straightforward sources of information in order to
detect and explain bias and exaggeration. Learners will study a broad overview of the UK
political system before examining the British context in more detail.
Social Issues in the UK
In this unit, the focus will be on the use of straightforward information in order to make and
justify decisions. Learners will focus on issues of crime and the law, focusing on causes,
consequences of, and responses to, crime.
International Issues
In this unit, the focus will be on the use of straightforward sources of information in order to
draw and justify conclusions. Learners will study the causes, consequences, and attempts
at resolution, of a major recent international issue.
ASSESSMENT
All candidates are required to pass Unit Assessments on each of the 3 areas of Historical
Study listed above in order to achieve a course award. These assessments are internally
assessed but externally verified by the SQA.
At the end of S4 learners will be assessed at National 5 level. The course will be assessed
by one question paper which will count for 75% of the total mark and which will examine the
three units outlined above using both short answer and extended response questions.
Learners will also be required to produce an assignment which will be written up in an one
hour sitting under closely supervised conditions. This will be worth 25% of the total mark.
Most marks in the exam paper will be awarded for demonstrating knowledge and
understanding of the three mandatory units, whilst the emphasis in the assignment will be on
the demonstration of skills.
FURTHER INFORMATION
Further information can be obtained from Mr N Shearer, Acting Head of the History and
Modern Studies.
36
S3-S4 MUSIC
This course leads to presentation at National 5 level in Music.
AIMS
The aims of the course are as follows:



To build on the work of S1 and S2 through the elements of Performing, Composing and
Listening and with the addition of some Music Technology skills.
To introduce a wide range of musical concepts, including those prescribed by the SQA,
in an integrated course leading to the National 5 exams at the end of S4
To further develop and encourage the holistic musician, fostering pupils’ interest in music
generally and providing them with a life-long source of enjoyment.
CONTENT
All candidates must take three mandatory units: Performing Skills, Composing Skills and
Understanding Music.
As well as successfully completing the three mandatory units, candidates must also
complete the Course Assessment. Each of the component units is designed to provide
progression to the corresponding Units at Higher.
ASSESSMENT
External
The Course Assessment will be conducted externally through a performance on two
instruments (or one instrument and voice) and a question paper. The performance 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 depth and breadth of knowledge and understanding of music, musical
concepts and literacy will be drawn from the units in the course.
Internal
The three mandatory units will be assessed internally on a pass/fail basis. The SQA
providing external quality assurance, including verification, to ensure consistency with
national standards.
FURTHER INFORMATION
It is of tremendous benefit to the aural skills of anyone engaged in the study of Music to be
able to use their singing voice with confidence. It is, therefore, a further aim of the Music
Department that all SQA candidates should learn to do this. To that end, membership of
the Senior Choir is regarded as essential.
NB
All candidates will be expected to be in receipt of lessons, from a suitably qualified
and experienced instructor, on their chosen instrument(s) and/or voice. These
lessons, if not already taking place, should be organised to begin before the end of
S2. Unfortunately it cannot be guaranteed that a place will be available within the
College’s instrumental instruction scheme and candidates are advised to have their
lesson arrangements in place well ahead of time.
Further information can be obtained from Mr K Haggart, the Head of the Music Department
or Mr C Pearson, Principal Teacher (Learning).
37
S3-S4 PHYSICAL EDUCATION
AIMS




To create a positive experience and to develop pupils’ physical well-being, improve their
self-esteem, enhance interpersonal skills and prepare them for life beyond school.
To allow all pupils the opportunity to engage in meaningful Physical Activity for 2 hours
per week
Offer the pupils the opportunities to develop their intrapersonal skills of confidence, selfesteem and resilience as well as interpersonal skills of leadership and working with
others.
To create an enjoyable and supportive environment to allow pupils opportunities in:
communicating, negotiating, taking the lead, sharing ideas and problem solving. This will
allow the pupils to develop the acquired key transferable skills for learning, life and work.
S3
2 periods of PE &
Games afternoon per week
PE
Girls
Boys
Girls
Boys
Health and Wellbeing
Netball
Dance
Gymnastics
Indoor Athletics
Health and Wellbeing
Basketball
Gymnastics
Table Tennis
Indoor Athletics
Cricket
Netball
Dance
Fitness
Badminton
Basketball
Weights
Volleyball
Table Tennis
Rugby
Hockey
Multi activity
X Country
Cricket
Athletics
Hockey
Multi-activity
X Country
Tennis
Athletics
Softball
Rugby
Hockey
Multi activity
X Country
Cricket
Athletics
Softball
Life Saving
Water Polo
Water Polo
Aqua Aerobics
Distance Swimming
Life Saving
Water Polo
Games
Hockey
Multi activity
Tennis
Athletics
Softball
X Country
Swimming
S4
1 period of PE &
Games afternoon per week
Life Saving
Water Polo
ASSESSMENT
Assessment will take place by the teacher gathering evidence on a continuous basis, and as
appropriate, through the Learning Experiences and Outcomes of Curriculum for Excellence.
FURTHER INFORMATION
Further information about all curricular activities can be obtained from the Head of PE, Miss
S Stewart.
38
S3-S4 PERSONAL AND SOCIAL EDUCATION
Throughout Third Year and Fourth Year, all pupils receive one period of PSE per week with
their Guidance Teacher.
AIMS
The aims of personal and social development are to help pupils to:





Have an appropriately positive regard for self and for others and their needs.
Develop life skills to enable them to participate effectively and safely in society.
Identify, review and evaluate their values and those of society.
Recognise that values affect thoughts and actions.
Take increasing responsibility for their own lives.
CONTENT
The material will focus on developmental threads and topics introduced in S1/2. These
include Health, Relationships, Study Skills, Careers, Interpersonal Skills, Safety and
Citizenship. Also covered are more topical and sensitive issues such as alcohol and drug
abuse as well as units on sex education. These are presented by the Guidance staff with
additional support from the School Nurse, the Police Liaison Officer and a variety of outside
speakers.
ASSESSMENT
Whilst there is no formal assessment, pupils will be engaged in self-evaluating their
progress, through appropriate review and reflection.
FURTHER INFORMATION
Further information can be obtained from any member of the Guidance Team.
39
S3-S4 PHYSICS
AIMS
The National 5 Physics course aims to:
 Reinforce and extend pupils’ knowledge and understanding of physics concepts.
 Develop pupils’ ability to solve practical and written problems.
 Sustain and develop pupils’ curiosity in their physical environment.
 Provide a suitable basis for further study of the subject.
CONTENT
The course consists of three units:
Dynamics and Space
Electricity and Energy
Waves and Radiation
These are delivered through the study of the topics: Telecommunications; Medical
Physics; Electricity; Our Sustainable Earth; Sport Physics and Astrophysics.
Throughout the course there is an emphasis on developing practical skills and
investigating real life applications of Physics.
ASSESSMENT
Two outcomes are assessed in each unit:
O1 – The skills of scientific inquiry and carrying out experiment/practical investigations.
O2 – Knowledge and understanding of key areas of Physics and the application of
scientific skills.
The course is assessed using a course examination and an assignment.
Assessment is conducted at appropriate stages during the units and course.
FURTHER INFORMATION
Study Guides will be used to help direct the work of pupils, and it is expected that pupils
will use textbooks, software and other resources to reinforce their class work on an ongoing basis.
Information about the units, course and assessment is available at
http://www.sqa.org.uk/sqa/47430.html.
Further information is available from Mr S Farmer, the Head of the Physics Department.
40
S3-S4 RMPS
(RELIGIOUS, MORAL & PHILOSOPHICAL STUDIES)
AIMS
In RMPS we aim to encourage the following:




Respect and tolerance for the beliefs, values and customs of others.
Memorable learning about religious beliefs and practices, philosophical views and moral
values.
Personal reflection on religious, moral and philosophical issues.
Skills of critical thought and sensitive, intelligent evaluation.
NATIONAL 5 RMPS AS A COURSE CHOICE IN S3/S4
This 2 year course comprises the following units:
World Religion: Islam (an in-depth study of some central beliefs)
Morality and Belief: Religion and Conflict
Religious and Philosophical Questions: Existence of God



ASSESSMENT
Assessment will be in the form of internal Unit Assessments, including an Assignment, and a
final exam.
Progression
S5
Higher RMPS
S6
Higher Philosophy
Advanced Higher RMPS
FURTHER INFORMATION
Further information is available from Mr K Primrose, Head of the Religious, Moral and
Philosophical Studies Department.
41
S3-S4 RMPS – CORE
(RELIGIOUS, MORAL & PHILOSOPHICAL STUDIES)
S3 CORE RMPS COURSE CONTENT
SQA Unit 1:
This first unit of work looks at the concept of happiness through the lens of a number of
notable philosophers; Socrates, Aristotle, Seneca, Montaigne, Buddha as well as more
recent ideas on happiness.
SQA National 4 Unit:
The second unit of work will look at the problem of suffering in the world. The course looks
at how suffering can present a challenge to faith, and how theologians and philosophers
have attempted to deal with that challenge.
S4 CORE RMPS COURSE CONTENT
SQA National 5 Unit:
The course in fourth year focuses on the ethics of punishment. In particular it will look at the
aims of punishment, religious responses and an in-depth look at the ethics of capital
punishment.
ASSESSMENT (S3 & S4)
Although done in Core RMPS lessons, all pupils who successfully complete the SQA Unit
assessments will receive SQA certification for the unit.
FURTHER INFORMATION
Further information is available from Mr K Primrose, the Head of Religious, Moral and
Philosophical Studies.
42
S3-S4 SPANISH
This is an accelerated course for beginners and leads to presentation at National 5 at the
end of S4.
AIMS




To develop communicative ability and confidence orally in the foreign language.
To develop listening skills so that pupils can understand a range of aural stimuli in the
foreign language.
To develop reading skills so that pupils can understand a range of written stimuli in the
foreign language and to foster reading for pleasure.
To develop writing skills so that pupils can convey facts and ideas in the foreign
language, ranging from basic information to extended opinions on a topic.
CONTENT
Candidates study the topics of Society, Learning, Employability and Culture in S3 and S4,
and pupils acquire the necessary vocabulary, structures and grammar to ensure effective
comprehension and communication. Teaching is largely conducted in the language, and
pupils are encouraged to use the foreign language as the means of communication in the
classroom. Textbooks are supplemented with other materials such as online resources and
video. Teaching and learning take place in whole class situations as well as in small
groups. Speaking skills are developed, and pupils are taught how to produce more
extended and considered responses. Once per fortnight, the class works with the Foreign
Language Assistant in small groups, pairs, or individually to develop oral competence and
confidence using real language in real situations.
The study of language structures and grammar is given increasingly greater importance to
ensure accurate communication in speech and writing. The approach to extended essay
writing is introduced early in the course and pupils are encouraged to develop and perfect
their writing skills in close connection with their speaking skills.
ASSESSMENT
Internal Assessment:
Candidates must pass internal assessments on four skills: Reading, Listening, Talking and
Writing to pass the two units of Understanding Language and Using Language which make
up the course.
External Assessment:
Reading, Listening and Writing will be assessed at the end of the course in an external
examination set by the SQA. Talking will be assessed by an internal examination and will be
externally moderated.
FURTHER INFORMATION
Further information can be obtained from Miss N Clark, Head of the Modern Languages
Department or, whilst on maternity leave, Mr G Campbell, Acting Head of the Modern
Languages Department.
43
ATTITUDE TO STUDY
Success in a chosen course will depend very largely on the attitude and methods
adopted by a pupil towards work both in school and at home. The courses outlined here
are the first step towards acquiring qualifications from external examinations, which will
lead either to Higher Education in some form and thence to a career or, in some cases,
directly to a career. For the foreseeable future, competition for places in institutions of
Higher Education will put a premium on the attainment by all pupils of the highest
qualifications of which they are capable. It will simply not be enough to do the minimum
required by each subject.
Homework is set regularly in all subjects, partly to supplement the work of the classroom
and partly to establish good habits of personal study, initiative and responsibility. The
form of homework can vary greatly, from the formal written exercise or the detailed
preparation of some topic to wider reading and research or the production of notes.
To an increasing degree, longer notice of homework assignments is given and it is the
pupil's responsibility to plan the distribution of the various elements of work to ensure an
even spread throughout the week. Systematic revision of work already covered should
be a regular feature of study at home.
CONCLUSION
The main aim of this booklet has been to provide factual information that will assist
pupils and parents in the selection of subjects for next year. It should also have been
evident that we hope that every opportunity will be seized to take advantage of the
advice that is available through the school at this time.
A positive and enquiring approach will be a great advantage, and it is also important for
each individual to be honest about his or her abilities and preferences. Such an attitude
should ensure not only that maximum benefit is gained from the rest of S2, but also that
the best possible preparation is made for this next stage of school life.
44
University Admissions Advice relating to 2016 entry
Please note that the information given below relates to 2016 entry only. Although it is unlikely that
entrance qualifications will change drastically from one year to the next, there is no guarantee of
this and, in the event that a course is heavily oversubscribed in any given year, candidates with the
highest qualifications are most likely to be successful in gaining a place.
English Universities
English universities frequently make conditional offers based on predicted grades at Advanced
Higher, although unconditional offers may be made to very well qualified applicants with strong
predicted grades. Details of all UK courses and entrance requirements may be found at
http://search.ucas.com/
Scottish Universities
For the most up-to-date information, applicants
http://search.ucas.com/ Do read the small print!
and
parents
will
wish
to
consult
Advice on Higher Grades/Tariffs
It may be helpful to see stated requirements as the minimum qualifications likely to result in an offer
being made, or even to result in the application being considered. Some universities tend towards a
system for some courses in which candidates who achieve the stated qualifications will be offered a
place e.g. in the Arts Faculty at Glasgow. In many other cases, it may be more realistic for
candidates and parents to consider the phrase previously used by UCAS “probable going rates”
rather than “tariff”. This indicates that, based on statistics of applicants from the past few years, the
projection for the future is that Higher Grades XXXX will mean an applicant should receive an offer
but there is no guarantee of this.
Advanced Highers and Sixth Year Highers
It is still largely the case that applicants offering Scottish qualifications are admitted to Scottish
universities on the strength of Higher Grade qualifications. Although Advanced Higher Grades
clearly strengthen an application, they are not sufficient in themselves to guarantee a place and
their value varies from subject to subject. For example, they are almost formal requirements in
Medicine (see under “Other requirements” below) but perhaps not so relevant for many other
subjects.
It is frequently assumed the required Highers are gained “at one sitting”. If the requirement is
AAAB, achieving ABBB in S5 and AA in S6 to come up to the total of 3 “A” passes required will not
be sufficient. This does not mean that such a candidate will not be offered a place. The application
will be considered and it is likely that a candidate achieving less than the tariff in S5 will receive a
conditional offer, setting the new tariff higher than the original AAAB as the offer will be made on
the strength of the candidate topping up qualifications in S6. In such cases, contact directly
between families and the Admissions Department of the relevant university is advised in order to
ascertain the exact position.
For one course at a given university, it may be preferable for a candidate with borderline S5
qualifications to concentrate on upgrading Higher results in S6 and perhaps add one or two new
Higher grades to provide a spread of qualifications and experience. For another course or
university, advice may be to concentrate on study at Advanced Higher level to improve on depth of
knowledge with the expectation that an AH pass will compensate for the weaker Higher Grade
pass in S5. It is important to establish the university’s policy on the best course to follow in S6 and
again this is best done by contacting Admissions directly. It may be that in some cases, where two
universities are being considered, advice from them on the H / AH question will differ and the
candidate will have to think very carefully about his/her first preference and the likelihood of a
successful application to this institution as opposed to the second choice!
45
Other Requirements
There may be a requirement for specific subjects at Higher Grade (and indeed National
5/Intermediate 2). This will be shown in http://search.ucas.com/ In some cases e.g. for Law at
some universities including Aberdeen, no particular subjects are specified and any Higher Grades
will be considered. Elsewhere for Law (e.g. Edinburgh) a good pass in English is required. In other
cases, it is fairly evident that specific subjects will be required e.g. for Medicine, frequently
“Chemistry and two from Biology, Maths and Physics.”
Please note also that, although not specified as necessary subjects in terms of “Higher Grades, in
some cases, additional information will be given. One example of this is in Medicine, where you
may see a statement such as: “Although not a formal requirement, Advanced Higher Chemistry
and Biology are recommended.” It follows that the great majority of successful applicants will offer
these.
For Engineering, “Mathematics and Engineering Science, Physics or Technological Studies” are
common requirements e.g. many courses at RGU and Strathclyde.
Slightly more unusual requirements are stated from time to time. For Architecture, for example,
Art/Art & Design may not be required, but if not offered, it may be stated “a portfolio is required” or
“Pre-admission interview at which evidence of artistic ability must be presented”.
Further information and useful websites
You will find a wealth of information on, for example, the UCAS website http://www.ucas.com and
in particular under sections such as http://www.ucas.com/how-it-all-works/undergraduate,
http://www.ucas.com/how-it-all-works/parents-and-guardians
Various books are also of interest and many can be found in the College Library or Careers
Library. These include:
Applying to University - The Essential Guide
University Degree Course Offers
Choosing your Degree Course & University
Everything you need to know about going to University
You want to study where?
Which Uni?
Anne Coates
Brian Heap
Brian Heap
Sally Longson
Dring, Lynn & O'Brien
Karla Fitzhugh
General
http://www.ucas.com/apply
http://www.ucas.com/how-it-all-works
www.opendays.com
http://www.russellgroup.ac.uk/russell-group-latest-news/137-2011/4746-new-guidance-on-post16study-choices/
Comparison Sites
www.timesonline.co.uk
www.educationguardian.co.uk
www.unistats.com
www.push.co.uk/pushguide
Additional Tests
www.lnat.ac.uk
www.ukcat.ac.uk
www.admissionstests.cambridgeassessment.org.uk/adt/bmat
www.oxbridgeapplications.com
46
JCR alternative prospectuses
www.cusu.cam.ac.uk/prospective/prospectus
www.ousu.org/prospective-students
Personal Statement
Personal Statements
Paul Telfer
Iris books
40 Successful Personal Statements
Nobes & Nobes
Cambridge
Occupational
http://www.ucas.com/how-it-all-works/undergraduate/filling-your-application/your-personalstatement
http://www.thestudentroom.co.uk/wiki/Personal_Statement_Library
Organisations
Scottish Council of Independent Schools http://www.scis.org.uk/
Inspiring Futures (The Independent Schools Careers Organization
http://www.inspiringfutures.org.uk/ and http://www.isco.org.uk/ and
The Headmasters' and Headmistresses' Conference (HMC) http://www.hmc.org.uk/
National Union of Students Scotland http://www.nus.org.uk/scotland
47