for pupils entering s5 in august 2015 a guide for … · for pupils entering s5 in august 2015 a...

FOR PUPILS ENTERING S5

IN AUGUST 2015

A Guide for Pupils and Parents

INDEX Page No

Curriculum for pupils starting S5 in August 2015 ............................................................ .2

Courses in alphabetical order (all Higher unless otherwise indicated)

Accounting: ....................................................................................................................... .3

Art and Design: ................................................................................................................ .4

Biology: ............................................................................................................................ .5

Business Management: .................................................................................................... .6

Chemistry: ........................................................................................................................ .7

Computing Science: ......................................................................................................... 8

Design and Manufacture: ................................................................................................. 9

Drama: .............................................................................................................................. 10

Economics: ………………………………………………………………… ................... 11

English: ............................................................................................................................ 12

Geography: ....................................................................................................................... 13

Graphic Communication: ................................................................................................. 14

History: ............................................................................................................................. 15

Hospitality (Practical Cookery): National 5 or Health and Food Technology: Higher .... 16-17

Human Biology: ............................................................................................................... .18

Latin: ................................................................................................................................ 19

Mathematics: National 5 .................................................................................................. .20

Mathematics: .................................................................................................................... 21

Modern Languages (French, German, Italian, Mandarin, Spanish): ............................... 22

Modern Studies: ............................................................................................................... 23

Music: ............................................................................................................................... 24

Philosophy: ....................................................................................................................... 25

Physical Education: .......................................................................................................... 26

Physics: ............................................................................................................................ 27

Practical Woodworking: National 5 .................................................................................. 28

Religious, Moral and Philosophical Studies: ................................................................... 29

Citizenship ....................................................................................................................... 30

Support for Learning ........................................................................................................ 31

Careers ............................................................................................................................. 32-33

The Senior School Library ............................................................................................... 34

The Sixth Year ................................................................................................................. 35

S5 Booklet for August 2015 2

CURRICULUM FOR PUPILS STARTING S5 – AUGUST 2015

The majority of pupils will study a subject from each of the five columns. The remaining periods

will be allocated to Citizenship, Private Study, Physical Education and Games.

Column

1

2

3

4

5

Subject

ENGLISH

PHYSICS

ART & DESIGN*

GEOGRAPHY*

HISTORY*

HOSPITALITY:

PRACTICAL

COOKERY (N5)*

OR HEALTH AND FOOD

TECHNOLOGY

(HIGHER)*

MATHEMATICS

ACCOUNTING*

BIOLOGY*

DESIGN AND

MANUFACTURE*

FRENCH

GERMAN

HISTORY*

HUMAN BIOLOGY*

PHILOSOPHY*

PHYSICS

PRACTICAL

WOODWORKING

(N5)*

SPANISH

BIOLOGY*

BUSINESS

MANAGEMENT*

CHEMISTRY*

COMPUTING

SCIENCE*

ECONOMICS*

FRENCH

HUMAN BIOLOGY*

LATIN

MANDARIN

MUSIC*

PHYSICAL

EDUCATION *

ART & DESIGN*

BUSINESS

MANAGEMENT*

CHEMISTRY*

COMPUTING

SCIENCE*

DRAMA

GEOGRAPHY*

GRAPHIC

COMMUNICATION*

ITALIAN

MODERN STUDIES*

PHYSICS

RELIGIOUS, MORAL

& PHILOSOPHICAL

STUDIES*

No of

Periods

7

7

7

7

7

Subjects marked * can in certain limited circumstances be chosen as a fresh-start subject. Some

notes are appended to subject entries in this booklet to help with your decision, and the possibility

of a fresh-start subject can be discussed at your forthcoming Futurewise interview.

In column 2 either National 5 Hospitality: Practical Cookery or Higher Health and Food

Technology will be offered. This decision will be taken later in the session and pupils will be

informed of the subject to be offered in advance of subject choices being made in March.

Please note that classes will run subject to sufficient numbers.


ACCOUNTING: HIGHER

Head of Department: Mrs J Arnott

General

The purpose of this course is to give an opportunity to pupils who wish to develop their accounting

skills further. This course will enable pupils to analyse financial statements and prepare cost data

for planning and control purposes. Emphasis is placed on the development of decision making and

problem solving skills. Spreadsheet software is used throughout the course. This course would be

appropriate as a starting point for those considering a career in finance.

Course Details

Unit 1: Preparing Financial Accounting Information

The role of the Financial Accountant

Partnership accounting

Accounting for a PLC

Manufacturing accounts

Unit 2: Preparing Management Accounting Information

Role of the Management Accountant

Costing

Budgeting

Overhead Analysis

Unit 3: Analysing Accounting Information

Business analysis – calculation and interpretation of ratios

Decision making eg make or buy; accept or reject a special order

Assessment

Internal Each of the three internal unit assessments must be passed in order to gain the

overall course award.

External The course assessment will consist of two components:

Question paper (80 marks)

Assignment (40 marks)

Progression

A Higher qualification in Accounting can lead on to these nationally available courses:

Advanced Higher Accounting

HNC/HND/Degree in areas such as accountancy

A Higher qualification will also be of benefit to anyone contemplating a career in a business related

area such as insurance, commerce or industry.


ART AND DESIGN: HIGHER

Head of Department: Mrs A Thomson

General

The purpose of the course is to provide a broad practical experience of art and design and related

critical activity. The course provides opportunities for pupils to be inspired and creatively

challenged as they explore how to visually represent and communicate their personal thoughts,

ideas and feelings through their work. Pupils will analyse the factors influencing artists’ and

designers’ work and practice. They will use this understanding when developing and producing

their own creative and personal expressive art and design work.

Course Details

The course consists of two mandatory units and the course assessment.

Expressive Activity

This unit helps pupils to develop their personal thoughts and ideas in visual form. In the unit, pupils

will develop critical understanding of artists’ working practices, and the social and cultural

influences affecting their work. They will select stimuli and produce investigative drawings and

studies. They will develop and refine their expressive ideas and artwork, experimenting with and

using a range of materials, techniques and/or technology in 2D and/or 3D formats in response to the

stimuli.

Design Activity

In this unit pupils will plan, research and develop creative design work in response to a design brief.

They will develop their creativity, problem solving and critical thinking skills as they consider

complex design opportunities, and work to resolve design issues and constraints. In the unit, pupils

will develop critical understanding of designers’ working practices and the social and cultural

influences affecting their work. They will develop and refine their design ideas by experimenting

with and using a range of materials techniques and/or technology in 2D and/or 3D formats.

Assessment

The pupil will draw on, extend and apply the skills they have learned during the course. This will be

assessed through a portfolio and a question paper. In the portfolio, pupils will produce one piece of

expressive art work and one design solution. The portfolio will be sufficiently open and flexible to

allow for personalisation and choice, and will focus on both the process and products of learning.

The question paper adds value by requiring integration and application of skills, knowledge and

understanding of art and design practice from across the units.

Progression

A Higher qualification in Art and Design can lead on to these nationally available courses: ‘A’

Level Art & Design; AH Art & Design; appropriate HNC or HND courses in Further Education;

Foundation Course leading to a degree course or employment. Degree courses (BA Hons) at a

College of Art & Design; Fine Art (Joint Hons) History of Art; Architecture; Film & Media course.


BIOLOGY: HIGHER

Head of Department: Ms A McKenzie

General

To contribute to the pupil’s general and vocational education through the acquisition of relevant

biological knowledge and skills, and to provide a general basis for further study or employment in

areas related to Biology. Pupils who have achieved a pass at National 5 Biology may progress to

Higher. Pupils would be considered for a fresh-start Higher in Biology if they have attained an A/B

in National 5 Chemistry or National 5 Physics. These pupils should be prepared to do preparatory

reading over the summer.

Course Details

The course has three 40 hour units and, as with all courses, includes a further 40 hours for

induction, extending the range of learning and teaching approaches, remediation, consolidation,

integration of learning and preparation for external assessment.

DNA and the Genome

The structure and replication of DNA. How genes are expressed. The molecular basis of evolution.

The genome and genomics, including personal genomics.

Metabolism and Survival

Metabolism and the control of metabolic pathways. How humans manipulate the metabolism of

microorganisms including ethical considerations. ATP generation by respiration.

Sustainability and Interdependence

Food production with an emphasis upon photosynthesis. Biodiversity and interdependence.

Manipulation of genetic diversity to maintain food security. Symbiosis and social behaviour.

Human impact and mass extinction.

Assessment

Internal

Each unit will be tested through an end of unit question paper, covering knowledge and problem

solving.

Course

The external exam counts for 83% of the final grade. A research project counts for 17% of the final

grade. Pupils investigate a Biological topic then have to demonstrate:

The process they have undertaken

Biology knowledge and understanding related to the topic investigated/researched

The application of the topic

A balanced evaluation of the impact on society/the environment

A reasoned conclusion

Progression

To Advanced Higher Biology

To another science at Higher

To a degree or HND course in Biology or a Biology-related subject

To work in science related industries

To any field where a Higher based upon knowledge and logical analysis would be valuable


BUSINESS MANAGEMENT: HIGHER


General

Higher Business Management enables pupils to assess the activities of businesses, particularly with

respect to the main functional areas which characterise the operation of all businesses. The course

promotes the development of problem solving and decision making skills within a business

framework. It would be suitable for pupils who wish to extend and develop previous study. It would

also be appropriate as a starting point for those who wish to pursue a business related career.

Course Details

Unit 1: Understanding Business

Role of business in contemporary society

Types of business organisations and their objectives

Internal and external factors affecting business

Internal organisation of business enterprises

Unit 2: Management of Marketing and Operations

Customer service, market research and the marketing mix

Stock management, methods of production, quality management, ethical and environmental

impacts of business

Unit 3: Management of People and Finance

Recruitment, selection, training, motivation and leadership

Sources of finance, budgeting, final accounts and ratios

Assessment

Internal Each of the three internal unit assessments must be passed in order to gain the

overall course award.




Progression

A Higher qualification in Business Management can lead on to these nationally available courses:

Advanced Higher Business Management

HNC/HND/Degree in areas such as business and management

A Higher qualification will also be of benefit to anyone contemplating a career in management;

computing and ICT; human resource management and marketing.


CHEMISTRY: HIGHER

Head of Department: Mr F I McGonigal

General

Chemistry, the study of matter and its interactions, contributes essential knowledge and

understanding across all aspects of our lives. Chemistry explains the links between the particulate

nature of matter and the macroscopic properties of the world. Chemistry research and development

is essential for the introduction of new products. The chemical industry is a major contributor to the

economy of the country. The purpose of the course is to develop pupils’ curiosity, interest and

enthusiasm for chemistry in a range of contexts. The skills of scientific inquiry and investigation are

developed throughout the course. The relevance of chemistry is highlighted by applying chemistry

in everyday contexts. This will enable pupils to become scientifically literate citizens, able to

review the science-based claims they will meet.

Course Details

The course has four mandatory units:

Chemical Changes and Structure

This unit covers the key areas of controlling the rate, periodicity, structure and bonding.

Nature’s Chemistry

The unit covers the key areas of esters, fats and oils, proteins, the chemistry of cooking, oxidation

of food, soaps detergents and emulsions, fragrances and skincare products.

Chemistry in Society

The unit covers the key areas of ‘getting the most from reactants’, equilibria, chemical energy,

oxidising and reducing agents, and chemical analysis.

Researching Chemistry

The unit offers opportunities for collaborative and independent learning. Pupils will develop skills

associated with collecting and synthesising information from a number of different sources.

Equipped with knowledge of standard laboratory apparatus, they will plan and undertake a practical

investigation related to a chosen chemistry topic.

Assessment

Unit Assessment

Outcome 1 involves applying knowledge and skills to plan and carry out an experiment.

Outcome 2 will be assessed by a short written test at the end of each unit assessing knowledge and

understanding (Outcome 2.1) and problem solving (Outcome 2.2). One reassessment is allowed if

necessary.

Course Assessment

The course assessment has two components:

Question Paper (100 marks). This is the traditional SQA exam.

Assignment (20 marks). Research undertaken for the Researching Chemistry unit will provide

the background for the production under ‘exam conditions’ of a report (800-1500 words). This

is sent to SQA for external marking.

Progression

To Advanced Higher Chemistry

To another science subject at Higher

To higher education

To employment in the science sector including work-based training


COMPUTING SCIENCE: HIGHER

Head of Department: Mr J Scott

General

Higher Computing Science is a new and exciting course that builds upon National 5 subject

knowledge and computational thinking skills through the study of two broad areas:

Software Design and Development and Information System Design and Development.

Pupils will be introduced to an advanced range of computational processes and thinking, learning to

apply a rigorous approach to the design and development process in contemporary contexts. Pupils

will develop an understanding of the central role of computing professionals as creative problem

solvers who are able to design, implement and operate hardware and software systems. Pupils will

also study the far-reaching impact of information technology on our environment and society.

Pupils will be registered with the SCHOLAR programme provided by Heriot-Watt University. This

will provide access to comprehensive on-line learning materials as well as a set of course notes.

Course Details

The course consists of two units:

Software Design and Development

This unit covers advanced concepts in software design and development through practical problem

solving in programming and computational thinking. Pupils will also develop an understanding of

computer architecture and the concepts that underpin how computers and programs work.

Information System Design and Development

This unit covers advanced concepts and practical problem-solving skills in information system

design and development. Pupils will apply their computational thinking skills to implement

practical solutions using a range of development tools. Through this, they will develop an

understanding of technological and other issues related to information systems.

Assessment

Unit assessments cover both practical and theory work. The final course award is made up of:

an extended practical assignment done in class (40%)

the final written examination (60%)

Progression

Advanced Higher Computing Science

Computing Science and related degrees

A career in the Computing/IT industry

Because of its relevance and focus on developing transferable skills, Higher Computing Science

will also be valuable to pupils across a range of other disciplines.


DESIGN AND MANUFACTURE: HIGHER

Head of Department: Mrs E Watson-Massey

General

Design and Manufacture seeks to develop the interdisciplinary application of skills and knowledge.

Design thinking and the related skills are crucial to success in all professions. Pupils selecting this

course will gain a deeper insight into the process of evaluating, researching, designing for real life

contexts and manufacturing. The course explores commercial design processes and appraises the

role design plays in everyday life. Graphic and visualisation skills are an intrinsic part of the course

and the ability to visually represent ideas will be developed alongside practical modelling

techniques. It is preferable if pupils have National 5 Design and Manufacture, Graphic

Communication or Art and Design as an entry level requirement.

Course Details

Design and Manufacture: Design

Factors that influence design

Developing and communicating design concepts

Evaluating an existing commercial product

Design and Manufacture: Materials and Manufacturing

Materials for industrial/commercial context

Manufacturing techniques and processes for industrial/commercial context

Manufacturing a range of models or prototypes

Course assessment

Assignment

Question paper

Assessment

The course assessment assesses added value and provides the basis for grading. Both components

are set by the SQA and are worth 70 marks each. The question paper is externally marked and the

assignment is internally marked and externally moderated.

Progression

Pupils who achieve Higher Design and Manufacture might progress to:

Advanced Higher Design and Manufacture

Further Education in areas such as engineering, product design, architecture and business at all

levels

Employment in a wide range of occupations in fields such as engineering, construction,

architecture and industrial or product design


DRAMA: HIGHER

Head of Department: Mrs J Arya

General

Higher Drama provides opportunities for pupils to develop skills creating and presenting drama.

The course focuses on the development and use of complex drama and production skills (as an

actor, director or designer) to explore text and present drama.

Course Details

Drama Skills

In the Drama Skills unit, pupils will undertake the process of the dramatic interpretation of stimuli

(including texts) in a practical way through drama. They will look at the historic, social and cultural

context of the texts, and consider the ideas and meaning contained within them. Then using

devising, acting and directing skills, they will apply a range of drama skills to work together in

order to communicate their own theatrical statement.

Drama: Production Skills

In the Drama: Productions Skills unit, pupils will research dramatic text in its theatrical and

historical context by exploring the style, structure, genre and staging of the text. The emphasis of

the exploration is from the perspective of a chosen production area as either an actor (acting), or a

director (directing) or a designer (designing from a choice of lighting/sound/set/costume/make-up

and hair/props). They will then, within their chosen production area, create and develop a

performance concept in preparation for performance.

Assessment

Each unit is assessed on a pass/fail basis, and the course assessment is as follows:

Question Paper

The question paper is allocated 40 marks and has two sections.

Section 1 will be based on a response to the text of a play and will pose questions that allow pupils

to answer from the perspective of a director or actor or designer in preparation for an intended

production (20 marks).

Section 2 will take the form of a written analysis of a theatrical performance that the pupil has seen

(20 marks).

Performance

The performance is allocated 60 marks and has two sections.

Section A: Preparation for Performance (10 marks)

Section B: Performance (50 marks)

Actors will perform two contrasting roles; directors will conduct a rehearsal with actors; and

designers will design a set for their chosen text and choose one other production area to

complement this.

Progression

Pupils who complete this course may progress to Advanced Higher Drama or HNC/D in Technical

Theatre/Technical Theatre: Production Arts/Acting: Performance.


ECONOMICS: HIGHER


General

The Higher course in Economics is concerned with the ways in which decisions on the use of

resources are made by individuals, businesses and government and the implications which these

choices have. It will help pupils develop skills in interpreting, analysing and evaluating the

processes of economic change and encourage pupils to think logically to assess and evaluate various

types of data and to weigh up the benefits and costs of alternative courses of action.

Course Details

Unit 1: Economics of the Market

This unit examines the basic economic problem of unlimited wants and limited resources, and

considers how the market mechanism promotes the efficient allocation of resources in accordance

with the choices made by consumers and producers.

Unit 2: UK Economic Activity

This unit explores the macroeconomic environment within which market behaviour occurs. It pays

particular attention to key economic variables such as inflation and unemployment, and their effect

on individuals and society.

Unit 3: Global Economic Activity

This unit extends the coverage of the course to ensure that it takes account of the increasingly

global nature of economic events. It looks at the position of the UK in international economic terms

and pays particular attention to the way in which the European Union affects economic events in the

UK.

Assessment

Internal Each of the three internal units must be passed in order to gain the overall course

award.




Progression

A Higher qualification can lead on to these nationally available courses:

Advanced Higher Economics

HNC/HND/Degree in areas such as economics, business, social studies and management, and

for professional qualifications in law and accountancy

A Higher qualification will also be of benefit to anyone contemplating a career in central or local

government, commerce or industry.


ENGLISH: HIGHER

Head of Department: Mr K Simpson

General

English is widely recognised as a subject which is at the heart of personal, academic and vocational

development. Its components are wide-ranging and diverse: they include speaking and listening

skills, team work, drama, media, and preparation for the workplace, alongside the core studies of

language and literature. The aims of the English course are therefore:

To develop the linguistic skills necessary for higher education and employment

To foster an appreciation of literature in all its forms – prose, poetry and drama – and to

acknowledge its central role in a civilised society

To encourage the development of the general, transferable skills involved in presentations, group

discussion, the construction of argument, and independent study

Course Details

Pupils will build on the English skills they have already acquired in the Senior School by studying

texts in a variety of different forms, and fine-tuning their close reading skills. They will encounter

two major literary texts - one play and one novel - and they will engage in the detailed study of a

range of poems by a major Scottish writer. They will also draft and re-draft carefully two

substantial pieces of work for their Folio of Writing - one broadly creative, and one broadly

discursive.

Assessment

Higher Units

Talking: individual talk

Listening: class exercise

Writing: part of the folio composition process

Reading: close reading test

Course Assessment

Close Reading 30%

Critical Essay 20%

Context Questions on Scottish poetry 20%

Folio of Writing 30%

Progression

Advanced Higher English

HNC or HND courses in Arts or Social Sciences

Degree courses in English Language and/or Literature, the Arts, Law, Management, Business,

Journalism and the Media


GEOGRAPHY: HIGHER

Head of Department Mrs A Hughes

General

Geography is the study of the Earth’s landscapes, people, places and environments; it is all about

the world in which we live and the people we share it with. The Higher course looks at local,

national and global issues, developing pupils’ awareness of events around them appreciating that

people have different views and therefore different solutions to problems. The purpose of the course

is to add breadth and depth to the conceptual understanding of different world environments and

their interrelationships.

The course will help pupils to develop and apply geographical skills and knowledge and

understanding of physical and human environments, as well as current global geographical issues

such as climate change, environmental degradation and the inequalities of development. In order to

address these key global issues, we look closely at what is happening in the world today and

contextualise it in our studies.

Class work is complemented by field trips encompassing both human and physical topics. The use

of practical fieldwork enables pupils to learn in the real world and apply knowledge and techniques

learned in the classroom. Pupils are encouraged to develop presentation skills, to question and

progress their thinking skills, and to critically analyse their findings.

Course Details

The course comprises three mandatory units.

Physical Environments - Atmosphere, Hydrosphere, Lithosphere, Biosphere

Human Environments - Population, Rural, Urban

Global Issues - Development and Health, Global Climate Change, River Basin Management, Trade,

Aid and Geopolitics, and Energy. Pupils will study two out of these five issues, and in 2015-16,

they will most probably be Development and Health, and Global Climatic Change.

Within these units relevant geographical methods and techniques will be incorporated to assist

pupils with the completion of their assignment.

Assessment

The learning outcomes for each unit are assessed internally.

The SQA examination has four sections: Physical Environments (15 marks), Human Environments

(15 marks), Global Issues (20 marks) and Application of Geographical Skills (10 marks).

Pupils will also complete an assignment (30 marks).

Progression

Pupils who achieve Higher Geography might progress to:

Advanced Higher Geography

Geography or Earth Science at degree level

Employment in a variety of fields ranging from cartography to conservationism, the legal

profession to landscaping, surveying to social work or medicine

A career in the sustainable development of alternative energies


GRAPHIC COMMUNICATION: HIGHER


General

The development of skills in the production, interpretation and analysis of graphics in a range of

contexts is of broad educational value. The purpose of the course is to make pupils aware of the use

of graphics and to practise the techniques employed in their creation. Pupils are encouraged to

exercise imagination, creativity and logical thinking. The structure of the course reflects the use of

graphics in business and industry both in content and methodology while embracing the changes

brought about by the continuing advances in technology. It is preferable for pupils to have a

National 5 Graphic Communication, Design and Manufacture, or Art and Design qualification as an

entry level requirement.

Course Details

2D Graphic Communication

2D drawing, sketching and design, using manual techniques and CAD

DTP and creative graphic design

3D and Pictorial Graphic Communication

Pictorial drawing and sketching using manual techniques, and 3D CAD modelling

DTP and 3D promotional design

Course Assessment

Question paper

Assignment

Assessment

The course assessment assesses added value and provides the basis for grading. Both components

are set by the SQA and are worth 70 marks each. The question paper is externally marked and the

assignment is internally marked and externally moderated.

Progression

Pupils who achieve Higher Graphic Communication might progress to:

Advanced Higher Graphic Communication

Further Education in areas such as engineering, architecture or graphic design at all levels

Employment in a wide range of occupations in fields such as engineering, construction,

architecture, product design, graphic design and publishing


HISTORY: HIGHER

Head of Department: Mr M McCabe

General

Higher History emphasises knowledge and skills, and the interplay between these. Pupils will be

expected to develop and expand their knowledge and understanding of key developments in

nineteenth and twentieth century European and British history, and sixteenth and seventeenth

century Scottish history. Pupils will also be expected to develop their powers of recall and analysis,

their skills in interpretation of evidence and their abilities in discussion and debate. Class time is

given over to note taking, reading, essay writing, source evaluation, presentations, discussions,

debate, role play and the use of IT.

Course Details

The course is divided into three areas of study and is issues based.

Later Modern History: Britain 1851-1951, the six issues are: the reasons why Britain became

democratic between 1867 and 1928; the ways in which Britain became more democratic between

1867 and 1928; the reasons why women in Britain gained greater political equality by 1928; the

reasons why the Liberal Government of 1905-1914 became involved in passing social reforms; the

effectiveness of the Liberal reforms; the effectiveness of Labour’s social reforms of 1945-51.

Later Modern History: Growth of Nationalism: Germany, 1815-1939, the six issues are: the

reasons for the growth of nationalism in Germany between 1815 and 1850; the extent to which

nationalism had grown in Germany by 1850; the obstacles to German unification between 1815 and

1850; how unification was achieved in Germany by 1871; how the Nazis achieved power in

Germany in 1933; how the Nazis managed to stay in power after 1933.

Scotland in the Age of Reformation, the four issues are: the Reformation of 1560; the Reign of

Mary, Queen of Scots; 1567-1567, James V1 and the relationship between monarchy and Kirk; the

wider impact of the Reformation on Scotland to 1603.

Assessment

External assessment consists of two parts and has a total of 90 marks.

Question paper: Pupils are required to respond to a range of questions about Scottish History. This

is Section 1 of the paper and is worth 20 marks. They are then expected to complete two essays, one

on British History (Section 2 of the paper) and worth 20 marks, and one on European and World

History (Section 3 of the paper) also worth 20 marks. The question paper is worth is 60 marks.

Assignment: This takes the form of an extended essay. Pupils select an issue from any of the units

studied. Research is carried out and a resources’ sheet is drawn up. Pupils then write up their final

essay in timed conditions with their resources’ sheets to assist them. The assignment is worth 30

marks.

Progression

Pupils who achieve Higher History could progress to:

Advanced Higher History

Degree


HOSPITALITY (PRACTICAL COOKERY): NATIONAL 5

Head of Department: Mrs L Ballantyne

General

This is a practical based course which aims to develop a range of cookery skills and food

preparation techniques as well as the skills of planning, organisation and time management. Pupils

will produce a variety of dishes in hospitality related contexts with an element of personalisation

and choice. There is an emphasis on the importance of following safe and hygienic practices in all

cookery contexts and developing excellent organisation and time management skills. The course

also develops the thinking skills of remembering, understanding and applying, as well as key

numeracy and literacy skills.

Course Details

The course comprises three mandatory units. All units form a coherent whole, with pupils’ skills

and related knowledge and understanding being systematically developed throughout the course.

The three units are:

Cookery Skills, Techniques and Processes

This unit aims to enhance pupils’ cookery skills in the context of producing recipes. Pupils will

demonstrate safe and hygienic practices.

Understanding and Using Ingredients

This unit aims to enhance pupils’ knowledge of ingredients from different sources. It addresses

issues such as sustainability, current dietary advice and the ability to select and use a range of

appropriate ingredients in the preparation of dishes.

Organisational Skills for Cooking

This unit aims to extend pupils’ planning, organisational and time management skills. Skills such as

the ability to plan, produce and cost dishes and evaluate the finished product will be developed.

Assessment

The course is assessed on a unit by unit basis. There is no written exam; pupils will be assessed by a

practical activity which draws on the knowledge, understanding and skills developed across the

course. Pupils will plan, prepare and cook a three course meal for a specified number of people in a

given timescale.

Progression

This course would be very suitable for any candidate interested in a career in the Hospitality

industry or as a life skills course for those who are interested in learning about food and who gain

enjoyment from practical food based activities. There are some theory based links with regard to

basic nutrition concepts which would prove beneficial for pupils interested in continuing their study

of Health and Food Technology and in related further education courses such as nutrition and diet,

and working in the Hospitality industry.


HEALTH AND FOOD TECHNOLOGY (HFT): HIGHER

Head of Department: Mrs L Ballantyne

General

Higher Health and Food Technology is an exciting and diverse course which equips pupils with

many key skills for required for learning, life and work. Higher Health and Food Technology will

further enhance pupils’ core skills in health and wellbeing by developing self-reliance and allowing

them to make informed decisions. Literacy skills are developed as pupils learn to make reasoned

evaluations and develop informed ethical views whilst considering environmental, scientific and

technological issues. Numeracy skills and thinking skills are enhanced by solving problems and

applying knowledge in new and varied contexts.

Course Details

There are three mandatory units in Higher Health and Food Technology.

Food for Health

This unit aims to develop pupils’ knowledge, understanding and skills to enable them to analyse the

relationship between health, food and nutrition. Pupils will also analyse dietary needs for

individuals at various stages of life and explain current dietary advice. Through practical activities,

pupils will produce and evaluate food products.

Food Product Development

This unit aims to allow pupils to develop knowledge and understanding of the functional properties

of ingredients in food and their use in developing food products. Pupils will develop an

understanding of the stages involved in developing a food product. Through a problem solving

approach, pupils will produce food products to meet a range of consumer needs. They will also

apply knowledge and understanding of safe and hygienic food practices and techniques.

Contemporary Food Issues

In this unit, pupils will investigate a range of contemporary food issues such as GM, food miles,

international food trade, pollution, food labelling and recycling. They will analyse how these issues

influence decisions taken by consumers when making food choices in their daily lives.

Assessment

Higher Health and Food Technology consists of two components: an assignment (50%) and a

question paper (50%).

Progression

A Higher qualification will be useful to anyone contemplating a career in food technology,

nutrition, sports science, hotel and catering, personnel and management.


HUMAN BIOLOGY: HIGHER

Head of Department: Ms A McKenzie

General

This course has a narrower focus than Higher Biology, looking at biological principles relevant to

human physiology and society. Pupils who have achieved a pass at National 5 Biology may

progress into Higher Human Biology. Pupils would be considered for a fresh-start Higher if they

have attained an A/B in National 5 Chemistry or National 5 Physics. These pupils should be

prepared to do preparatory reading over the summer.

Course Details

The course has two 40 hour units and two 20 hour half-units. It includes a further 40 hours for

induction, extending the range of learning and teaching approaches, remediation, consolidation,

integration of learning and preparation for external assessment.

Human Cells

The study of stem cells, differentiation in somatic and germline cells and the uses of stem and

cancer cells. Structure and function of DNA, how genes are expressed and the Human Genome.

Metabolic pathways and their control with an emphasis on respiration.

Physiology and Health

Reproduction (hormonal control, contraception, infertility treatment) and the cardio-vascular

system.

Neurobiology and Communication (half-unit)

The nervous system, communication and social behaviour focussing upon function rather than

structure.

Immunology and public health (half-unit)

The immune system, infectious diseases and immunity. Allergic and defence responses. Control of

disease including vaccination and active immunisation.

Assessment

Internal: Each unit will be tested through an end of unit question paper, covering knowledge and

problem solving.

Course: The external exam counts for 83% of the final grade. A research project counts for 17%

of the final grade. Pupils investigate a biological topic then have to demonstrate:

The process they have undertaken

Biology knowledge and understanding related to the topic investigated/researched

The application of the topic

A balanced evaluation of the impact on society/the environment

A reasoned conclusion

Progression

To Advanced Higher Biology (there is no Advanced Higher Human Biology)

To another science at Higher

To a degree or HND course in Biology or a Biology-related subject

To work in science related industries

To any field where a Higher based upon knowledge and logical analysis would be valuable


LATIN: HIGHER

Head of Department: Mr D Carnegie

General

Higher Latin provides us with an insight into understanding the sophisticated society of Rome -

with its strengths, its excesses, its triumphs and its vulnerabilities. Here, many of the central

concepts of human society across time were advanced by genius and shaken by power. The course

gives a clear idea of how Romans perceived themselves and how they have influenced us in

language, thought, architecture and art.

By interpreting Latin texts, we develop skills of accurate analysis and literal and lateral thinking.

This builds confidence with our language and how to express ourselves clearly and concisely. We

continue the study of the grammar and syntax of Latin, mastering the logic of its expression and

understanding the subtleties of meaning in Latin and its derivative languages.

For entry to the course, National 5 Latin (or equivalent for pupils entering the School in S5) would

be expected but, for talented linguists, a ‘crash’ Higher might be possible.

Course Details

Higher Latin has two components – Literary Appreciation and Translating.

In Literary Appreciation, the Higher Latin course develops the detailed study of two of the greatest

of Roman writers: Virgil and Cicero. Our texts centre on the key issues of identity, life and love in

Virgil’s epic, the Aeneid, and the concepts of good government in Cicero’s courtroom battle against

Verres. It is a prescription to challenge our perceptions of the Roman world and our own.

In Translating, increasing the technical ability of pupils means that pupils will develop their

capacity to:

recognise vocabulary and recall or discover its meaning

recognise the category of words (eg nouns, verbs)

apply knowledge of accidence

apply knowledge of syntax

analyse relationships within a clause and between clauses

express overall meaning in context.

Translating will appreciate the style of a number of different authors while focussing on the elegant

prose of Cicero.

Assessment

There are three internal assessments and one externally assessed examination (Literary

Appreciation worth 60 marks; Translating worth 40 marks).

Progression

The S6 or university study of Latin, Classical Greek and Classical Civilisation is clear as a

progression. It should be noted that universities recognise Latin and Classical Greek as valid

“language” qualifications for course entrance. Many professions (such as law, medicine and

accountancy) continue to value the joint strengths of accurate, methodical expression and expansive

thinking as a basis for their disciplines.


MATHEMATICS: NATIONAL 5

Head of Department: Mr G Dickson/Mr D Porteous

General

This course is intended for pupils who have successfully completed the National 4 course in

Mathematics. The course also caters for pupils who studied the National 5 course in S4 but wish to

resit the course examination.

It is important that pupils embarking on this course have the attitude and commitment necessary for

success in the subject.

Course Details

The course consists of three mandatory units.

Mathematics: Expressions and Formulae

The aim of this unit is to develop skills linked to mathematical expressions and formulae. These

include the manipulation of abstract terms, the simplification of expressions and the evaluation of

formulae. It covers aspects of number, algebra, geometry and reasoning.

Mathematics: Relationships

The aim of this unit is to develop skills linked to mathematical relationships. These include solving

and manipulating equations, working with graphs, and carrying out calculations on the lengths and

angles of shapes. It covers aspects of algebra, geometry, trigonometry and reasoning.

Mathematics: Applications

The aim of this unit is to develop skills linked to applications of mathematics. These include using

trigonometry, geometry, number processes and statistics within real-life contexts. It covers aspects

of these skills and also skills in reasoning.

Assessment

Pupils must pass the three unit assessments during the course of the session and prior to sitting the

course examination.

The course examination consists of two papers:

Paper 1 (non-calculator) 60 minutes 40 marks

Paper 2 (calculator allowed) 90 minutes 50 marks

The final grade is awarded solely on the result of the course examination.

Progression

The course serves as a general or specific entry requirement for Higher education courses which do

not have a specific mathematical content. It would not normally lead to the study of Higher

Mathematics in S6.


MATHEMATICS: HIGHER

Head of Department: Mr G Dickson/Mr D Porteous

General

The aim of this course is to build upon and extend pupils’ mathematical learning in the areas of

algebra, geometry and trigonometry and to introduce pupils to elementary calculus.

Pupils will be expected to have attained a National 5 course award in Mathematics at grade A or B

(preferably grade A).

Course Details

The course consists of three mandatory units.

Mathematics: Expressions and Functions

The aim of this unit is to develop knowledge and skills that involve the manipulation of

expressions, the use of vectors and the study of mathematical functions. It also covers aspects of

algebra, geometry and trigonometry, and skills in mathematical reasoning and modelling.

Mathematics: Relationships and Calculus

The aim of this unit is to develop knowledge and skills that involve solving equations and to

introduce both differential calculus and integral calculus. It also covers aspects of algebra,

trigonometry, and skills in mathematical reasoning and modelling.

Mathematics: Applications

The aim of this unit is to develop knowledge and skills that involve geometric applications,

applications of sequences and applications of calculus. It also covers aspects of algebra, geometry,

calculus, and skills in mathematical reasoning and modelling.

Assessment

Pupils must pass the three unit assessments during the course of the session and prior to sitting the

course examination.

The course examination consists of two papers:

Paper 1 (non-calculator) 70 minutes 60 marks

Paper 2 (calculator allowed) 90 minutes 70 marks

The final grade is awarded solely on the result of the course examination.

Progression

Pupils may progress to Advanced Higher Mathematics and/or Advanced Higher Mathematics of

Mechanics and/or Advanced Higher Statistics.


MODERN LANGUAGES: HIGHER

(FRENCH, GERMAN, ITALIAN, MANDARIN, SPANISH)

Head of Department: Mr M Grant

General

The course aims to enable pupils to use the language independently in confident and flexible ways.

To this end they will develop their skills in Listening, Reading, Talking and Writing to a level of

considerable sophistication, for example through oral presentation and discussion in the target

language as well as translation. Fundamental to this will be pupils expanding their vocabulary and

increasing their level of grammatical competence, in addition to their knowledge of the culture of

the countries where the language is spoken. Entry level to the course is normally a good pass at

National 5, and regular written homework will take the form of writing practice in the target

language, comprehension work in English and grammar exercises. Furthermore, regular revision

and consolidation of grammar and vocabulary are essential to success.

Course Details

The course consists of two units; as at National 5 they are Understanding Language (Listening

and Reading) and Using Language (Talking and Writing). Pupils will encounter language within

the following four contexts, each of which will be broken down into topics or units of work:

Society

Learning

Employability

Culture (including the study of foreign media, eg film and/or literature)

Assessment

Unit Assessment

Listening and Reading (Understanding Language Unit) will normally be assessed in Term 1;

Writing will normally be assessed late in Term 1 or early in Term 2, and Talking in Term 2 (Using

Language Unit).

Course Assessment

Talking Assessment (late in Term 2) 30 marks

(Presentation and Discussion)

Final written exam:

Reading Comprehension and Translation 30 marks

Directed Writing 10 marks

Listening Comprehension 20 marks

Opinion Writing 10 marks

Progression

Attainment of an award at Higher will allow pupils to progress as follows:

Study at Advanced Higher

Higher Education courses at appropriate levels, including HND or degree courses

Employment, making use of competence in Modern Languages

Study opportunities abroad at university or college through EU schemes such as Erasmus


MODERN STUDIES: HIGHER

Head of Department: Mr M McCabe

General

Pupils will be expected to develop their knowledge and understanding of a range of contemporary

political, social and international issues and to sharpen their critical skills and powers of analysis,

synthesis, evaluating and decision making. All pupils will be expected to participate in seminars,

presentations, discussion, debate, role play and in using IT.

Course Details

The course is divided into three areas of study:

Democracy in Scotland and the United Kingdom

Central and Devolved Government in the UK

Work of the Government/s in the UK

Electoral Systems and voting behaviour

Social Issues in the United Kingdom (Social Inequality in the United Kingdom)

Nature of social inequality in the UK

Impact of inequality on groups in society

Evaluation of attempts to tackle inequality

International Issues (Study of a world power: USA)

The American political system

Socio/economic inequalities in America and attempts to tackle these

The role of America in international relations

Assessment

External assessment consists of two parts:

Question paper: Pupils will be required to write short essays and answer questions on complex

sources. The question paper will have 60 marks.

Assignment: Pupils will be required to complete an assignment demonstrating skills, knowledge

and understanding within the context of a contemporary issue. This will be externally marked by the

SQA and is worth 30 marks.

Progression

Pupils who achieve Higher Modern Studies course could progress to:

Advanced Higher Modern Studies

Degree


MUSIC: HIGHER

Director of Music: Mr G Brownlee

General

An A or B grade at N5 or a pass at Associated Board Grade V Theory.

A crash Higher can be made available for pupils with suitable musical experience who may not

have studied Music in S3, S4 or S5. The Director of Music can advise on this but, as a general rule,

only those pupils who have maintained regular instrumental tuition on their first instrument and

who have continued to be active in bands, orchestras, choirs, etc. would benefit from the course.

Course Details

Performing Unit (60 marks)

Performance on two instruments or on one instrument and voice. Minimum standard for both

instruments (or voice) is equivalent to AB Grade IV. The combined programme duration is 12

minutes, of which the second instrument must be at least 4 minutes.

Composing Unit (Pass/Fail)

Submit an audio recording of two contrasting examples of individual candidate work, each one

supported by a score or performance plan and by a programme note.

Understanding Music (40 marks)

A one hour closed book test consisting of short questions designed to test concept knowledge and

understanding and musical literacy; questions will mostly relate to audio excerpts.

Assessment

The final deadline for the composition unit and the performing exam is by the end of the second

term.

Progression

Pupils who achieve Higher Music might progress to:

Advanced Higher in Music

Diplomas or Degree courses in Music. These could be in areas such as Performance, Music

Technology, Sound Engineering, Education, Music Therapy, Arts Administration


PHILOSOPHY: HIGHER

Head of Department: Mr R Simpson

General

The Higher Philosophy course is designed to help pupils develop their critical thinking skills

through the study of philosophical positions, issues and concepts which are relevant in many areas

of human life and discourse. Pupils are encouraged to share their own ideas and opinions in a

reasoned and structured manner.

Course Details

The course consists of the following four units:

Arguments in Action

In this unit, pupils will gain an understanding of the nature of arguments and some of the

characteristics of effective and ineffective arguments. Pupils will then use their knowledge to

critically analyse and evaluate previously unseen examples of ordinary language arguments

including classical philosophical arguments.

Knowledge and Doubt

This unit is concerned with the study of knowledge and how claims are made. Pupils will explore

the following questions:

Why are knowledge claims a problem in philosophy?

What is knowledge?

Can knowledge claims be justified?

Pupils will then specifically investigate the philosophical writings of Rene Descartes and David

Hume to gain a deeper understanding of Rationalist and Empiricist approaches to knowledge.

Moral Philosophy

In this unit pupils will explore the processes of moral decision making by looking at two different

approaches to moral judgements. Pupils will examine the consequentialist theory of Utilitarianism

(Jeremy Bentham and John Stuart Mill) and the deontological theory of Immanuel Kant.

Assessment

Pupils will complete internal assessments for each of the units studied as part of the course. In order

to gain a course award in Higher Philosophy, pupils must pass the course assessment - external

exam and assignment - in addition to passing the unit assessments.

Progression

Pupils who successfully complete the course may wish to consider Advanced Higher Religious,

Moral and Philosophical Studies as an option in S6.

A qualification in Philosophy demonstrates an ability to critically evaluate arguments and concepts

at a high level and would be a suitable platform for further academic study at university level.


PHYSICAL EDUCATION: HIGHER

Head of Department: Mr M Mallinson

General

The main purpose of the course is to enable pupils to develop, demonstrate and evaluate movement

and performance skills for effective performance in a range of challenging contexts. Pupils will use

evaluation and analysis to develop and apply strategies, techniques and skills that will enable them

to build on and enhance their performance.

Course Details

Physical Education: Performance Skills

In this unit, pupils will develop a broad and comprehensive range of complex movement and

performance skills through a range of physical activities. They will select, demonstrate, apply and

adapt these skills, and will use them to make informed decisions. They will also develop their

knowledge and understanding of how these skills combine to produce effective outcomes. Pupils

will develop consistency, precision, control and fluency of movement. They will also learn how to

respond to and meet the demands of performance in a safe and effective way. The unit offers

opportunities for personalisation and choice through the selection of physical activities used for

learning and teaching.

Physical Education: Factors Impacting on Performance

In this unit, pupils will develop their knowledge and understanding of the factors that impact on

personal performance in physical activities. Pupils will consider how mental, emotional, social, and

physical factors can influence effectiveness in performance. They will develop knowledge and

understanding of a range of approaches for enhancing performance and will select and apply these

to factors that impact on their personal performance. They will create development plans, modify

these and justify decisions relating to future personal development needs.

Assessment

Performance (60 Marks): This component will assess the pupils’ ability to plan, prepare for,

effectively perform and evaluate personal performance in one physical activity.

Question Paper (40 Marks): This component will assess the pupils’ ability to integrate and apply

knowledge and understanding from across the units. It is designed to assess applied knowledge,

understanding and evaluation skills.

Progression

A Higher qualification in Physical Education can lead on to these nationally available courses:

Advanced Higher Physical Education

HNC/HND/Degree in areas such as Sports Science, Physical Education

Pupils can also seek to participate in the S6 Physiology, Health and Exercise and Coaching Awards

course. This will have no direct progression from the Higher Course, but will allow pupils to gain

awards in Strength and Conditioning, Life Saving and First Aid and enhance their knowledge in the

world of sport and exercise. Advanced Higher Physical Education is not offered in S6.


PHYSICS: HIGHER

Head of Department: Mr R Bush

General

This course reinforces and extends the knowledge and skills acquired in S3 and S4 Physics by

providing a deeper insight into the subject. The course provides learning experiences leading to the

acquisition of worthwhile knowledge and skills. A strong pass in National 5 Physics and

Mathematics is required.

Course Details

The course comprises four mandatory units and an assignment.

Unit 1: Our Dynamic Universe (40 hours)

Content outline: equations of motion, energy and power, collisions and explosions, gravitation,

special relativity, the expanding universe, big bang theory.

Unit 2: Particles and Waves (40 hours)

Content outline: the standard model, forces on charged particles, nuclear reactions, wave particle

duality, interference and diffraction, refraction of light, spectra.

Unit 3: Electricity (20 hours)

Content outline: electrons and energy (circuits and capacitance), electrons at work (semiconductors,

p-n junctions).

Unit 4: Researching Physics (20 hours)

Content outline: researching the underlying Physics of a topical issue, planning and carrying out

investigative work, preparing a scientific communication.

Assignment

An in-depth study of a Physics topic. The topic is researched, analysis conducted and reported on.

Assessment

Knowledge and understanding, experimental, investigative and analytical skills are assessed

throughout the course.

Internal: An end of unit assessment is completed at the end of units 1, 2 and 3. Material

produced during unit 4 is evidence of meeting the assessment requirements of unit 4.

External: The course exam is worth 100 marks. The assignment is worth 20 marks.

Progression

To Advanced Higher Physics

To degree, HND, or HNC in Physics, Science, Mathematics, Computing or engineering fields

To employment in Physics, Science, Mathematics, Engineering, Technology or related areas


PRACTICAL WOODWORKING: NATIONAL 5


General

This is a purely hands on course which will develop knowledge and skills of a practical nature.

After completing the course pupils should be able to:

Name correctly all the tools, materials and types of joints used during the course

Make a range of woodworking joints

Manufacture a product from a working drawing

Work in accordance with recognised procedures and safe working practices

The course is suitable for fresh-starts and those who wish to continue solely with the practical

aspect of National 5 Design and Manufacture.

Course Details

Practical Woodworking: Flat-frame Construction

Use of woodworking tools and manufacture of woodworking joints

Assemblies commonly used in flat-frame joinery

Practical Woodworking: Carcase Construction

Making woodworking joints and assemblies commonly used in carcase construction

Working with manufactured board or with frames and panels

Practical Woodworking: Machining and Finishing

Use of common machine and power tools

Skills in a variety of woodworking surface preparations and finishing techniques

Course assessment

Final Project

Assessment

To gain the course award pupils must pass all unit assessments. There is no external exam but a

final graded project is internally marked and externally moderated. The final project comprises

100% of the marks.

Progression

Pupils who achieve National 5 Practical Woodworking might progress to:

Further education course in practical based subjects

Employment in joinery or other practical areas


RELIGIOUS, MORAL AND PHILOSOPHICAL STUDIES (RMPS): HIGHER

Head of Department: Mr R Simpson

General

The Higher RMPS course is designed to help pupils develop a philosophical approach to the study

of beliefs, values and issues which are of importance in the world today. The course enables pupils

to develop their skills of inquiry, debate, analysis and evaluation, particularly in relation to

weighing up evidence, developing arguments and drawing conclusions.

Course Details World Religion: Buddhism

In this unit, pupils will develop skills to interpret and comment on the meaning and context of

sources related to Buddhism. They will develop in-depth factual and abstract knowledge as well as

understanding of the impact and significance of religion today through studying some key beliefs,

practices and sources found within Buddhism and the contribution this religion makes to the lives of

its followers.

Morality and Belief: Religion and Justice

In this unit, pupils will develop skills to evaluate and express detailed, reasoned and well-structured

views about contemporary moral questions and responses. They will develop in-depth factual and

theoretical knowledge and understanding of contemporary moral questions and religious and non-

religious responses. The context for study will be ‘Religion and Justice’ which will explore issues

relating to crime and punishment.

Religious and Philosophical Questions: The Existence of God

In this unit, pupils will develop skills to critically analyse religious and philosophical questions and

responses. They will develop in-depth factual and theoretical knowledge and understanding of

these. The context for study will be ‘the Existence of God’ which will evaluate classical

philosophical arguments that seek to prove the existence of a Creator God.

Assessment Pupils will complete internal assessments for each unit as well as a final examination covering all of

the course content. Pupils will also complete an assignment which will contribute to their overall

award.

Progression A qualification in Higher RMPS demonstrates that pupils have an ability to critically analyse and

evaluate a diverse range of beliefs and values, both religious and secular. Further study is available

at Advanced Higher level and RMPS offers a good preparation for future academic study at

University level as well as being useful for many careers including:

Law

Journalism

Healthcare

Counselling

Civil Service and Local Government

Broadcasting and Media

Social Work

Teaching

Ministry and Church


CITIZENSHIP

Co-ordinator: Mrs G Hay

In Heriot’s, Citizenship is seen as an essential part of the educational experience of all our pupils.

Increasingly employers and other sections of society are recognising the contribution of education

for personal and social development to responsible and effective citizenship and, to achieve this, our

pupils attend Citizenship classes for one period per week.

The overall aims of Citizenship are to assist our pupils to develop qualities of self-esteem, self-

respect and care for others, positive attitudes, a commitment to learning for life, a sense of

belonging to society and confidence in coping with a changing world. Although no formal

examinations are set in Citizenship, self-evaluation is actively encouraged throughout the course.

The topics studied in S5 include: Study Skills; Health; Personal Safety; Financial Education;

Parenting and Politics. We are lucky to work with a number of outside agencies who come in to

speak to our pupils. These include Alcoholics Anonymous, Teenage Cancer Trust and the

University of Edinburgh. The focus in term three is on careers and preparation for S6.

Classes come to Citizenship in registration classes. No textbook is required and active learning is

encouraged through activities and discussions. As usual, feedback on the course is of paramount

importance in our forward planning so evaluations through discussion and questionnaires are very

valuable.


SUPPORT FOR LEARNING

Head of Department: Ms V Higson

In S5 Support for Learning teachers continue to support pupils’ learning through co-operative

teaching, consultancy, direct tuition through pupil extraction from Private Study periods and pupil

attendance at drop-in sessions, although to a lesser extent than in earlier years. These pupils may

have been receiving this help in earlier years, and it is considered advisable for this help to

continue; or they may be referred in the course of any session by a subject teacher, a Guidance

Teacher, a parent/guardian or they may self-refer. In response to a referral, the pupil is assessed and

provision made, where appropriate.

For a very small number of pupils it may be decided, after consultation between parents/guardians,

Guidance colleagues, the Head of Support for Learning and the Director of Studies, that it is

appropriate for a pupil to attend the Support for Learning Department instead of choosing a subject

within a column. In this case, the pupil is taught directly for part of his or her time in the Support

for Learning Department and undertakes supported study for the remainder of the time. There is no

specified column for this form of support: the timetable is tailored to suit the needs of the individual

pupil. Practical help with study skills in general forms an important part of the support which is

offered to pupils who come to the Department.

A wide range of support strategies is used by the Support for Learning Department to enable each

individual pupil to achieve his or her full potential. The pupil’s emotional and pastoral needs are

taken into account as well as their academic needs. The aims of the Support for Learning

Department are achieved by working closely with Guidance colleagues.


CAREERS

Careers Co-ordinator: Mrs C Binnie

S4

Career Education

The School is a member of Inspiring Futures (formerly ISCO) and all S4 pupils are enrolled in the

Futurewise scheme. The aim is to provide comprehensive support to pupils and parents in making

informed choices about the complex Higher Education and career options that lie ahead. An in-

house programme of support is offered by the School, but we believe that Futurewise adds value to

this. This careers guidance and planning service provides access to a range of additional resources

and is a valuable personal development tool.

Futurewise provides a comprehensive and progressive service, with features including:

A full psychometric profile with follow-up guidance interview

An extensive range of career and higher education resources

Access to a dedicated information helpline

A future guidance interview if required

Preferential access to Expanding Horizons courses

Follow up work takes place in the Career Education lessons of the Citizenship programme.

Following the introduction to the Careers Library in S2, pupils are encouraged to use the

comprehensive range of careers material and information available in School and on the internet;

careers links can be accessed from the School’s website.

Work Experience/Voluntary Service

In June during Activities Week, pupils in S4 have the option of a week’s Work Experience or

Voluntary Service.

Pupils who are considering leaving school at the end of S4 should see Mrs McPherson as early as

possible in the session to discuss what they plan to do. Mrs McPherson deals with Further

Education college applications.

S5

All pupils in S5, with their parents present if they so wish, will be interviewed in the third term,

during exam leave, by a member of the Careers staff. This important interview will establish the

candidate's intentions for S6 and beyond, and will deal with S6 subject choice, and the possibilities

afforded by university, college, employment and the "year out" schemes. All S5 pupils who return

to S6 should do so with very clear intentions as to their post-school options, which will, by their

return, have been clarified by their S5 Higher results.

S5 pupils and their parents are urged to attend the Annual Higher Education Convention in the

School in February.


Work Experience

For many years the School has run a very successful Work Experience Scheme. In June, after the

SQA examinations, S5 pupils have the option of work experience. A seminar is held in

September/October, which includes an introduction to the concept and practicalities of Work

Experience; there is a further meeting before activities week covering Health & Safety issues of

Work Experience. A pack of information and other materials is given to all pupils at the seminar.

Pupils are expected to make their own arrangements to find a placement and it is hoped that the

process can be completed by the end of the second term so that pupils can concentrate on preparing

for exams in the summer term.

Note: Pupils who undertook Work Experience in S4 will be expected to do a week of Voluntary

Service instead of a week’s Work Experience in S5.

S6

Pupils are expected to return at the beginning of S6 with clear ideas as to their future; whilst a high

level of individual attention is paid to pupil needs and queries at this time, and all pupils will again

be individually interviewed, this part of the process is essentially for checking the appropriateness

of chosen courses or careers, rather than initiating thoughts. The gap in time between pupils' return,

and the final admission of UCAS forms is relatively short, and pupils are expected to have spent the

summer holidays finalising their plans, seeking advice and help from agencies, universities, etc. and

visiting institutions and individuals where appropriate. Many of these issues will be discussed at the

S6 Information Evening at the very beginning of the new session.

Most pupils leave Heriot's to go directly into Higher Education at degree level; a significant

number, however, follow other options: either to complete a HND or HNC course at university or

college; to take a "year out" either for travel, work experience or community service; to enter the

workplace directly. The key to success beyond school lies in careful planning over a sensible time

scale. Mrs Binnie (Careers Co-ordinator) and Mrs McPherson (Careers Advisor) are always

available to help and advise. In particular, detailed help is given with the preparation of the UCAS

forms; and all Sixth Years participate in a highly successful series of Interview Skills Workshops.

The Careers area in the School Library contains university and college prospectuses; reference

books; information sheets; computer programs; magazines, etc. Senior pupils are strongly

encouraged to use this facility.


THE SENIOR SCHOOL LIBRARY

School Librarian: Ms F Fisher

Aims of the Library:

To support the School curriculum

To encourage pupils to become independent pupils

To provide a wide body of knowledge and encourage pupils to use information retrieval skills to

locate relevant information

Library Stock

Useful information to supplement investigations/projects, class discussions and debates may be

found in book and electronic forms.

There is a bank of 10 computers, 2 printers and a scanner.

The Library has daily newspapers delivered and subscribes to a variety of periodicals.

Fiction

There is a wide range of fiction stock including the majority of titles on the English Department’s

reading lists. However, there are many more titles which would suit a variety of reading abilities

and tastes.

Borrowing Books

Library cards are issued to all pupils the Senior School. Pupils may borrow up to 6 books. The loan

period is 14 days, although this may be extended if necessary. Overdue books will be fined 10p per

day up to a maximum of £1.

Library Opening Times

The Library is open throughout the school day and beyond. Pupils are encouraged to utilise library

resources for their school subjects, to enhance their general knowledge and for personal reading.

Pupils may visit the Library for personal study at the following times:

Monday 8-8.30 am Morning Interval

11-11.15 am

Lunch Break

12.35-1.15 pm

3.15-4.00 pm

Tuesday 8-8.30 am Morning Interval

11-11.15 am

Lunch Break

12.35-1.15 pm

3.15-4.00 pm

Wednesday 8-8.30 am

Morning Interval

11-11.15 am

Lunch Break

12.35-1.15 pm

3.15-4.00 pm

Thursday 8-8.30 am

Morning Interval

11-11.15 am

Lunch Break

12.35-1.15 pm

3.15-4.00 pm

Friday 8-8.30 am

Morning Interval

11-11.15 am

Lunch Break

12.35-1.15 pm

Closed

Teachers may book the Library during class time to allow pupils to carry out research, to select

appropriate personal reading material or to use the computers.


THE SIXTH YEAR

At Heriot's, we believe that the final year of secondary education should be seen as a bridge

between school and Higher Education, as the vast majority of our Sixth Year pupils are going

on to full-time courses in universities and colleges.

The Sixth Year has to be different to what has come before, encouraging a high level of

personal responsibility and independence, in a structured and supportive environment.

Our first means of achieving this is through our flexible timetable. We would anticipate that

almost every student will take at least one Advanced Higher course, with many taking two or

three. Sixth Year pupils may also begin some Higher or National 5 subjects from scratch and/or

pick up subjects they dropped at the end of S4. They may also be able to complete free-standing

units of work in some areas. We insist that all pupils take at least 32 ‘points’ worth of courses,

where an Advanced Higher is 12 points and a Higher or National 5, 8 points. Other courses are

given appropriate points.

Additionally, many staff teach weekly “interest” courses; these are non-certificated, and are

intended to stimulate interest in areas not covered in the general curriculum. These can include

Ceramics, Film Making, Psychology, Young Enterprise and British Sign Language.

We also try to ensure that every pupil in S6 contributes to the School and to the wider

community through some kind of service - many help with younger pupils in the Junior School

or in the Nursery. In co-operation with Circle, a Family Service unit, Heriot's pupils give

support to disadvantaged Primary School children; we also work with Headway House, a

charity for head-injured people, the Grassmarket Mission, Teens Plus and many other charities

across the city. Indeed the Sixth Year at Heriot’s has previously received an award for

Voluntary Service from the City of Edinburgh Council.

In the final post-examination fortnight of their school career, our Sixth Year pupils are given a

wide range of opportunities both in and out of school. Plans for June 2015 include a pre-

university conference; a Health Promotion Fair and a variety of local and long-distance

excursions for interest, education and entertainment.

for pupils entering s5 in august 2015 a guide for … · for pupils entering s5 in august 2015 a...

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