Parents’ Information Evening

September 2017

Higher Human Biology

Course rationale

SQA Rationale for this course :- All new and revised National Courses reflect Curriculum for Excellence values, purposes and principles. They offer flexibility, provide more time for learning, more focus on skills and applying learning, and scope for personalisation and choice. In this Course, and its component Units, there will be an emphasis on skills development and the application of those skills. Assessment approaches will be proportionate, fit for purpose and will promote best practice, enabling learners to achieve the highest standards they can. This Course provides learners with opportunities to continue to acquire and develop the attributes and capabilities of the four capacities as well as skills for learning, skills for life and skills for work. All Courses provide opportunities for learners to develop breadth, challenge and application, but the focus and balance of the assessment will be appropriate for the subject area.

My rationale for this course:- I aim to provide all pupil with access to an array of resources and learning opportunities which will allow all of them, who put in the time and effort, to achieve an “A” grade at the end of the Higher Human Biology course.

Opportunities for Success

Peebles: Section 1(20) 18 Section 2 (60) 43 Assign' (20) 13 Total (100) 74 Total ( % ) 74 Band 2.4

AH: Section 1(20) 18 Section 2 (60) 44 Assign' (20) 13 Total (100) 75 Total ( % ) 75 Band 2.3

Data for 2016 Data for 2017

National: Section 1 (20) 11.1

Section 2 (80) 42

Assign' (20) 14.9 Total (120) 68 Total ( % ) 57

Peebles: Section 1(20) 14 Section 2 (80) 52 Assign' (20) 17 Total (120) 82 Total ( % ) 69 Band 3.1

AH: Section 1(20) 14 Section 2 (80) 55 Assign' (20) 18 Total (120) 87 Total ( % ) 73 Band 2.5

Course Information

https://www.sqa.org.uk/sqa/47915.html

https://www.sqa.org.uk/sqa/47915.html

Course Information

Course Information

Course Information

Human Biology: Human Cells How cells become specialised to perform their functions Structure of DNA and how it is replicated Protein Synthesis and Types of Protein Mutations Enzymes and Metabolism Respiration

Human Biology: Physiology and Health Reproductive systems Cardiovascular system Human Biology: Neurobiology and Communication (Half Unit) Nervous system / memory and behaviour

Human Biology: Immunology and Public Health (Half Unit) Immune system Cellular defences Infectious diseases and Epidemiology

https://www.sqa.org.uk/files/nu/CfE_Unit_H_HumanBiology_HumanCells.pdfhttps://www.sqa.org.https/www.sqa.org.uk/files/nu/UnitHHumanBioPhysiologyandHealth15_16.pdfuk/files/nu/UnitHHumanBioPhysiologyandHealth15_16.pdfhttps://www.sqa.org.uk/files/nu/UnitHHumanBioNeurobioandComm15_16.pdfhttps://www.sqa.org.uk/files/nu/CfE_Unit_H_HumanBiology_ImmunologyandPublicHealth.pdf

Course Assessment Specification

Past Paper 2016

SQA final exam Question

Paper

100 marks

(2.5 hours)

Higher Human Biology

External Assessment

Objective test

(20 marks)

Assignment

20 marks Completed in

school but sent

off for marking

Restricted and

extended response

(80 marks)

https://www.sqa.org.uk/sqa/47915.htmlhttp://www.sqa.org.uk/pastpapers/findpastpaper.htm?subject=Human+Biology&level=H

Higher Biology

Internal Assessment

• Outcome 1: Experimental Planning and Scientific Short Report.

• End of Unit tests (UASPs) for of each of the two units and two half units.

• Only one re-sit of each Unit is

permitted by SQA, except under exceptional circumstances.

Classroom Experience

What will pupils do in class time:-

Watch power-point presentations and listen to explanations of every Learning Outcome Complete worksheets and fill in labels on diagrams

Have the opportunity to ask questions

Use ICT for research, enhanced summaries, alternative assessment practice and exchanging materials with other students and with me.

Watch video clips and animations to help understanding

Practice answering exam level questions both orally and on paper

Resources

Additional Resources

Higher Stem Cells Essay Easter School Mind Maps Respiration Presentation Unit 2 Past paper Questions Unit 3 Past Paper Questions Unit 4 Past Paper Questions Problem Solving Book Part 1 Problem Solving Booklet Part 2 CfE Higher Human unit 4 CfE HH unit 3 part 1 brain structure CfE HH unit 3 part 2 perception CfE HH unit 3 part 3 memory CfE HH unit 3 part 4 neurons and pathways CfE HH unit 3 part 5 neurotransmitters CfE HH unit 3 part 6 communication and behaviour

Higher Human Biology Unit 2 Past Paper Booklet Higher Human Biology unit 2 section 1 REPRODUCTION Higher Human Biology unit 2 section 2 INFERTILITY Higher Human Biology unit 2 section 3 ANTI AND POS Higher Human Biology unit 2 section 4 CARDIOVASCUL Higher Human Biology unit 2 section 5 DIABETES Human Cells Proteins Mutations and Genetic Disorde Human Cells RNA Transcription and Translation Ex Human Cells DNA and its Replication Exercise Human Cells I am you are Exercise Human Cells Past Paper Questions Poisons Case Study Human Bioinformatics - Comparative Genomics Higher Human Biology unit 1 section 1 HUMAN CELLS Higher Human Biology unit 1 section 2 DNA Higher Human Biology unit 1 section 3 BIOINFORMATI Higher Human Biology unit 1 section 4 GENOMICS Higher Human Biology unit 1 section 5 ENZYMES

I have sourced a HUGE range of support materials for every aspect of the course and every learning style. These can be downloaded for FREE from the school server.

https://www.fifedirect.org.uk/uploadfiles/publications/c64_Higherstemcellsessay.pdfhttps://www.fifedirect.org.uk/uploadfiles/publications/c64_Easterschoolrevisionmindmaps[Read-Only].pdfhttps://www.fifedirect.org.uk/uploadfiles/publications/c64_HigherHumanBiologyunit1section6RESPIRATION.pdfhttps://www.fifedirect.org.uk/uploadfiles/publications/c64_HigherHumanunit2pastpaperbooklet.pdfhttps://www.fifedirect.org.uk/uploadfiles/publications/c64_unit3pastpaperquestions.pdfhttps://www.fifedirect.org.uk/uploadfiles/publications/c64_Unit4pastpapers.pdfhttps://www.fifedirect.org.uk/uploadfiles/publications/c64_HigherHumanPSPart1.pdfhttps://www.fifedirect.org.uk/uploadfiles/publications/c64_HigherHumanPSPart2.pdfhttps://www.fifedirect.org.uk/uploadfiles/publications/c64_CfEHigherHumanunit4.pdfhttps://www.fifedirect.org.uk/uploadfiles/publications/c64_CfEHHunit3part1brainstructure.pdfhttps://www.fifedirect.org.uk/uploadfiles/publications/c64_CfEHHunit3part2perception.pdfhttps://www.fifedirect.org.uk/uploadfiles/publications/c64_CfEHHunit3part3memory.pdfhttps://www.fifedirect.org.uk/uploadfiles/publications/c64_CfEHHunit3part4neuronsandpathways.pdfhttps://www.fifedirect.org.uk/uploadfiles/publications/c64_CfEHHunit3part4neuronsandpathways.pdfhttps://www.fifedirect.org.uk/uploadfiles/publications/c64_CfEHHunit3part5neurotransmitters.pdfhttps://www.fifedirect.org.uk/uploadfiles/publications/c64_CfEHHunit3part5neurotransmitters.pdfhttps://www.fifedirect.org.uk/uploadfiles/publications/c64_CfEHHunit3part6communicationandbehaviour.pdfhttps://www.fifedirect.org.uk/uploadfiles/publications/c64_CfEHHunit3part6communicationandbehaviour.pdfhttps://www.fifedirect.org.uk/uploadfiles/publications/c64_HigherHumanunit2pastpaperbooklet.docxhttps://www.fifedirect.org.uk/uploadfiles/publications/c64_CfEHHunit2part1reproduction.pptxhttps://www.fifedirect.org.uk/uploadfiles/publications/c64_CfEHHunit2part2infertilityandcontraception.pptxhttps://www.fifedirect.org.uk/uploadfiles/publications/c64_CfEHHunit2part3anteandpostnatalscreening.pptxhttps://www.fifedirect.org.uk/uploadfiles/publications/c64_CfEHHunit2part4cardiovascularsystem.pptxhttps://www.fifedirect.org.uk/uploadfiles/publications/c64_CfEHHunit2part5diabetesandobesity.pptxhttps://www.fifedirect.org.uk/uploadfiles/publications/c64_unit-1-chapter-4-proteins-mutations-and-genetic-disorde.pdfhttps://www.fifedirect.org.uk/uploadfiles/publications/c64_unit-1-chapter-3-rna-transcription-and-translation-hig.pdfhttps://www.fifedirect.org.uk/uploadfiles/publications/c64_unit-1-chapter-2-dna-and-its-replication-higher-human.pdfhttps://www.fifedirect.org.uk/uploadfiles/publications/c64_unit-1-chapter-1-higher-human-i-am-you-are-exercise.pdfhttps://www.fifedirect.org.uk/uploadfiles/publications/c64_Unit1Pastpaperquestions.pdfhttps://www.fifedirect.org.uk/uploadfiles/publications/c64_poisons_case_study.pdfhttps://www.fifedirect.org.uk/uploadfiles/publications/c64_HumanBioinformaticspupilsheet.pdfhttps://www.fifedirect.org.uk/uploadfiles/publications/c64_HigherHumanBiologyunit1section1HUMANCELLS.ppthttps://www.fifedirect.org.uk/uploadfiles/publications/c64_HigherHumanBiologyunit1section2DNA.ppthttps://www.fifedirect.org.uk/uploadfiles/publications/c64_HigherHumanBiologyunit1section3BIOINFORMATICS.ppthttps://www.fifedirect.org.uk/uploadfiles/publications/c64_HigherHumanBiologyunit1section4GENOMICS.ppthttps://www.fifedirect.org.uk/uploadfiles/publications/c64_HigherHumanBiologyunit1section5ENZYMES.ppt

Additional Resources

Lunchtime Help Sessions Mr and Mrs Huddleston keep Monday lunchtime free every week to provide support to any pupils who are willing to put in maximum time and effort on their coursework. Wednesday lunchtime support is also available by appointment. I can be contacted by email and will normally respond within a few hours.

Additional Resources

Scholar

Scholar is an electronic learning tool designed by

Heriot Watt University and contains course materials,

animations, interactive diagrams, topic summaries and

assessment tasks.

Each pupil has received an

individual

username and password. Why not

ask them to show you the

materials?

Study periods

All S5/6 pupils have varying numbers of non-teaching periods. They can use the library or empty classrooms, by arrangement, to complete Home Work Assignments or just to consolidate their learning. These are not intended as social breaks, extended lunch breaks or times when pupils can come to school late or leave school early.

Personal Support

Tues. Period 3 each week

Can parents / guardians improve their childrens’

chances of success?

YES !!!!!! The ways in

which you support your childrens’ learning is

probably the single biggest

factor in how likely they

are to achieve their true

potential

What can parents and guardians do to optimise a young person’s chance of achieving their true

potential? 1. Provide and encourage the use of suitable work areas (i) somewhere quiet – “I work better with music” – I doubt it! (ii) tidy/good layout – messy environment = messy thinking (iii) encourage visuals – mind maps / post its / posters

2. Ask them to show you the course support notes and Learning Outcomes for every subject and use them to work on number 3 (below)

3. Shared planning / revision timetable

4. Try and work with them at least a little every day – test them on glossaries, ask them to show you what they are most proud of having learnt so far and time them doing sections of past papers, get them to teach you something they have learnt.

What can parents and guardians do to optimise a young person’s chance of achieving their true

potential? Assisting with revision The secret to doing well in exams lies in planning. You can help your child to create a clear revision plan and method of studying that will make them feel in control of their work. Tips for revision planning: • work out a revision timetable for each subject • break revision time into small chunks - hour-long sessions with short breaks at the end of

each session often work well • condense notes onto postcards to act as revision prompts • buy new stationery, highlighters and pens to make revision more interesting • go through school notes with your child or listen while they revise a topic • time your child's attempts at practice papers

What can parents and guardians do to optimise a young person’s chance of achieving their true

potential? Some children are 'bribed' to do well in exams and are offered cash or gifts to achieve good grades. But bribery is not a good idea as it implies that the only worthwhile reward for hard work is money and that you don’t trust your child to work hard. Negative messages like these will affect your child’s sense of self-worth. Encourage your child to do well for his or her own sake rather than for money or to please you. Explain that exams aren't an end in themselves but a gateway to the next stage of life http://www.bbc.co.uk/schools/parents/helping_with_exams/

http://www.bbc.co.uk/schools/parents/helping_with_exams/

What can parents and guardians do to optimise a young person’s chance of achieving their true potential?

1. Identify how your child best enjoys learning. “Identifying if your child is a kinaesthetic, auditory or visual (KAV) learner and then revising within a learners’ KAV preference can yield remarkable results”

2. Get them to ‘sell’ it to you. It’s all well and good seeing your kids’ faces buried in textbooks or furiously scribbling out notes, but sometimes the best way is for them to tell you what they’ve learned.

3. YouTube it. The majority of kids will be familiar with and enjoy spending time on YouTube. Why not search for short educational videos or documentaries online which focus on what they have been studying?

4. Learn with them. “Why not read through their revision books and see what has changed since your exams?” advised Action Tutoring.

5. Mix things up. “Encourage your child to make notes, to highlight key points and words and to go over each topic several times,” she said. “The least effective method of learning is just reading the information through, over and over again; only marginally less effective is copying it out,” she said.

http://www.nwlink.com/~donclark/hrd/styles/vakt.html

What can parents and guardians do to optimise a young person’s chance of achieving their true potential?

7. Praise, praise and more praise. Revising is no fun for anyone, so whether you have to nag them to revise or not, always give them praise when they are working hard. Small rewards can be a real incentive to work. Also don’t forget to give them wind down time - sleeping well and for long enough to feel rested will help thinking and concentration.

8. Break up their revision time into small chunks. Rather than having your child sit down to revise with no structure, ask them before each “session” what they are going to do in that hour/afternoon. Get them to identify the bits they know and the bits they need to spend time on. They should know their aim for the session as well as briefly revisiting the notes they’ve previously gone through. Ask them to start each session with the hardest bit first so you get it over with first.”

http://www.huffingtonpost.co.uk/entry/revision-technqiues-tips-for-kids_uk_57289074e4b0ade291a0d4ab

http://www.huffingtonpost.co.uk/entry/revision-technqiues-tips-for-kids_uk_57289074e4b0ade291a0d4abhttp://www.huffingtonpost.co.uk/entry/revision-technqiues-tips-for-kids_uk_57289074e4b0ade291a0d4ab

One of the most important things parents

and guardians do Set routines Ensure that your young people are getting enough sleep – we constantly hear of pupils staying up past 11pm. To learn effectively they need AT LEAST 8 hours sleep.

Make absolutely sure they stop using technology AT LEAST one hour before bedtime – no texting, snapchat, facebook etc from 10pm onwards. I asked 58 pupils last week to show me the latest time they were on their phones on a school night.

Latest time of interaction Number of Phones showing this

7-8pm 1

8-9pm 5

9-10pm 9

10-11pm 21

11-12pm 12

After midnight 10

The brain doesn’t rest, recover or assimilate information properly if we are exposed to the wavelengths of light from screens in the time just before sleeping.

A recent research project at Fife high school found that test scores in comparator groups were an average of 11% higher in a sample of 185 students in S4 students persuaded to ditch their technology by 8pm each day.

Interventions

What can WE do when

someone is offtrack?

Interventions

What can WE do when

someone is offtrack?

Interventions

What can WE do when

someone is off track?

Interventions 1. 1:1 conversations 2. direct to additional learning materials 3. offer additional support at lunchtimes / other 4. give suggestions on study techniques 5. pair with others for peer support 6. refer to Principal Teacher 7. Pastoral referral 8. Contact home

Keeping in touch

T&M reports

Sept. 2017

Nov. 2017

Dec. 2017

Feb. 2018

GLOW email

alistair.huddleston@glow.sch.uk gw15mcdowellsarah@glow.sch.uk

Parents

Consultation

Evening

22nd November

2017

mailto:alistair.huddleston@glow.sch.ukmailto:gw15mcdowellsarah@glow.sch.uk

Can you help us?

Do you work in the Science Sector?

Do you have knowledge or experience of the

world of work that you would be willing to

share with our learners?

Would a pupil or a member of staff

benefit from a work placement at your

place of work?

Developing the Young Workforce

If you would like a copy

of this powerpoint then

please email me a request

to:-

GLOW email

alistair.huddleston@glow.sch.uk

Slide Number 1Slide Number 2Slide Number 3Slide Number 4Slide Number 5Slide Number 6Slide Number 7Slide Number 8Slide Number 9Slide Number 10Slide Number 11Slide Number 12Slide Number 13Slide Number 14Slide Number 15Slide Number 16Slide Number 17Slide Number 18Slide Number 19Slide Number 20Slide Number 21Slide Number 22Slide Number 23Slide Number 24Slide Number 25Slide Number 26Slide Number 27Slide Number 28Slide Number 29

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