Information about all subjects on offer at Hamilton College at National 5, Higher and Advanced Higher Level can be found on this page. Each subject contains the course information and videos from teachers and learners about why they chose that subject.
Dear Learners,
This article has been prepared to help you plan the next stage of your education in school. You will be choosing courses from within the National Qualifications framework.
In S3 you should look to have a broad range of subjects across the curriculum that you can study and then refine as you progress into S5 and S6. Those of you about to enter S5 will be thinking about Highers; whilst those of you who are entering S6 will be looking to choose Advanced Highers and Highers. In the following information you will find information about the subject choices available.
It is important for all pupils in S4 to plan to stay at school for two further years in order to take advantage of the full range of courses leading to National Qualifications and to benefit from the greater maturity and the experience of more in-depth study in S5 and S6.
Those of you in S5 who are planning to stay on for S6, will now have the opportunity to consolidate your studies in preparation for entry to University, College or the world of work.
Once you have made your decisions, please submit your Options Request Form so that we can complete our timetabling arrangements. This form will be sent to you after February half term to consider the subjects on offer.
Pastoral staff, academic Heads of Departments and myself will be on hand to help you should you wish to discuss this with anyone.
Yours sincerely,
Mrs H Stark
Director of Education
Outlined below you will see the option choices you have for the courses you will complete over S3 and S4. These courses complement your core subjects and the majority will be completed at National 5 level.
The core curriculum is outlined below:
English - 5 periods per week in S3 and 6 periods per week in S4
Maths - 6 periods per week in S3 and 5 periods per week in S5
French, German - 4 periods per week
PE (core) - 2 periods per week
Lifeskills - 1 period per week
RMPS - this will be a National 4 qualification - 2 periods per week
You will therefore follow courses in English, Mathematics, Languages, Physical Education, Religious Moral & Philosophical Studies and Lifeskills. These subjects form the ‘common core’ of everyone’s two-year course. The balance of the curriculum will be made up by choosing one subject from the option below, including choosing which core language you would like to study. These options are designed to ensure that you will have a proper balance of subjects, but allow considerable opportunity for you to make decisions, which will meet individual interests and career aspirations.
If you are in doubt as to which subjects to choose from each set of options please contact your Pupil Support teacher who will discuss your choices and can direct you to a Head of Department for further information on courses, if necessary.
Please select your option choices below.
English has 8 periods per week until December and then has 7 periods per week
Maths has 7 periods peer week until December and then has 8 periods per week
Lifeskills is one period per week
RME is one period per week
Core PE is 2 periods per week.
All other subjects have 7 periods per week
It is recommended that S5 pupils should choose 5 subjects, where they are expected to get 8 National 5 courses with A and B grades in S4. Pupils can choose 4 subjects where they feel they would like some study periods to support their learning. S5 study periods will be timetabled at the back of smaller classes.
In S6 we recommend either 3 Advanced Highers (AH) or a combination of AH and Highers or more Highers. It is important to note that some university courses would prefer a wider range of Higher subjects than AH courses so please check the requirements of each course you are interested in before choosing your subjects and their level.
The Hamilton College Diploma offers pupils an opportunity to widen their range of skills and more information on this can be found in the Options Page on the website. Those in S5 that wish to do AH Maths of Mechanics please see Mrs Ford to discuss course content.
Courses will only run where they are viable and have enough pupils choosing the subject and level.
For Higher classes this is 5 pupils and for AH this is 3 pupils.
Art and Design is the study of the various forms of visual communication. It covers the expressive arts, design, and the ability to understand the work of others. It will give you an insight into how art and design influence our lives and it will gives you the skills to develop your creativity and understanding in these areas. Underpinning art and design courses in Hamilton College is the belief that the purpose and wonder of creation gives a language of order, beauty and expression – a language that can be explored with hand, eye and feeling.
The course integrates investigative and practical learning, and knowledge and understanding of art and design practice. In the course, candidates draw upon their understanding of artists’ and designers’ work and practice. They follow art and design processes to develop their own creative work. They also reflect on and evaluate their creative processes and the qualities of their expressive and design portfolios. The course comprises two areas of study: Expressive and Design. This part of the course helps candidates plan, research and develop creative expressive and design work in response to a theme/stimulus. Candidates develop knowledge and understanding of artists’ working practices and the social, cultural and other influences affecting their work and practice. They select a theme/stimulus and produce 2D/3D analytical drawings, studies and investigative research, and use this to produce a single line of development leading to a final piece. Candidates reflect on and evaluate their creative process and the visual qualities of their work.
SKILLS AND KNOWLEDGE
A broad overview of the subject skills, knowledge and understanding that will be covered in the course includes:
LEARNING AND TEACHING METHODS
The course involves the study of art and design in three areas: expressive, design and critical activity. The expressive activity involves you communicating ideas and feelings in a range of media; the design activity gives you the opportunity to devise a solution to a set design problem; critical activity develops your appreciation and understanding of artists and designers and is related to the two practical activities. Skills and techniques will be taught by example via the teacher and by using a range of visual resources. Teaching directly to the whole class and on a one-to-one basis will be used as appropriate to the activity.
CAREERS INFORMATION
A qualification in art and design can lead to careers in product design, graphic design, textile and fashion design, ceramic design, jewellery making and silversmithing, photography, film print making, art teaching, architecture and fine art among others.
Higher Art promotes the development of manual dexterity, media handling and problem-solving in the area of fine art, design and art history.
COURSE OUTLINE
The course consists of three key areas: - Expressive Activity, Design Activity and Art and Design Studies (question paper).
METHODOLOGY
Drawing and sketchbook work is fundamental to all areas. Pupils work on their own specific projects in negotiation with the teacher. The practical work is dovetailed with historical and contemporary art studies.
HOMEWORK
Homework consists of the regular building up of a sketchbook with observational drawing and art history research.
ASSESSMENT
To gain the award of the course, the pupil must pass all the Unit assessments as well as the external assessments. The internal assessment is on a simple pass/fail basis whereas the external assessment gives the opportunity to achieve at levels beyond this. The course will be externally assessed by the following:
Portfolio worth 160 marks that is externally marked.
Question paper worth 60 marks.
ART AND DESIGN (ENQUIRY)
Advanced Higher Art provides pupils with the opportunity to investigate a personally chosen area of creativity at an appropriately high level of study. There are options/courses.
COURSE OUTLINE
These courses comprises of two Units – Design studies and design enquiry OR Expressive studies and expressive enquiry. The Art and Design studies unit which is written appreciation will be linked to their own art or design practical work.
METHODOLOGY
The pupils will investigate chosen areas of aesthetic interest through sketchbooks, finished studies, photography, 3-dimensional construction all compiled into a unified folio.
HOMEWORK
Homework must be pupil motivated, although artistic/design processes are provided at key stages throughout the course. Specific projects will be given at Holiday time.
ASSESSMENT
Portfolio work is worth 100 marks and externally assessed. It is broken down into three areas- Practical work worth 60, integrated written study worth 30 and evaluation worth 10.
ART AND DESIGN (FOLIO AND APPRECIATION)
This is an internal Hamilton College course specifically for pupils intending to apply to Art school. It is structured to give the student a good grounding, equipping them to deal with the rigours of degree study. It should be taken along with the Advanced Higher Enquiry. It will be expected that any pupils taking up this course will have an enquiring visual mind having produced a strong body of work at Higher level.
COURSE OUTLINE
Pupils will spend each half term working on core fine art and design disciplines, both 2D and 3D. Throughout they will receive lectures in the history of art/design and the development of aesthetic theory. Contextualised power-point lectures will enable pupils to relate their own work to current art practise to encourage an exchange of ideas and dialogue with contemporary art. Project structures will be flexible enough to enable pupils to develop at their own pace.
METHODOLOGY
Each practical assignment will begin with a PowerPoint lecture and written brief. Pupils will then develop a portfolio of work where sketchbooks will be considered essential to their creative research. In-depth reading will complement the Advanced Higher Enquiry folio and it expected of the pupils to seek out further cultural contexts in other areas especially, poetry, literature, film and philosophical reflection. However, it can also include the sciences and technology as well as politics.
LEARNING AND TEACHING METHODS
Administration is a growing sector which cuts across the entire economy and offers wide ranging employment opportunities. Moreover, administrative and IT skills have extensive application not only in employment but also in other walks of life. The key purpose of this course is to develop learners’ administrative and IT skills and, ultimately, to enable them to contribute to the effective functioning of organisations in administrative positions.
SKILLS AND KNOWLEDGE
A broad overview of the subject skills, knowledge and understanding that will be covered in the course includes:
A mixture of direct teaching, computer work, role-play and discussion will be used to convey the main points of each topic. Moodle, our VLE, is also used at home and in the classroom and contains all course notes and slides on each topic, as well as video and revision materials.
COURSE ASSESSMENT
A practical assignment which accounts for 58% of the final mark and a question paper which will be completed on a computer and accounts for 42% of the overall mark.
CAREERS INFORMATION
This course develops skills which are useful in all walks of life but specifically it may lead on to a wide range of administration and business courses at University/College, including general courses in Administration or more specific ones in areas such as Event Management and Administration, Information Science, Personal Assistant, Tourist and Hospitality Management.
INTRODUCTION
Effective Administrators are highly sought after in all sectors and industries. The Higher Administration and IT course develops the advanced administration and digital literacy skills required by today’s modern organisations. The course provides experience of authentic senior administration tasks and encourages pupils to organise their work effectively, be aware of current legislation and the importance of customer care.
COURSE OUTLINE
IT applications
Pupils develop skills in organising and managing information using digital technology in administrative contexts using word processing, spreadsheets, databases and presentation software. They use software application functions to analyse, process and manage information, in order to create and edit complex business documents. Pupils develop an understanding of barriers to communication and ways of overcoming them to ensure communication is effective. They also develop skills, knowledge and understanding of how to maintain the security and confidentiality of information.
Administrative theory and practice
Pupils develop their understanding of the factors contributing to an efficient administrative function. These include time and task management, effective teams, complying with workplace legislation, the impact of digital technologies, and customer care.
METHODOLOGY
A variety of teaching approaches will be used including direct teaching and self-paced learning from printed and digital sources. Producing high quality, accurate practical work is very important in the course and pupils will be encouraged to develop an eye for detail in all areas. Achieving a good grade in the course will be rewarding but the long-term benefits of applying the advanced skills acquired beyond school - at work, college or university will provide on-going benefits for pupils.
HOMEWORK
Pupils will be expected to submit regular extended formal homework pieces. Homework will focus on the theory element of the course.
ASSESSMENT
Internal – Ongoing minimum competency assessments plus more formal end of unit assessments.
External – the course is assessed through a written exam which is worth 42% of the overall grade and a course assignment worth 58% of the overall grade. The exam assesses knowledge and understanding of administrative theory from all aspects of the course and the assignment assesses practical skills and understanding using advanced features of word processing, spreadsheets, databases and presentation software.
CAREER INFORMATION
The course makes an important contribution to general education through developing a range of essential skills which will benefit pupils regardless of the career path they ultimately choose. Its contribution to vocational education is just as significant because it provides progression to a range of careers in administration and IT.
Biology, the study of living organisms, plays a crucial role in our everyday life, and is an increasingly important subject in the modern world. Biology affects everyone, and biologists work to find solutions to many of the world’s problems. Advances in technology have made human biology more exciting and relevant than ever.
Biology courses should encourage development of skills and resourcefulness which lead to becoming a confident individual. Successful learners in biology think creatively, analyse and solve problems. Studying relevant areas of biology such as health, environment and sustainability produces responsible citizens.
SKILLS AND KNOWLEDGE
A broad overview of the subject skills, knowledge and understanding that will be covered in the course includes:
COURSE CONTENT
The course covers major areas of biology ranging from cellular to whole organism and includes the study of ecosystems. The focus on cellular level processes leads to an understanding of the importance and roles of the cell. By comparing the processes in multicellular plants and animals, learners investigate increasing levels of complexity. The key areas of biodiversity and interdependence are covered, along with the processes leading to evolution as well as food security and ethical issues.
The course also aims to equip all learners with the knowledge and skills to be able to evaluate media reports. This enables learners to make their own decisions on issues within a modern society where the body of scientific knowledge and its applications and implications are ever developing.
The course includes the following areas of biology covered in S3/4:
Cell Biology -
The key areas covered are: cell structure, transport across cell membranes, DNA and the production of proteins, proteins, genetic engineering, respiration.
Biology: Multicellular Organisms -
The key areas covered are: producing new cells, control and communication, reproduction, variation and inheritance, transport systems — plants; transport systems — animals, absorption of materials.
Biology: Life on Earth -
The key areas covered are: ecosystems, distribution of organisms, photosynthesis, energy in ecosystems, food production, evolution of species.
LEARNING AND TEACHING METHODS
Classes will be mixed ability and you will have the opportunity of working on your own and in groups. A range of teaching approaches in class and online through TEAMS ensures that you should achieve to the best of your ability and enjoy the subject. In addition to prepared notes and text references, practical work, models and ICT will be used to enhance this course. In some areas of the course you make your own notes from the unit notes provided, as well as from textbooks and other resource references, while other areas of the course are more teacher-directed. Guidance will be given at the beginning of the course on the methods of note making. Notes will be checked regularly by the class teacher.
CAREERS INFORMATION
A qualification in Biology may help you towards careers in animal nursing, veterinary medicine, zoology, forensic science, environmental science, medicine, nursing, speech therapy, medical secretary, beauty therapy, optics, horticulture and many more.
INTRODUCTION
This course is based on the integrative ideas and unifying principles of modern biological science. It covers key aspects of life science at the molecular scale and extends to aspects of the biology of whole organisms that are among the major driving forces of evolution.
The course aims to develop a sound theoretical understanding and practical experience of experimental investigative work in biological science. It further develops learners’ abilities to think analytically, creatively and independently, and to make reasoned evaluations. Learners can develop their communication, collaborative working and leadership skills, and can apply critical thinking in new and unfamiliar contexts to solve problems.
The course develops a systems approach to the study of biological science. It allows learners to integrate their learning, and to appreciate the global dimension of life on Earth and the importance of understanding biological issues in society.
The course encourages learners to become scientifically literate citizens, who are able to make rational decisions based on scientific evidence and information. It gives them further experience in independent investigative work. Learners improve their scientific literacy by designing and carrying out their own investigation, analysing and evaluating scientific publications and media reports, and producing scientific reports and communications. Opportunities to generate new ideas when planning and designing investigations and experiments also develops learners’ creativity.
COURSE CONTENT
The course includes the following areas of biology:
Cells and Proteins -
laboratory techniques for biologists, proteins, membrane proteins, communication and signalling, protein control of cell division
Organisms and Evolution -
field techniques for biologists, evolution, variation and sexual reproduction, sex and behaviour, parasitism
Investigative Biology -
scientific principles and process, experimentation, reporting and critical evaluation of biological research
Project -
Learners carry out an in-depth investigation of a biology topic. Learners choose their topic and individually investigate/research its underlying biology. Learners must discuss potential topics with their teacher and/or lecturer to ensure that they do not waste time researching unsuitable topics. This is an open-ended task that may involve candidates carrying out a significant part of the work without close supervision.
Throughout the project candidates work autonomously, making independent and rational decisions based on evidence and interpretation of scientific information, which involves analysing and evaluating results. Through this, learners further develop and enhance their scientific literacy skills.
The project offers challenge by requiring learners to apply skills, knowledge and understanding in a context that is one or more of the following:
Unfamiliar, familiar but investigated in greater depth, integrating a number of familiar contexts.
Learners will produce a project report that has a logical structure.
LEARNING AND TEACHING
The course will utilise a range of teaching strategies, learner notes, textbooks, film/DVD’s, ICT/ websites and the Scholar Programme.
Learners will be expected and encouraged to make full use of all resources provided as appropriate. Throughout the course learners will be encouraged to develop the skills of independent study which will be necessary in higher education. Learners will also be expected to consolidate their learning with background reading of the coursework provided in their notes, textbooks and the Scholar programme. Teams is used throughout this course.
HOMEWORK
Formal homework exercises will be issued, but learners will be expected to take responsibility for planning their own learning, revision and completion of course work by predetermined deadlines.
Homework will consist of completing notes begun in class, regular reinforcement of classwork, essays, research for tasks, learner exercises, questions from the textbooks, revision questions, specific self-contained project, summary work, past examination papers and revision for assessments.
Homework will be issued by the teacher as appropriate to the learner’s position in the unit. Homework times can vary depending on the task set.
ASSESSMENT
The internal assessment is comprised of an additional assessment per unit, a prelim in January and a second prelim in March.
The external assessment is comprised of a:- question paper which will take place in April/May, consisting of an Objective test section and a Restricted and Extended Response Question section, which together worth 100 marks scaled to 120 marks.
Learners must also complete a project worth 30 marks scaled to 40 marks which will be overtaken at an appropriate point in the course.
CAREERS INFORMATION
On successful completion of this course, the learner could progress to: a biology-based HND/degree programme or one from a wide range of related areas, such as medicine, dentistry, veterinary medicine, professions allied to medicine, horticulture, pharmacology, environmental science and health careers in a biology-based or related area including the health sector, agricultural science, education, environmental services.
The course is particularly suitable for pupils who wish to progress to degree courses either in Biology or in subjects of which Biology is a major component such as Veterinary Medicine, Medicine, Dentistry, Pharmacy, Horticulture, Agriculture, Biochemistry, Food Science, Optics, Sports Science, Teaching, Microbiology, Beauty Therapy and the Environmental and Health Sciences.
As well as providing an excellent grounding for the future study of biology and biology-related subjects, the course also equips all pupils with an understanding of the positive impact of biology on everyday life. Other pupils may choose this course because they have a particular interest in the subject and wish to take the opportunity of studying it in depth.
INTRODUCTION
The Higher Human Biology course gives learners the opportunity to understand and investigate the living world in an engaging and enjoyable way. It develops learners’ abilities to think analytically, creatively and independently, and to make reasoned evaluations. The course provides opportunities for learners to acquire and apply knowledge to evaluate biological issues, assess risk, make informed decisions and develop an ethical view of complex issues. Learners are able to develop their communication, collaborative working and leadership skills, and are able to apply critical thinking in new and unfamiliar contexts to solve problems.
The course uses an experimental and investigative approach to develop knowledge and understanding of concepts in biology.
It develops learners’ interest and enthusiasm for human biology in a range of stimulating, relevant and enjoyable contexts. It also allows flexibility and personalisation by offering a choice of contexts to study. The skills of scientific inquiry and investigation are developed throughout the course. This will enable learners to become scientifically-literate citizens.
The course provides a broad-based, integrated study of a range of biological topics which develop the concepts of human biology. The content is set in contexts that are of particular significance and relevance to the human species.
It allows learners to acquire a deeper understanding of cellular processes, physiological mechanisms and their impact on health, aspects of the nervous system, and defence mechanisms as they apply to the human species.
The development of skills enables learners to adapt their learning to new situations, solve problems, make decisions based on evidence, and evaluate the impact of scientific developments on their health and wellbeing, society and the environment. By setting the acquisition of knowledge and skills in the context of Higher Human Biology, a stimulating, relevant and enjoyable curriculum prepares learners for further education, training or employment, in areas associated with life sciences.
COURSE CONTENT
The course includes the following areas of biology:
Human Cells -
division and differentiation in human cells, structure and replication of DNA, gene expression, mutations, human genomics, metabolic pathways, cellular respiration, energy systems in muscle cells.
Physiology and Health -
gametes production and fertilisation, hormonal control of reproduction, the biology of controlling fertility, antenatal and postnatal screening, the structure and function of arteries, capillaries and veins, the structure and function of the heart, pathology of cardiovascular disease (CVD), blood glucose levels and obesity.
Neurobiology and Immunology -
divisions of the nervous system and neural pathways, the cerebral cortex, memory, the cells of the nervous system and neurotransmitters at synapses; non-specific body defences, specific cellular defences against pathogens, immunisation, clinical trials of vaccines and drugs
LEARNING AND TEACHING METHODS
The course will utilise a range of teaching strategies, practical work, learner notes, textbooks, film/DVD’s, ICT/ websites and the Scholar Programme.
Learners will be expected and encouraged to make full use of all resources provided as appropriate. Throughout the course learners will be encouraged to develop the skills of independent study which will be necessary in higher education. Learners will also be expected to consolidate their learning with background reading of the coursework provided in their notes, textbooks and the Scholar programme. Teams is used throughout this course.
HOMEWORK
Homework will consist of completing notes begun in class, regular reinforcement of classwork, essays, research for tasks, pupil exercises, questions from the textbooks, revision questions, specific self-contained project, summary work, past examination papers and revision for assessments.
Homework will be issued by the teacher as appropriate to the pupil’s position in the unit. Homework times can vary depending on the task set.
ASSESSMENT
The school based internal assessment is comprised of an end of unit additional assessment per unit, a prelim in January and a 2nd prelim in March.
The external assessment is comprised of two question papers which will take place in April/ May, consisting of an Objective test question paper and a Restricted and Extended response Questions paper, which together are worth 120 marks.
Learners must also complete an assignment worth 20 marks scaled to 30 marks to equate to 20% of the assessment which will be overtaken at an appropriate point in the course.
CAREERS INFORMATION
This course is suitable for learners who wish to progress to Advanced Higher Biology; degree courses either in Biological sciences, Life Sciences or in subjects within which Human Biology is a major component such as Medicine, Veterinary Medicine, Dentistry, Pharmacy, Nursing, Physiotherapy, Dietetics, Radiography, Chiropody, Horticulture, Agriculture, Health Sciences, other qualifications in Biology or related areas and /or employment in related areas.
Business and enterprise are at the heart of a successful Scottish economy. This course offers you the opportunity to study and explore the dynamic and complex business and information environment in which we live. You will be encouraged to develop the skills and knowledge which will allow you to access, understand and contribute to Scotland’s business economy.
SKILLS AND KNOWLEDGE
A broad overview of the subject skills, knowledge and understanding that will be covered in the course includes:
LEARNING AND TEACHING METHODS
A mixture of direct teaching, computer work, role play and discussion will be used to convey the main points of each topic. Company reports, business case studies, workshops and business news will all be employed to make the concepts taught link into real-life contexts. Moodle, our VLE, is also used at home and in the classroom and contains all course notes and slides on each topic, as well as video and revision materials. Several textbooks are available for reference as are current business journals.
CAREERS INFORMATION
Pupils taking this course often wish to take business management through to Higher and beyond but even if this is not the case, the subject will contain useful knowledge for those wishing to pursue courses and careers as, for example, lawyers, accountants, stock brokers, administrators, entrepreneurs, teachers and many more.
INTRODUCTION
Business Management is a course, which offers a broad picture of today’s businesses. The course introduces many of the topics studied in most business degrees at university level. The course equips the learner with an idea of real business problems and allows them opportunities to relate their business thoughts to real situations.
COURSE OUTLINE
The Higher course covers the same topics as the National 5 course however the higher course studies the theoretical issues in more depth. These courses would suit most pupils, preferably with a pass in National 5 Englishor Business Management, who have an interest in business or wish to study business at university level. The course consists of three units:
Understanding Business – This unit introduces the types of business organisation and the basic principles behind each one. The use of structures within an organisation and how managers should make business decisions are also studied.
Management of Marketing & Operations – This unit introduces two main areas of business. Each area is studied in depth with pupils able to enhance their knowledge of marketing strategies and operational procedures.
Management of People & Finance – This unit introduces two main areas of business. Each area is studied in depth with pupils able to enhance their knowledge of the role of employee relations and legislation in the workplace and be aware of how finance is used to help aid decision.
METHODOLOGY
Direct teaching, active learning, core notes and a range of exercises provide the main sources for learning. Videos, role-plays, external speakers, discussions and overhead presentations make these courses interesting and never dull. Moodle, the school’s VLE is used weekly to download notes, upload homework, check learning or catch up on missed work.
HOMEWORK
Homework is varied however, after the October break an ink exercise is issued once a week. Pupils are expected to do regular homework including reading textbooks, business news, research, revising and preparing for presentations.
ASSESSMENT
Internal – Ongoing minimum competency assessments plus more formal end of unit assessments. An assignment will also have to be researched and written up in a set time which currently counts towards 25% of the overall grade.
External –The paper is broken into two sections. The first section is a case study based on a real company and the second section is an extended response set of questions.
CAREER INFORMATION
Pupils taking the subject may wish to study Business Management through to Higher. Even if a student does not wish to take the subject further at school, it will be useful if he/she wish to become a doctor, lawyer, accountant, stock broker, entrepreneur, administrator, teacher and many more careers.
Advanced Higher Business Management prepares learners to play an active part in Scotland’s vibrant and innovative business culture, by equipping them with an understanding of the local, national, and global nature of business. This includes the challenges posed by globalisation and the effect it has on Scotland’s businesses and the business environment
COURSE OUTLINE
Learners develop analytical and research skills by investigating real organisations in a range of contexts.
The course has 3 units of study:
The External Business Environment
The Internal Business Environment
Evaluating Business Information
COURSE ASSESSMENT
Question Paper - The paper is broken into two sections. The first section is a case study based on a real company and the second section is a response set of questions. Both sections are equal in weighting, and this exam is worth 67% of the overall grade.
Course Assignment - An assignment will have to be researched and written up in a set time which currently counts towards 33% of the overall grade. This will be externally marked by the SQA.
Chemistry is the study of matter at the level of atoms, molecules, ions and compounds. These substances are the building blocks of life and all of the materials that surround us. Chemistry provides us with knowledge of how substances are made up and how chemical reactions can change things.
Chemists play a vital role in the production of everyday commodities. Chemistry research and development is essential for the introduction of new products. The study of chemistry is of benefit not only to those intending to pursue a career in science, but also to those intending to work in areas such as the food, health, textile or manufacturing industries.
The purpose of the course is to develop learners’ curiosity, interest and enthusiasm for chemistry in a range of contexts. The skills of scientific inquiry are integrated and developed throughout the course. The relevance of chemistry is highlighted by the study of the applications of chemistry in everyday contexts. This enables learners to become scientifically literate citizens, able to review the science-based claims they will meet.
SKILLS AND KNOWLEDGE
A broad overview of the subject skills, knowledge and understanding that will be covered in the course includes:
COURSE OUTLINE
The course includes the following areas of chemistry covered in S3/4:
Chemical changes and structure -
In this area, topics covered are: rates of reaction, atomic structure and bonding related to properties of materials, formulae and reacting quantities, and bases.
Nature’s chemistry -
In this area, topics covered are: homologous series, everyday consumer products, energy from fuels.
Chemistry in society -
In this area, topics covered are: metals, plastics, fertilisers, nuclear chemistry, chemical analysis.
Learners gain an understanding of chemistry and develop this through a variety of approaches, including practical activities, investigations and problem solving. Learners research topics, apply scientific skills and communicate information related to their findings, which develops skills of scientific literacy.
LEARNING AND TEACHING METHODS
Classes will be mixed ability and you will have the opportunity of working on your own and in groups. A range of teaching approaches in class and online through TEAMS ensures that you should achieve to the best of your ability and enjoy the subject. In addition to prepared notes and text references, practical work, molecular models and ICT will be used to enhance this course. In some areas of the course you make your own notes from the unit notes provided, as well as from textbooks and other resource references, while other areas of the course are more teacher-directed. Guidance will be given at the beginning of the course on the methods of note making. Notes will be checked regularly by the class teacher.
HOMEWORK
Homework will consist of completing notes begun in class, regular reinforcement of classwork, research for tasks, learner exercises, questions from the textbooks, revision questions, specific self-contained project, summary work, past examination papers and revision for assessments. Homework will be issued by the teacher as appropriate to the learner’s position in the unit. Homework times can vary depending on the task set.
ASSESSMENT
The school based internal assessment is comprised of an end of unit additional assessment per unit, a prelim in January and a 2nd prelim in March.
The external assessment is comprised of:- a question paper which will take place in April/May, consisting of an Objective test question paper and a Restricted and Extended Response Question paper, which together are worth 100 marks.
Learners must also complete an assignment worth 20 marks scaled to 25 marks to equate to 20% of the assessment which will be overtaken at an appropriate point in the course
CAREERS INFORMATION
Chemistry can open up a vast range of course and career choices to you. Listed here are just some of the wide range of careers that require a knowledge of chemistry: doctor, dentist, pharmacist, vet, zoologist, engineer, metallurgist, archaeologist, oceanographer, laboratory technician, research scientist, agricultural scientist, food scientist, forensic scientist, industrial chemist, biochemist, photographer, art restorer, nature conservationist and water technologist.
INTRODUCTION
This course allows learners to acquire a deeper understanding of the central concepts of chemistry. Chemists play a vital role in the production of everyday commodities. Chemistry research and development are essential for the introduction of new products. The study of chemistry is of benefit not only to those intending to pursue a career in science, but also to those intending to work in areas such as the food, health or manufacturing industries. The course enables learners to make their own decisions on issues within a modern society, where scientific knowledge and its applications and implications are constantly developing.
COURSE CONTENT
Chemical Changes and Structure -
Controlling the rate of reaction, periodicity, structure and bonding and oxidising and reducing agents.
Nature’s Chemistry -
systematic carbon chemistry, alcohols, carboxylic acids, esters, fats and oils, soaps,detergents and emulsions, proteins, oxidation of food, fragrances, skin care.
Chemistry in Society -
getting the most from reactants, chemical energy, equilibria, chemical analysis.
Researching Chemistry -
common chemical apparatus, general practical techniques, reporting experimental work.
LEARNING AND TEACHING
The course will utilise a range of teaching strategies, practical work, learner notes, textbooks, film/DVD’s, ICT/ websites and the Scholar Programme.Learners will be expected and encouraged to make full use of all resources provided as appropriate. Throughout the course learners will be encouraged to develop the skills of independent study which will be necessary in higher education. Learners will also be expected to consolidate their learning with background reading of the coursework provided in their notes, textbooks and the Scholar programme. Teams is used throughout this course.
HOMEWORK
Homework will consist of completing notes begun in class, regular reinforcement of classwork, research for tasks, learner exercises, questions from the textbooks, revision questions, specific self-contained assignment, summary work, past examination papers and revision for assessments. Homework will be issued by the teacher as appropriate to the learner’s position in the unit. Homework times can vary depending on the task set.
ASSESSMENT
The internal assessment is comprised of an end of unit additional assessment per unit, a prelim in January and a second prelim in March.
The external assessment is comprised of:- two question papers which will take place in April/ May, consisting of an Objective test question paper and a Restricted and Extended Response Question paper, which together are worth 120 marks.
Learners must also complete an assignment worth 20 marks scaled to 30 marks to equate to 20% of the assessment which will be overtaken at an appropriate point in the course.
CAREERS INFORMATION
This course is particularly suitable for learners who wish to progress to degree courses either in chemistry or in subjects of which chemistry is a major component such as Medicine, Dentistry, Pharmacy, Chemical Engineering and the Environmental and Health Sciences.
A degree in chemistry may lead to employment in traditional chemical industries such as the petrochemical or pharmaceutical industries. There are opportunities for further studies leading to the award of research degrees. Chemistry is also recognised as being a sound education that develops a variety of skills appropriate to employment in teaching, commerce and other industries.
INTRODUCTION
Chemistry, the study of matter and its interactions, plays an increasingly important role in most aspects of modern life. This course allows learners to develop a deep understanding of the nature of matter, from its most fundamental level to the macroscopic interactions driving chemical change.
Learners develop their abilities to think analytically, creatively, and independently to make reasoned evaluations, and to apply critical thinking in new and unfamiliar contexts to solve problems. The course offers learners’ flexibility and personalisation as they decide the choice of topic for their project.
The course builds on the knowledge and skills developed by learners in the Higher Chemistry course and continues to develop their curiosity, interest and enthusiasm for chemistry in a range of contexts. Skills of scientific inquiry and investigation are developed throughout the course.
The course offers opportunities for collaborative and independent learning set within familiar and unfamiliar contexts and seeks to illustrate and emphasise situations where the principles of chemistry are used and applied in everyday life.
Learners develop important skills relating to chemistry, including developing scientific and analytical thinking skills and making reasoned evaluations.
COURSE CONTENT
Titles and brief descriptions of the units are detailed as follows:-
1. Inorganic Chemistry
Electromagnetic radiation and atomic spectra, Atomic orbitals, Electronic configurations and the Periodic Table, Shapes of molecules and polyatomic ions and Transition metals.
2. Physical Chemistry
Chemical equilibrium, Reaction feasibility and Kinetics.
3. Organic Chemistry and Instrumental Analysis
Molecular orbitals, Molecular structure, Stereochemistry, Synthesis, Experimental determination of structure, Pharmaceutical Chemistry.
4. Researching Chemistry
Gravimetric Analysis, Volumetric Analysis, Practical skills and Techniques and Stoichiometric Calculations.
Project
Learners carry out an in-depth investigation of a chemistry topic. learners choose their topic and individually investigate/research its underlying chemistry. Learners must discuss potential topics with their teacher or lecturer to ensure that they do not waste time researching unsuitable topics. This is an open-ended task that may involve learners carrying out a significant part of the work without close supervision.
Throughout the project learners work autonomously, making independent and rational decisions based on evidence and interpretation of scientific information, which involves analysing and evaluating results. Through this, learners further develop and enhance their scientific literacy skills.
The project offers challenge by requiring learners to apply skills, knowledge and understanding in a context that is one or more of the following:
Unfamiliar, familiar but investigated in greater depth, integrating a number of familiar contexts.
LEARNING AND TEACHING
The course will utilise a range of teaching strategies in class and online through TEAMS, practical work, pupil notes, textbooks, film/DVD’s, ICT/ websites and the Scholar Programme.
Pupils will be expected and encouraged to make full use of all resources provided as appropriate. Throughout the course pupils will be encouraged to develop the skills of independent study which will be necessary in higher education. Pupils will also be expected to consolidate their learning with background reading of the coursework provided in their notes, textbooks and the Scholar programme.
HOMEWORK
Formal homework exercises will be issued, but pupils will be expected to take responsibility for planning their own learning, revision and completion of course work by predetermined deadlines.
Homework will consist of completing notes begun in class, regular reinforcement of classwork, research for tasks, pupil exercises, questions from the textbooks, revision questions, specific self-contained project, summary work, past examination papers and revision for assessments.
Homework will be issued by the teacher as appropriate to the pupil’s position in the unit. Homework times can vary depending on the task set.
ASSESSMENT
The internal assessment is comprised of an additional assessment per unit a prelim in January and a second prelim in March.
The external assessment is comprised of:- a question paper which will take place in April/ May, consisting of an Objective test section and a Restricted and Extended Response Question section, which are together worth 110 marks scaled to 120 marks.
Learners must also complete a project worth 25 marks scaled to 40 marks which will be overtaken at an appropriate point in the course.
CAREERS INFORMATION
Advanced Higher courses provide good preparation for pupils progressing to further and higher education as pupils doing Advanced Higher courses must be able to work with more independence and less supervision. This eases their transition to further/higher education. Advanced Higher courses may also allow ‘advanced standing’ or partial credit towards the first year of study of a degree programme.
This course is particularly suitable for pupils who wish to progress to further or higher education, for example to Professional Development Awards (PDAs), Higher National Certificates (HNCs) or Higher National Diplomas (HNDs) or degree programmes. Examples of further and higher education programmes that pupils doing this course might progress to include courses either in chemistry or in subjects of which chemistry is a major component, Medicine, Law, Dentistry, Veterinary Medicine, Engineering, Environmental or Health Sciences, Pharmacy and Chemical Engineering.
A degree in chemistry may lead to careers in a chemistry-based discipline or related area, or in a wide range of other areas, such as oil and gas exploration, renewable energy development, engineering, technology, pharmaceuticals, environmental monitoring, forensics, research and development, management, civil service and education.
Computing Science is an exciting and up to date course which offers knowledge and experience of the technology that lies at the heart of modern society. It covers information technology concepts, the practical operation of hardware and software, and the awareness of how computers affect our work, home and leisure activities.
Skills and Knowledge
A broad overview of the subject skills, knowledge and understanding that will be covered in the course includes:
LEARNING AND TEACHING METHODS
The course will be taught using various methods including whole class lessons, group work and individual practical work on computer. A wide range of digital resources will be used. Moodle, our VLE, delivers some of the course and pupils will be expected to use this to submit work and download notes and tasks. Practical tasks are very pupil-driven and in these everyone will be encouraged to become independent learners.
COURSE ASSESSMENT
Question Paper (66% of the overall grade) - The purpose of the question paper is to assess breadth of knowledge from across the course, depth of understanding, and application of this knowledge and understanding to answer appropriately challenging questions.
Course Assignment (33% of the overall grade) - The purpose of the assignment is to assess practical application of knowledge and skills from the course to develop a solution to an appropriately challenging computing problem. It will assess pupils’ skills in analysing a problem, designing a solution to the problem, developing a solution to the problem, and testing and reporting on that solution.
CAREERS INFORMATION
Recently, the Russell Group, which represents 24 leading UK universities, released a report which stated that studying Computing at school was now essential for a number of Computer Science degrees and valuable for a number of degrees including medicine, pharmacy and engineering. This course will better equip pupils to cope with the computer based environment, no matter which field of study or career they go on to follow. Computing is rapidly becoming a must have skill for those who want to succeed..
INTRODUCTION
A government report in 2020 highlighted that Glasgow and Edinburgh have nearly a quarter of their workforce in a Digital Technology role, attracted by the second highest median salary offered in the UK, outside London. Computing is a huge growth industry and the Higher Computing Science course is a new and up to date course which is a good stepping stone for those planning to go into this industry or simply want more knowledge of computing and computer systems
COURSE OUTLINE
Software Design and Development - This unit is designed to develop knowledge and understanding of advanced concepts and practical problem-solving skills in software design and development. Pupils will develop programming and computational thinking skills by designing, implementing, testing and evaluating practical solutions and explaining how these programs work. They will also develop an understanding of computer architecture and the concepts that underpin how programs work.
Information Systems Design and Development - This unit develops skills in designing and developing information systems such as databases and websites. Pupils learn about the technical, legal, environmental, economic and social issues related to one or more information systems.
COURSE ASSESSMENT
Question Paper (66% of the overall grade) - The purpose of the question paper is to assess breadth of knowledge from across the course, depth of understanding, and application of this knowledge and understanding to answer appropriately challenging questions.
Course Assignment (33% of the overall grade) - The purpose of the assignment is to assess practical application of knowledge and skills from the course to develop a solution to an appropriately challenging computing problem. It will assess pupils’ skills in analysing a problem, designing a solution to the problem, developing a solution to the problem, and testing and reporting on that solution.
CAREERS INFORMATION
Even during the most difficult economic times over the last decade the IT industry has had a skills shortage. This is unlike almost any other industry and means that those with skills in computing are in demand and can command above average salaries. Additionally, with the vast majority of jobs now using IT to a greater or lesser extent no matter where a pupil ends up, the skills they have learned in Higher Computing Science will put them at a competitive advantage.
The course is suitable for learners with a general interest in drama or for those wishing to progress to further levels of study. The learning experiences in the course are flexible and adaptable, with opportunities for personalisation and choice. This makes the course highly accessible as it can be contextualised to suit a diverse range of candidates’ needs and aspirations. The course is largely candidate-centred with practical and experiential learning opportunities.
Throughout the course, learners explore and develop a range of drama skills and approaches to communicating thoughts and ideas to an audience. They develop a range of acting skills in relation to portraying characters. They learn how to respond to stimuli, including text, and develop knowledge, understanding and practical experience of form, structure, genre and conventions when creating and presenting drama. Learners generate ideas for presenting text using production areas. They explore and develop practical skills in a range of production areas. They apply these skills to enhance text when presenting. Learners develop knowledge and understanding of social and cultural influences
SKILLS AND KNOWLEDGE
LEARNING AND TEACHING METHODS
This will be a mix of both active and independent learning through self and peer evaluations, reflecting on learning, making independent decisions, responding to feedback and challenge for improvement . A blend of classroom approaches including practical, exploratory and experiential learning; group work and peer learning; internet research; online video and film; workshop session and educational visits will be used. Collaborative learning will be a feature working with peers and staff in other curricular areas such as English, art, music and history; partnerships with the wider community and professional practitioners. Embedding literacy skills of communicating; researching and presenting information; reflecting; evaluating; using media and digital technology.
ASSESSMENT
The course will be assessed through a question paper (exam) and a performance.
The question paper makes up 40% of the total assessment mark. In section 1, learners respond to questions about a drama they have taken part in during the course, evaluating their own work and the work of others. In section 2, learners develop ideas for a drama in response to stimuli. The question paper is marked by SQA.
The performance makes up 60% of the total assessment mark. Learners are assessed on their preparation for, and participation in, a performance of a textual extract, choosing either an acting or a production role. The performance is marked in collaboration between the teacher and SQA.
English is the study of verbal and written communication in the most widely-spoken language in the world. It teaches us how to gain the most out of reading, writing, listening and talking. Through your studies you will become familiar with a range and variety of texts as well as gaining vital communication and inter-personal skills. This course will help you to become a more effective communicator, be a critical thinker, develop an awareness of our language, literature and culture, and be creative.
SKILLS AND KNOWLEDGE
A broad overview of the subject skills, knowledge and understanding that will be covered in the course includes:
LEARNING AND TEACHING METHODS
Staff in the English department will adopt a flexible approach to the teaching of the subject, incorporating a number of different styles ranging from whole class teaching, group work and one-to-one support as appropriate. Peer and group assessment are sometimes used in order to sharpen your critical awareness of your own and others’ work.
COURSE ASSESSMENT
Writing Folio- 30 marks
Reading for Understanding, Analysis and Evaluation - 30 marks
Critical Reading – 40 marks
In addition there will be a Spoken Language unit assessed as either “Achieved” or “Not Achieved”.
CAREERS INFORMATION
English is a core subject and the ability to express yourself clearly in both speech and writing will prove to be invaluable, no matter what career or higher education path you might choose in the future.
Language is at the heart of the Higher English course. Higher English is representative of a set of highly valued, and highly valuable, language skills giving candidates the opportunity to contribute to and to flourish within a communications-driven society. The growth of language skills, and the acquisition of further language competence associated with Higher English, provides a gateway to further study in English literature and language and in many other disciplines. Increased confidence in reading critically, responding to, talking about, and writing detailed and complex texts ensures that candidates are ready for the demands of further and higher education, and equips them with many of the skills required for the modern workplace. The Higher course is appropriate for pupils who achieve a good pass at National 5 - an A or a B. There will also be the opportunity for pupils to progress from National 4 to National 5 and to upgrade from a C pass at National 5.
COURSE ASSESSMENT
Reading for Understanding, Analysis and Evaluation (30 marks) -
These 30 marks will be awarded for addressing the challenge of applying the reading skills of understanding, analysis and evaluation to two non-fiction texts which are connected by theme. Pupils will gain credit for their understanding of the ideas of the texts; their analysis and evaluation of the writers’ use of language; and their ability to summarise information for a purpose.
Pupils will be required to:
Pupils will answer detailed questions on the first text, and then address one question which requires the learner to infer and compare the ideas of both texts. They will be required to demonstrate an understanding of the relationship between the texts.
Critical Reading (40 marks) -
This question paper has two sections. In each section, pupils must cover a different genre and cannot use the same text twice. Twenty marks will be available for each of the two sections.
Section 1 Scottish Texts (20 marks) - Pupils will apply their skills in understanding, analysis and evaluation to previously studied Scottish literature by answering questions on the work of one Scottish writer. This writer will be chosen from a list of specified texts covering the genres of drama, prose and poetry. There will be one extract with questions provided for each Scottish writer on the list.
Pupils will gain credit for their understanding, analysis and evaluation of the extract and either the whole play or novel, or other specified poems and short stories by the writer. Ten marks will be available for answering detailed questions on the extract, and a further ten marks will be available for answering one question requiring a broader knowledge of the rest of the novel or play, or other short stories or poems by the writer. In the final 10-mark question the learner can answer the question in either a series of linked statements, or in bullet points.
Section 2 Critical Essay (20 marks) - Pupils will apply their understanding, analysis and evaluation skills to previously studied texts from drama, prose or poetry by writing one critical essay. Three essay questions will be provided for each genre. Pupils will gain credit for their knowledge and understanding of the text(s), and their skills in analysis and evaluation. The essay should be relevant to the question and achieve minimum requirements for technical accuracy.
Writing Folio (30 marks) -
A maximum of fifteen marks will be awarded for each text chosen for the portfolio. Pupils will demonstrate their ability to write in more than one form. The written texts must be of no more than 1,300 words each, but full marks can be achieved in a shorter piece, if appropriate to purpose. Writing will be marked in terms of content, accuracy, language use and ability to achieve the intended purpose.
This course focuses on the critical and creative study of complex and sophisticated literature and language. It gives candidates opportunities to add specialism, depth and independence to their English and study skills.
The course encourages candidates to appreciate the ways in which complex and sophisticated literature promotes cultural and personal self-awareness and self-definition. It invites candidates to consider, for example, personal, moral, ethical, social and cultural concerns. It fosters lifelong learning, curiosity and cultural engagement, enabling candidates to access their own cultural heritage and history, as well as the culture and history of others.
Learners with a passion for literature and research along with the discipline required for independent learning are most suited to Advanced Higher English.
Pupils who successfully complete the Higher course in S5 will be able to progress to Advanced Higher in S6. A grade A or B pass at Higher is the recommended entry level for the Advanced Higher course.
COURSE CONTENT -
Engineering is a broad area of human endeavour which brings together elements of technology, science and mathematics, and applies these to real world challenges. This course encourages you to become successful, responsible and creative in your use of technologies and will further your awareness of aspects of technological developments in society. It also builds on some previous science experiences and outcomes you will have met as well as your knowledge of mathematics.
SKILLS AND KNOWLEDGE
A broad overview of the subject skills, knowledge and understanding that will be covered in the course includes:
LEARNING AND TEACHING METHODS
There is a major emphasis on computer-aided learning and information technology as well as more traditional teaching approaches including direct class teaching, group activities and individual investigation.
COURSE ASSESSMENT
Question Paper (69% of the overall grade) - The purpose of the question paper is to assess breadth of knowledge from across the course, depth of understanding, and application of this knowledge and understanding to answer appropriately challenging questions
Course Assignment (31% of the overall grade) - The purpose of the assignment is to assess practical application of knowledge and skills from the course to develop a solution to an appropriately challenging engineering problem. It will assess pupils’ skills in analysing a problem, designing a solution to the problem, simulating or constructing a solution to the problem, and testing and reporting on that solution.
CAREERS INFORMATION
This course will be useful for students wishing to pursue a career in engineering or science but also provides an excellent general education, developing a problem-solving approach and an awareness of the technology around us.
INTRODUCTION
Engineering is vital to everyday life; it shapes the world in which we live and its future. Engineers play key roles in meeting the needs of society in fields which include climate change, medicine, IT and transport.
COURSE OUTLINE
Engineering Contexts and Challenges - This Unit allows pupils to explore some existing and emerging technologies and challenges, and to consider implications relating to the environment, sustainable development, and economic and social issues.
Electronics and Control - This Unit explores an appropriate range of key concepts and devices used in electronic control systems, including analogue, digital and programmable systems. Skills in problem solving and evaluating are developed through simulation, practical projects and investigative tasks in a range of contexts.
Mechanisms and Structures - This Unit develops a deepening understanding of mechanisms and structures. Skills in problem solving and evaluating are developed through simulation, practical projects and investigative tasks in a range of contexts.
COURSE ASSESSMENT
Question Paper (69% of the overall grade) - The purpose of the question paper is to assess breadth of knowledge from across the course, depth of understanding, and application of this knowledge and understanding to answer appropriately challenging questions.
Course Assignment (31% of the overall grade) - The purpose of the assignment is to assess practical application of knowledge and skills from the course to develop a solution to an appropriately challenging engineering problem. It will assess pupils’ skills in analysing a problem, designing a solution to the problem, simulating or constructing a solution to the problem, and testing and reporting on that solution.
CAREERS INFORMATION
Our society needs more engineers, and more young people with an informed view of engineering. The Course provides a broad and challenging exploration of engineering. Because of its focus on developing transferable skills, it will be of value to many pupils, and particularly beneficial to pupils considering a career in engineering, or one of its many branches.
Geography is the study of places and of the inter-relationships of people within them. Increasingly, geographers are concerned with the ‘global village’ – the interdependence of all the earth’s people and the increasing pressures on the environment.
SKILLS AND KNOWLEDGE
A broad overview of the subject skills, knowledge and understanding that will be covered in the course includes:
COURSE CONTENT
Physical
Limestone Landscapes
River Landscapes
Weather
Human
Urban Environments
Rural Case Study
Population
Development
Global Issues
Health
Climate Change
Tourism
Environmental Hazards
Learning and Teaching Methods
This resource-based course uses up-to-date textbooks, worksheets, maps and video resources. Pupils are encouraged to collect news items and to use their own observations. Direct class teaching, group work and individual research are all used to deliver the course.
Careers Information
A qualification in geography can lead to a wide variety of careers in business, planning, tourism and other areas. It also enhances your appreciation of places you travel to, your understanding of environmental issues and generally encourages young people to become well-informed citizens.
The purpose of this course is to add breadth and depth to the conceptual understanding of physical and human environments and their interrelationships. This course is designed for pupils who gained a Grade A or B (or occasionally C) at National 5 Geography. It is also suitable for S6 learners who would like to “crash” a Higher.
COURSE CONTENT
The course is made up of three mandatory units and an assignment.
Physical
Lithosphere (Coasts and Glaciation)
Atmosphere
Hydrosphere
Biosphere
Human
Urban
Rural
Population
Global Issues
Development & Health
Climate Change
Higher Assignment
LEARNING AND TEACHING METHODS
Fact sheets and worksheets supplement modern textbooks. Maps and videos continue to be used and classes are led on a seminar basis and discussion is encouraged. There will also usually be an opportunity for a residential fieldwork trip.
HOMEWORK
Varied activities are set. These may include exercises, researching, revising and re-reading course work on a weekly basis.
History provides us with insights into our own lives and the society in which we live. By examining the past, we discover our heritage as members of a community, a country and a wider world. History places us and our society in the context of the past. History uniquely provides opportunities for us to study past societies, the changes they have undergone, and the ways in which they have embraced or sometimes resisted change. Through such studies, History provides us with both a perspective on, and an understanding of, the forces which have shaped our own society and societies in other countries.
SKILLS AND KNOWLEDGE
A broad overview of the subject skills, knowledge and understanding that will be covered in the course includes:
COURSE CONTENT
The topics we cover are
Learners will also complete an assignment which will go towards their final grade.
LEARNING AND TEACHING METHODS
Throughout this course you will be developing your knowledge and understanding of history and your enquiry skills. Your work will involve using textbooks, worksheets, video and audio resources, role playing, artwork and displays, as well as visits to relevant sites of historical interest.
CAREERS INFORMATION
Many courses and careers value a history qualification. A selection of these includes law, the civil service, journalism, teaching, the social sciences (e.g. economic history, politics and sociology), museum work, the church and architecture.
INTRODUCTION
The Higher course involves social, economic and political history topics from the nineteenth and twentieth centuries
COURSE OUTLINE
This course is designed for pupils who gained a Grade A or B (or occasionally C) at National 5 History. The course is made up of three 40 hour Units and 40 hours of flexible time.
The units are:
The Advanced Higher History course allows pupils to build on the skills they have learned at Higher. It gives them the opportunity to study in depth a vital and interesting area of History and encourages the student to openly debate, discuss and evaluate many different historical viewpoints.
Pupils will study the topic Soviet Russia (1917-45) especially the revolution years of 1917 until the death of Lenin (1924). They will be expected to write detailed essays and answer source based questions. Thirty percent of their final grade will come from their dissertation. This is an excellent chance for the student to research and study in depth a topic from the above period. The finished dissertation will be 4,000 words in length.
LEARNING AND TEACHING METHODS
There will be a variety of teaching methods employed on these courses. Pupils will have the opportunity to read, discuss and debate within themselves and with their teacher. There will be opportunities to attend university lectures and Glasgow University Library. Pupils will also get the opportunity to work on presentations to the rest of their class. This should help them prepare for future university tutorials. The skills of knowledge, understanding and evaluation will be developed through textbooks, worksheets, video and audiotapes, discussion, display, presentation and past papers. The skill of essay writing will also be looked at in detail.
HOMEWORK
Homework will be set regularly and will include reading, questions, essays and preparation for class presentations.
ASSESSMENT
Pupils will be regularly assessed through class tests, set essay questions and a prelim in term 2. Pupils also have to pass internal assessments. These assessments must be passed in order to sit the final external exam in the summer term.
Higher
INTRODUCTION
The study of Latin is an excellent foundation for the study of modern languages, and for an understanding of European literature, art, philosophy, politics and history. Each Latin course on offer has the same aims:
COURSE OUTLINE
There are two units: Literary Appreciation and Translating.
LITERARY APPRECIATION
Virgil Selections from Aeneid Books 1, 4 and 6 / The story of Dido
Cicero Selections from In Verrem V / Law court speech against Verres, the corrupt governor of Sicily
TRANSLATING
A passage from a prose author. A word-list is provided, as at National 5.
METHODOLOGY
The emphasis is on acquiring skills:
HOMEWORK
Homework is issued after every lesson and consists of familiar tasks:
ASSESSMENT
Internal - Pupils will be given several short assessments on each unit of the course to help them prepare for the final examination. External - Two papers: Literary Appreciation 2 hours 40 minutes (80 marks), Translating 1 hour (50 marks).
Mathematics is the study of measurement, properties and relationships using numbers and symbols. It helps us to make sense of the world around us. Mathematics can be used to model real-life situations and can equip us with the skills we need to interpret and analyse information, simplify and solve problems, assess risks and make informed decisions.
SKILLS AND KNOWLEDGE
A broad overview of the subject skills, knowledge and understanding that will be covered in the course includes:
Operational skills:
Reasoning skills:
LEARNING AND TEACHING METHODS
A varied and flexible approach is aimed for in the department, including class discussion and group work (particularly in investigative, practical, context-based work). A programme of promoting investigative skills runs from S1-S5. The interactive smart boards are used extensively.
CAREERS INFORMATION
Mathematics is used in everyday activities and has been one of the greatest influences in shaping the modern world in the fields of science, technology, engineering, business and even our social life. Mathematics is essential for many careers and higher education courses (e.g. business analysis, statistics, computational mathematics, management science, engineering, science, architecture, aviation etc.).
Skills and Knowledge
A broad overview of the subject skills, knowledge and understanding that will be covered in the course includes:
Operational skills:
Reasoning skills:
Learning and Teaching Methods
A varied and flexible approach is aimed for in the department, including class discussion and group work (particularly in investigative, practical, context-based work). A programme of promoting investigative skills runs from S1-S5. The interactive smart boards are used extensively.
Careers Information
Mathematics is used in everyday activities and has been one of the greatest influences in shaping the modern world in the fields of science, technology, engineering, business and even our social life. Mathematics is essential for many careers and higher education courses (e.g. business analysis, statistics, computational mathematics, management science, engineering, science, architecture, aviation etc.).
Entry Level
A pass at National 4 level Mathematics would be required. https://blogs.glowscotland.org.uk/glowblogs/NPF/nationals-in-a-nutshell/
PURPOSE
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. Mathematics is rich and stimulating. It engages and fascinates pupils of all ages, interests and abilities. Learning in Mathematics develops logical reasoning, analysis, problem-solving skills, creativity and the ability to think in abstract ways. It uses a universal language of numbers and symbols, which allows us to communicate ideas in a concise, unambiguous and rigorous way. Mathematics equips us with many of the skills required for life, learning and work. Understanding the part that Mathematics plays in almost all aspects of life is crucial.
THE COURSE AIMS TO:
RECOMMENDED ENTRY
Pupils would normally be expected to have attained a National 5 grade A award.
COURSE DETAILS
Three mandatory 40 hour units.
Mathematics 1 (Expressions & Functions) 40 hours - Topics studied include logarithms and exponentials; trigonometric expressions; functions & graphs; composite & inverse functions; vectors
Mathematics 2 (Relationships & Calculus) 40 hours - Topics include algebraic equations; Trigonometric equations; Calculus – Differentiation & Integration
Mathematics 3 (Applications) 40 hours - Topics include the straight line, the circle, sequences; differential calculus; integral calculus
INTRODUCTION
The course seeks to give pupils a broad background of Mathematics. It is designed to meet the needs of those going into a wide variety of courses, as well as preparing pupils for further studies in Mathematics. For this reason the course embraces both Pure and Applied Mathematical topics. Some use of Numerical Methods, an introduction to Statistics and several applications in Mechanics are included so that pupils can meet these important strands of Mathematics without necessarily taking one of the specialised courses in these topics.
RECOMMENDED ENTRY
Pupils would normally be expected to have attained a Higher Mathematics grade A award.
COURSE OUTLINE
Topics are studied in the following areas:
METHODOLOGY
The ideas and skills acquired in previous years are consolidated and developed throughout the course with the aim of providing pupils with the Mathematics necessary for practical problem solving. A number of coursework tasks have been prepared, and these provide the basis for pupils to learn via investigative approaches.
HOMEWORK
Homework is set after each lesson. It is expected that pupils should research and carry out more than the minimum allotted tasks (3 extra ‘study periods’ are devoted to the pupils timetable for this purpose).
ASSESSMENT
Assessments take place in November and the Prelim examinations are in January and April.
HIGHER EDUCATION
There are many opportunities for the use Advanced Higher Mathematics, especially in year 1 of a University course involving the sciences or maths.
The Advanced Higher Mathematics of Mechanics course develops, deepens, and extends the mathematical skills necessary at this level and beyond. Throughout this course, candidates gain and apply operational skills necessary for exploring ideas in mechanics through symbolic representation and mathematical modelling. Candidates develop mathematical reasoning skills and gain experience in applying mathematics knowledge to problems in mechanics.
Advanced Higher Mathematics of Mechanics is allocated 3 teaching periods each week. The topics covered complement those in AH Physics and part of the course is delivered through AH Maths. It is excellent preparation for University owing to the semi-independent nature of the course.
RECOMMENDED ENTRY
Pupils would be expected to have gained a Higher Mathematics Grade A award. Additionally, pupils must choose AH Mathematics and AH Physics alongside AH Mathematics of Mechanics. In exceptional circumstances, AH Physics does not need to be chosen however this decision will be at the discretion of the Mathematics Department.
COURSE OUTLINE
METHODOLOGY
Ideas and skills acquired in previous years in Mathematics, and also in courses like Physics and Engineering Science, are developed. The theory required for Mathematical Techniques section of the course is delivered by the AH Mathematics teachers and pupils apply this knowledge to the theory in the Mathematics of Mechanics course.
HOMEWORK
Homework is set after each lesson to consolidate the topics covered. It is expected that pupils will work through certain topics on the course independently, seeking help if required.
ASSESSMENT
Assessments take place in November and the Prelim examinations are in January and April.
Modern Studies develops our knowledge and understanding of contemporary political and social issues in local, Scottish, United Kingdom and international contexts. In these contexts, you will develop an awareness of the social and political issues you will meet in your life. Through the course, you will undertake a study of contemporary society, which will develop the skills to help you interpret and participate in the social and political processes you will encounter now and in the future.
SKILLS AND KNOWLEDGE
A broad overview of the subject skills, knowledge and understanding that will be covered in the course includes:
COURSE CONTENT
LEARNING AND TEACHING METHODS
Throughout this course you will be developing your enquiry skills and your knowledge and understanding of issues which have shaped our modern world. Your work will involve using textbooks, worksheets, video and audio resources, role playing, artwork and displays, as well as visits to relevant sites of interest such as the Scottish Parliament.
CAREERS INFORMATION
As well as furthering your knowledge and understanding of society today Modern Studies aims to develop your ability to investigate and evaluate. These are useful skills when you undertake studies in further or higher education and particularly relevant to a wide range of careers such as law, management, media, the church, the police, social services, health services, government, teaching and the armed services.
INTRODUCTION
The Higher course involves social, political and economic issues relevant to local, national and international affairs today.
COURSE CONTENT
This course is designed for pupils who gained a Grade A or B (or occasionally C) in National 5 Modern Studies or another Social Subject. The course is made up of three 40 hour Units and 40 hours of flexible time. The three courses are:
The Advanced Higher Modern Studies course allows pupils to build on the skills they have learned in Higher Modern Studies. It gives them the opportunity to study in depth a vital and interesting area of Modern Studies and encourages the student to openly debate, discuss and evaluate many different viewpoints.
In this course they will study Unit 2 (Law and Order). These units will incorporate research methods such as media analysis, in-depth interviewing and use of official statistics. Thirty percent of their final grade will come from their dissertation. This is an excellent chance for the student to research and study in depth a topic of their choice. The finished dissertation will be 5,000 words in length.
LEARNING AND TEACHING METHODS
The skills of knowledge, understanding and evaluation will be developed through textbooks, worksheets, video and audiotapes, discussion, display, presentation and past papers. The skill of essay writing will also be looked at in detail.
HOMEWORK
Homework will be set regularly and will include reading, questions, essays and preparation for class presentations. Pupils will also be expected to research issues and current affairs by reading a quality daily newspaper. At Advanced Higher level they will be expected to put their research methods into practice.
ASSESSMENT
Pupils will be regularly assessed through class tests, set essay questions and a prelim in term 2. Pupils also have to pass internal assessments. These assessments must be passed in order to sit the final external exam in the summer term.
At Hamilton College Modern Languages Courses develop learners' knowledge and understanding of a modern language and cover the contexts of society, learning, employability and culture. These courses provide learners with opportunities to develop their reading, listening, talking and writing skills to help them understand and use French, German and Spanish.Learning a language enables candidates to make connections with different people and their cultures and to play a fuller part as global citizens. The ability to use language effectively lies at the centre of thinking and learning.
Candidates reflect, communicate and develop ideas through language. The study of a modern language has a unique contribution to make to the development of cultural awareness, providing candidates with opportunities to enhance their understanding and enjoyment of other cultures and of their own.
The ability to communicate in a foreign language has never been as important as it is today. Due to Brexit, our need to forge closer links with business partners in Europe has arguably never been greater. French is now THE language of the EU and German has increased in importance since becoming the UK’s biggest trading partner post Brexit.There is, therefore, the expectation that you will study at least one modern foreign language throughout S3 and S4. You may study French, or German, with Spanish if you choose. Universities are currently contemplating reintroducing the requirement of National 5 Language as part of their minimum requirements, underlining the importance of skills developed when studying languages. The languages we offer may subsequently be studied at Higher level.
SKILLS AND KNOWLEDGE
A broad overview of the subject skills, knowledge and understanding that will be covered in the course includes:
LEARNING AND TEACHING METHODS
The courses adopt a balanced, topic-based approach. In talking, a range of activities is tackled including monologue, dialogue and role play. Frequent use of authentic French / German / Spanish audio material is used to encourage your listening skills. Reading comprehension tasks are based on a selection of passages of relevant topics. You will also have experience of a variety of writing activities. For all of these, you will be expected to learn and revise grammar and vocabulary on a regular basis. A textbook is central to the course but other resources will be made available.
CAREERES INFORMATION
A working knowledge of at least one foreign language is becomingly increasingly desirable in the employment arena. There are significant career opportunities for those who can combine marketing, secretarial, journalistic, political, engineering and science qualifications with French / German / Spanish.
Languages will be of interest to pupils who want to increase their linguistic competence and at the same time add a unique set of transferrable skills to their CV. At Higher, pupils will have the opportunity to develop both their communication skills and cultural awareness. Pupils will normally be expected to have attained a grade A or B at National 5, prior to embarking on the Higher course.
COURSE AIMS
The study of French / German / Spanish at Higher aims to:
METHODOLOGY
Pupils will develop a detailed knowledge of French / German / Spanish, using the same contexts as National 5: society, learning, employability and culture. Key features of learning and teaching include:
Homework will vary, but will usually consist of some of the following:
COURSE ASSESSMENT
In order to gain the final Higher award, pupils must complete the following:
PROGRESSION AND CAREERS
Pupils that achieve a good grade in Higher French / German / Spanish in S5 will have the opportunity to study the subject at Advanced Higher in S6. After leaving school, pupils can continue their study of languages at university. The study of a language in conjunction with another subject is a popular option. An increasing number of University Degree Courses refer to a pass in a modern foreign language as a preference for entry.
The study of a language will help pupils to acquire key soft skills that many employers are looking for. Consequently, there are numerous employment opportunities for pupils who have completed a National Qualification in languages, with openings in the IT and Financial Sectors, International Business, professions in Travel, Tourism and Hospitality, Interpreting & Translation and Teaching. Many employers find the ability to understand and use another language highly desirable and a qualification in a language will be well-received in any field, often giving candidates an edge and making them stand out from the crowd.
Arguably, it has never been more important for young people to learn a foreign language than now. An outward looking global nation needs a new generation of young people comfortable with the language and culture of our overseas trading partners.
This course is suitable for candidates who wish to develop their understanding and use of complex and sophisticated language through a range of higher-order skills. It gives candidates opportunities to personalise their learning appropriate to their personal and vocational needs and aspirations.The Advanced Higher Modern Languages course provides academic and personal challenges for candidates. It provides a pathway for those who want to progress to more specialised training, further education, or entry into a diverse range of occupations and careers.Pupils will normally be expected to have attained a grade A or B at Higher, prior to embarking on the Advanced Higher course.
COURSE AIMS
The study of French / German / Spanish at Advanced Higher aims to:
METHODOLOGY
Pupils will develop a detailed knowledge of French / German / Spanish, using the same contexts as Higher: society, learning, employability and culture. Key features of learning and teaching include:
Homework will vary, but will usually consist of some of the following:
COURSE ASSESSMENT
In order to gain the final Advanced Higher award, pupils must complete the following:
PROGRESSION AND CAREERS -
After leaving school, pupils can continue their study of languages at university. The study of a language in conjunction with another subject is a popular option. An increasing number of University Degree Courses refer to a pass in a modern foreign language as a preference for entry.
The study of a language will help pupils to acquire key soft skills that many employers are looking for. Consequently, there are numerous employment opportunities for pupils who have completed a National Qualification in languages, with openings in the IT and Financial Sectors, International Business, professions in Travel, Tourism and Hospitality, Interpreting & Translation and Teaching. Many employers find the ability to understand and use another language highly desirable and a qualification in a language will be well-received in any field, often giving candidates an edge and making them stand out from the crowd.
Arguably, it has never been more important for young people to learn a foreign language than now. An outward looking global nation needs a new generation of young people comfortable with the language and culture of our overseas trading partners.
This course is an exciting option. It caters for the needs and interests of every pupil whether or not you are an experienced performer. It allows you the chance to develop all kinds of musical abilities and is totally relevant to the music industry in the twenty-first century. If you take music or singing lessons, in or out of school, you should note that this is a particularly suitable course for you to pursue.
SKILLS AND KNOWLEDGE
A broad overview of the subject skills, knowledge and understanding that will be covered in the course includes:
LEARNING AND TEACHING METHODS
The course has an integrated approach to learning through practical activity. As the course is practical and experiential in nature, there is considerable scope for personalisation and choice through the activities of creating, understanding and performing music, and through the use of music technology. On completing the course you will be able to explore and experiment to create original music using a range of compositional techniques; listen to music with awareness, understanding and discrimination; and perform a programme of music with accuracy. You will also have the opportunity to apply music technology, and to reflect on and evaluate your own work and that of others to identify strategies to improve musical creativity and performance.
CAREERS INFORMATION
If you enjoy any sort of music, or if you want to balance your studies with creative and practical work, then you should consider this course. A natural progression would be to take music at Higher and Advanced Higher. For those wishing a career in the music industry, whether as a record producer, or in film and television, as well as for those wishing to teach or perform, you will find this course a worthwhile start to your studies.
This course is a suitable continuation from National 5 Music or alternatively can be done as a ‘crash’ Higher with Department’s approval.
COURSE OUTLINE
This course consists of 3 mandatory units. To achieve the course, pupils must successfully complete the three mandatory units, and the course assessment. Each of the component units of the course are designed to provide progression to the corresponding units at Advanced Higher.
Music: Performing Skills (Higher) - In this Unit, pupils will develop performing skills on two selected instruments, or on one selected instrument and voice. They will perform challenging level-specific music with sufficient accuracy and will maintain the musical flow realising the composers’ intentions. Pupils will, through regular practice and critical self-reflection and evaluation, develop their technical and musical performing skills.
Music: Composing Skills (Higher) - In this Unit, pupils will experiment with, and use compositional methods and music concepts in creative ways to realise their intentions when creating original music. Pupils will critically reflect on and evaluate the impact and effectiveness of their choices and decisions on their music. They will also analyse how musicians and composers create music in different ways and the influences on their music.
Understanding Music (Higher) - In this Unit, through listening, pupils will develop detailed knowledge and understanding of a range of level specific music concepts, and music literacy. They will analyse the impact of social and cultural influences on the development of specific music styles and identify level-specific music concepts in excerpts of music, and music signs and symbols used in music notation.
BASIC REQUIREMENTS
Pupils aiming to be successful in this course should be motivated to practise two musical instruments or one musical instrument and voice towards Grade 4 level. Involvement in extra-curricular music is strongly recommended.
This course is a suitable continuation from Higher Music or alternatively can be done as a ‘crash’ Higher with Department’s approval.
COURSE OUTLINE
The course consists of three mandatory units and the course assessment. Each of the component units of the course is designed to provide progression from the corresponding units at Higher. It has an integrated approach to learning. Units are statements of standards for assessment and not programmes of learning and teaching. They can be delivered in a number of ways.
Music: Performing Skills (Advanced Higher) - In this unit, pupils will develop a range of advanced performing skills appropriate to their two selected instruments, or to their one selected instrument and voice. Through regular practice and reflection, pupils will develop and creatively refine their performing skills while exploring a variety of musically and technically challenging music.
Music: Composing Skills (Advanced Higher) - In this unit, pupils will develop a range of advanced skills in creating music. They will experiment with and apply a range of compositional techniques and devices in refined and sophisticated ways when creating their own original music, drawing on their understanding of composers’ work and approaches and the creative process.
Understanding and Analysing Music (Advanced Higher) - In this unit, through listening, pupils will develop their understanding of music styles, music concepts and musical literacy. Pupils will work independently, demonstrating aural skills and an in-depth understanding of music and music concepts when investigating, analysing and commenting on sections of musical movements or works.
BASIC REQUIREMENTS
Pupils aiming to be successful in this course should be motivated to practise two musical instruments or one musical instrument and voice towards Grade 5 level. Involvement in extra-curricular music is strongly recommended.
COURSE CONTENT
The course consists of three areas of study: Developing an understanding of 20th and 21st century music Candidates develop knowledge and understanding of 20th and 21st century styles and genres of music, and an understanding of how music technology has influenced, and been influenced by, developments in 20th and 21st century music and by key innovators.
They develop an understanding of aspects of the music industry, including an understanding of the implications of, and the need to protect, intellectual property rights.
They also develop listening skills, enabling them to identify a wide range of genres and styles and their main attributes, and a wide range of relevant music concepts in the context of 20th and 21st century music.
DEVELOPING MUSIC TECHNOLOGY SKILLS
Throughout the course, candidates develop a range of skills and techniques relating to the creative use of music technology hardware and software to capture and manipulate audio. These skills include selecting and using appropriate audio input devices and sources; applying microphone placement techniques; designing and constructing the signal path for multiple inputs; setting input gain and monitoring levels; overdubbing and editing tracks; applying creative and corrective equalisation, dynamics processing, time domain and other effects; applying a range of mixing techniques; and editing multiple takes into a single take.
MUSIC TECHNOLOGY CONTEXTS
Candidates gain experience in using a wide range of music technology skills to capture and manipulate audio and sequenced data, and mix down to an audio master in an appropriate file format, in a range of contexts such as radio broadcast, composing and/or sound design for film, audiobooks and computer gaming. Skills, knowledge and understanding Skills, knowledge and understanding for the course
The following provides a broad overview of the subject skills, knowledge and understanding developed in the course:
ENTRY REQUIREMENTS
This course is suitable for learners that already enjoy participating in PE and Sport, have an interest in developing their performance skills, and want to expand their knowledge of how physical, mental, emotional, and social factors have any impact on their chosen sports.
COURSE OUTLINE
The course aims to enable candidates to:
COURSE ASSESSMENT
Practical Performance Learners will be assessed in 2 ‘one off performances’ with each performance marked out of 30 giving a Performance Grade out of 60. This equates to 50% of the overall grade.
Portfolio Learners must demonstrate that they can apply the theoretical knowledge that underpins their performance by submitting a Portfolio to SQA . This equates to 50% of the overall Grade.
ENTRY REQUIREMENTS
This course is more suited to learners who have completed National 5 P.E. and fulfilled their potential. In certain cases, learners who have equivalent qualifications, experience, or a proven record of attainment and effort within Physical Education would find Higher P.E. enjoyable. Discussion should be had with the Head of Department, if National 5 P.E. has not been studied prior to entry to this course.
COURSE OUTLINE
The course aims to enable candidates to:
COURSE ASSESSMENT
Unit 1 Practical Performance units - All pupils must pass the various practical components during their performances throughout the year in class and in at least 2 different activities.
Practical Assessment – worth 50% of overall grade. You will be assessed in two different activities. Each pupil is graded on their abilities during a competitive environment in a one-off performance. This is a total of 60 marks (split 30/30 for each activity).
End of Year Exam – This is a 2.5 hours exam worth 50% of overall grade.
Physics is the study of matter, energy and the interaction between them. This entails asking fundamental questions and trying to answer them by observing and experimenting. The answers to such questions can lead to advances in our understanding of the world around us and often result in technological improvements which enhance the lives of all. The study of physics is of benefit, not only to those intending to pursue a career in science, but also to those intending to work in areas such as the health, energy, leisure and computing industries.
An experimental and investigative approach is used to develop knowledge and understanding of concepts in physics.
Physics gives learners an insight into the underlying nature of our world and its place in the universe. From the sources of the energy we use, to the exploration of space, it covers a range of applications of the relationships that have been discovered through experiment and calculation, including those used in modern technology. An experimental and investigative approach is used to develop knowledge and understanding of physics concepts.
SKILLS AND KNOWLEDGE
A broad overview of the subject skills, knowledge and understanding that will be covered in the course includes:
COURSE CONTENT
This course enables learners to develop a deeper understanding of physics concepts and the ability to describe and interpret physical phenomena using mathematical skills. They develop scientific methods of research in which issues in physics are explored and conclusions drawn.
The course includes the following areas of physics:
Dynamics -
In this area, the topics covered are: vectors and scalars; velocity–time graphs; acceleration; Newton’s laws; energy; projectile motion.
Space -
In this area, the topics covered are: space exploration; cosmology.
Electricity -
In this area, the topics covered are: electrical charge carriers; potential difference (voltage); Ohm’s law; practical electrical and electronic circuits; electrical power.
Properties of matter -
In this area, the topics covered are: specific heat capacity; specific latent heat; gas laws and the kinetic model.
Waves -
In this area, the topics covered are: wave parameters and behaviours; electromagnetic spectrum; refraction of light.
Radiation -
In this area, the topic covered is nuclear radiation.
LEARNING AND TEACHING METHODS
Classes will be mixed ability and learners will have the opportunity of working on your own and in groups. A range of teaching approaches ensures that you should achieve to the best of your ability and enjoy the subject. In addition to prepared notes and text references, practical work, models and ICT will be used to enhance this course. In some areas of the course you make your own notes from the unit notes provided, as well as from textbooks and other resource references, while other areas of the course are more teacher-directed. Guidance will be given at the beginning of the course on the methods of note making. Notes will be checked regularly by the class teacher. Teams is used throughout this course.
HOMEWORK
Homework will consist of completing notes begun in class, regular reinforcement of classwork, research for tasks, learner exercises, questions from the textbooks, revision questions, specific self-contained project, summary work, past examination papers and revision for assessments. Homework will be issued by the teacher as appropriate to the learner’s position in the unit. Homework times can vary depending on the task set.
ASSESSMENT
The school based internal assessment is comprised of an end of unit additional assessment per unit, a prelim in January and a 2nd prelim in March.
The external assessment is comprised of:- a question paper which will take place in April/ May, consisting of an Objective test question paper and a Restricted and Extended Response Question paper, which together are worth 135 marks scaled to 100 marks.
Learners must also complete an assignment worth 20 marks scaled to 25 marks to equate to 20% of the assessment which will be overtaken at an appropriate point in the course.
CAREER INFORMATION
Physics is an important qualification if you intend to enter a career in engineering, physical science and some medical sciences and also law, military service, accountancy and others. This course is particularly suitable for learners who wish to progress to degree courses either in physics or in subjects of which physics is a major component such as Astronomy and space, Climate science and meteorology, Education, Engineering, Lasers and photonics, Medical physics and digital healthcare, Renewable energy, Robotics and AI VFX and gaming, Finance and law.
INTRODUCTION
Through learning in physics, learners develop their interest in and understanding of the world. They engage in a wide range of investigative tasks, which allows them to develop important skills to become creative, inventive and enterprising, in a world where the skills and knowledge developed by physics are needed across all sectors of society. Physics courses should encourage resilience and give learners opportunities to think creatively through analysing and solving problems.
Advances in physics mean that our view of what is possible is continually being updated. The course allows learners to deepen their understanding of the processes behind scientific advances, and thus promotes awareness that physics involves interaction between theory and practice.
COURSE CONTENT
The course includes the following areas of physics:
Our Dynamic Universe -
motion — equations and graphs, forces, energy and power, collisions, explosions and impulse, gravitation, special relativity, the expanding Universe
Particles and waves -
forces on charged particles, the Standard Model, nuclear reaction, inverse square law, wave-particle duality, interference, spectra, refraction of light
Electricity -
monitoring and measuring AC, current, potential difference, power, and resistance, electrical sources and internal resistance, capacitors, semiconductors and p-n junctions
LEARNING AND TEACHING METHODS
The course will utilise a range of teaching strategies, practical work, learner notes, textbooks, film/DVD’s, ICT/ websites and the Scholar Programme. Learners will be expected and encouraged to make full use of all resources provided as appropriate. Throughout the course learners will be encouraged to develop the skills of independent study which will be necessary in higher education. Learners will also be expected to consolidate their learning with background reading of the coursework provided in their notes, textbooks and the Scholar programme. Teams is used throughout this course.
HOMEWORK
Formal homework exercises will be issued, but learners will be expected to take responsibility for planning their own learning, revision and completion of course work by predetermined deadlines.Homework will consist of completing notes begun in class, regular reinforcement of classwork, research for tasks, learner exercises, questions from the textbooks, revision questions, specific self-contained project, summary work, past examination papers and revision for assessments.
Homework will be issued by the teacher as appropriate to the learner’s position in the unit. Homework times can vary depending on the task set.
ASSESSMENT
The internal assessment is comprised of an additional assessment per unit a prelim in January and a second prelim in March.
The external assessment is comprised of:- a question paper which will take place in April/May, consisting of an Objective test section worth 25 marks and a Restricted and Extended Response Question section worth 130 marks scaled to 95 marks.
Learners must also complete a project worth 20 marks scaled to 30 marks which will be overtaken at an appropriate point in the course.
CAREERS INFORMATION
This course is particularly suitable for pupils who wish to progress to degree courses either in Physics or in subjects of which Physics is a major component such as Engineering, Astronomy, Climate Science and Meteorology, Renewable energy, Medical Physics and Healthcare, Nuclear Energy, Robotics VFX and Gaming and Finance and Law.
INTRODUCTION
In this course there is an emphasis on developing an understanding of physics concepts and applying this to familiar and unfamiliar contexts. The course also gives learners the opportunity to develop and apply skills of scientific inquiry.
As our understanding of physics and its potential applications is constantly evolving, our success as a technological society depends on the development of young people who are secure in their knowledge of physics, and who are resilient, adaptable, creative, and inventive.
The study of Advanced Higher Physics should also foster an interest in current developments in, and applications of, physics.nd practice. The course allows pupils an opportunity to engage in some independent research.
Pupils are encouraged to make critical and evaluative comment, and to accept that physics is a developing subject.
The study of Advanced Higher Physics should also foster an interest in current developments in, and applications of, physics.
COURSE CONTENT
The course includes the following areas of physics:
Rotational Motion and Astrophysics -
kinematic relationships, angular motion, rotational dynamics, gravitation, general relativity stellar physics
Quanta and waves -
introduction to quantum theory, particles from space, simple harmonic motion, waves, interference, polarisation
Electromagnetism -
Fields, circuits, electromagnetic radiation
Units, prefixes and uncertainties -
units, prefixes and scientific notation, uncertainties, data analysis, evaluation and significance of experimental uncertainties
Project -
The purpose of the project is to allow the learner to carry out an in-depth investigation of a physics topic and produce a project report. Learners are required to plan and carry out a physics investigation. Learners should keep a record of their work (daybook) as this will form the basis of their project report. This record should include details of their research, experiments and recorded data.
The project assesses the application of skills of scientific inquiry and related physics knowledge and understanding.
LEARNING AND TEACHING METHODS
The course will utilise a range of teaching strategies, practical work, learner notes, textbooks, film/DVD’s, ICT/ websites and the Scholar Programme.
Learners will be expected and encouraged to make full use of all resources provided as appropriate. Throughout the course learners will be encouraged to develop the skills of independent study which will be necessary in higher education. Learners will also be expected to consolidate their learning with background reading of the coursework provided in their notes, textbooks and the Scholar programme. Teams is used throughout this course.
HOMEWORK
Formal homework exercises will be issued, but learners will be expected to take responsibility for planning their own learning, revision and completion of course work by predetermined deadlines.
Homework will consist of completing notes begun in class, regular reinforcement of classwork, research for tasks, learner exercises, questions from the textbooks, revision questions, specific self-contained project, summary work, past examination papers and revision for assessments.
Homework will be issued by the teacher as appropriate to the learner’s position in the unit. Homework times can vary depending on the task set.
ASSESSMENT
The internal assessment is comprised of an additional assessment per unit a prelim in January and a second prelim in March.
The external assessment is comprised of:- a question paper which will take place in April/ May, worth 155 marks scaled to 120 marks.
Learners must also complete a project worth 30 marks scaled to 40 marks which will be overtaken at an appropriate point in the course.
CAREERS INFORMATION
Advanced Higher courses provide good preparation for pupils progressing to further and higher education as pupils doing Advanced Higher courses must be able to work with more independence and less supervision. This eases their transition to further/higher education. Advanced Higher courses may also allow ‘advanced standing’ or partial credit towards the first year of study of a degree programme.
This course is particularly suitable for pupils who wish to progress to further or higher education, for example to Professional Development Awards (PDAs), Higher National Certificates (HNCs) or Higher National Diplomas (HNDs) or degree programmes. Examples of further and higher education programmes that pupils doing this course might progress to include courses either in physics or in subjects of which physics is a major component, Engineering, Astronomy, Climate Science and Meteorology, Renewable energy, Medical Physics and Healthcare, Nuclear Energy, Robotics VFX and Gaming and Finance and Law.
All pupils in S3 and S4 will follow a course at National 4 level as part of the core RE provision delivered in one period per week. The course forms part of the SQA arrangements for Religious, Moral and Philosophical Studies (RMPS). This course allows pupils to begin to develop a philosophical approach to the study of beliefs, values and issues which are of importance in the world today. All assessment is conducted internally.
In S3 the learners will look at the Christianity unit of work and in S4 they will complete the Religious and Philosophical Questions. Where time permits, they may also be an opportunity to look at the Morality and Belief Unit and the added value unit.
SKILLS AND KNOWLEDGE
A broad overview of the subject skills, knowledge and understanding that will be covered in the course includes:
LEARNING AND TEACHING METHODS
Learning in this course can be described in terms of fostering your knowledge and understanding and your skills of analysis and evaluation. You will develop the core skill of critical thinking through evaluating and drawing conclusions about the issues covered in the course. Much use is made of discussion and contemporary resources in a variety of media.
CAREERS INFORMATION
The attributes developed by religious studies mean that this is a course with skills and attitudes which are transferable across many areas of higher education and employment.
COURSE OUTLINE
The Higher Religious, Moral and Philosophical Studies Course enables pupils to investigate, critically analyse and evaluate religious, moral and philosophical questions and responses, and to develop the ability to express detailed, reasoned and well-structured views.
SUBJECTS COVERED
The course comprises of three sections
ASSESSMENT
Each unit will be assessed in such a way as to provide evidence that pupils have met all the Outcomes and Assessment standards. Evidence for this will be generated by various means and will take place when teaching staff believe candidates are ready to be assessed. Unit assessments will be on a pass/fail basis.
The course assessment consists of two components:
Component 1 Question paper 80 marks (Paper 1 - 2 hours 15 mins) & (Paper 2 – 45 mins)
Component 2 Assignment 30 marks (1 hour 30 mins)
In both exam papers pupils will be expected to write essay style responses. The assignment will allow for personalisation and choice of an appropriate religious, moral or philosophical topic for in depth study. Both components will be submitted to the SQA for external marking.
Assessments are designed to allow pupils not only to demonstrate knowledge and understanding but a wide range of skills. The added value aspect of the course addresses the key purposes of the course by focusing on breadth, challenge and application where appropriate.
The Higher RMPS course will make extensive use of developed writing skills. Candidates must therefore have confidence in their ability to meet this requirement.
COLLEGE COURSE
This year Hamilton College is offering access to the Scottish Government’s Foundation Apprenticeship scheme. A Foundation Apprenticeship allows you to be at school for subjects you want to do here but also spend time away from school with a learning provider such as a college and an employer. This offers you the following opportunities:
How does it work?
Normally in a Foundation Apprenticeship is done over 2 years, S5 and S6. In S5 you will spend two half-days a week out of school at college or with an employer. In the second year, S6, you will spend more time with an employer putting into practice the skills you’ve learned at college.
What types of apprenticeships are offered?
Foundation Apprenticeships are available in a wide range of subjects – all in growing sectors with good career opportunities.
These include:
“My Foundation Apprenticeship has been a great way to make the transition from school to the workplace. It has helped me to decide that this is what I want to do. I’m learning so much on the practical side and even more from the people I am working with.” – Fraser, Engineering Foundation Apprentice with GE Caledonian
For more information on the scheme see here.