LEITH ACADEMY S4 SENIOR SCHOOL HANDBOOK 2015/16

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1 LEITH ACADEMY S4 SENIOR SCHOOL HANDBOOK 2015/16

2 Leith Academy Session 2015/16 CONTENTS Item... Page Foreword... 2 Introduction... 3 General Information... 3 Courses... 5 Business Education... 5 Design & Manufacture... 9 Graphic Communication Computing and Information Science Home Economics: Health & Food Technology...12 Home Economics: Hospitality: Practical Cookery Home Economics: Fashion & Textile Technology Home Economics: Early Education & Childcare Religious, Moral and Philosophical Studies Physical Education Geography History Modern Studies Mathematics Modern Languages Art and Design Drama Music Biology Physics Chemistry The Health Sector English SkillForce JET Programme

3 Foreword Welcome to the Leith Academy. This is just one of the resources that can give you information to help you understand and plan your time in senior phase. Information is also available from key people, from other publications and on the internet. The most important part of your process of choice should be an honest and realistic assessment of your own strengths, interests and ambitions. Our application, negotiation and interview process will support you in making these important choices. This handbook gives general information about senior school and details of the courses on offer at Leith Academy. It is important to note that these will only run provided that sufficient numbers of pupils choose them. In addition to the courses in Leith Academy there may be opportunities for senior pupils to study courses at college and at some of our neighbourhood schools. At Leith Academy we want all young people to achieve their full potential. To do this we aim to create an atmosphere of positive achievement that will benefit all learners. We regard the members of the senior school as a key group in helping to produce a positive ethos. As an S4 pupil embarking on the senior phase, you should be trying to be a role model for the rest of the school and be expected to demonstrate commitment not only to your work but also all other aspects of school life. The Senior Coursing team will comprise: Anderson Barton Cowan Port - Ms Fair DHT and Mrs Stevenson House Head - Ms Fair DHT and Ms Lindsay House Head - Mr Stewart Acting DHT and Mrs Connell House Head - Mr Stewart Acting DHT and Mr Hansen House Head 2

4 Section 1: INTRODUCTION ABOUT THIS BOOKLET This course booklet provides details of senior school arrangements for session 2015/16. The booklet covers the following: advice to senior school pupils the school s expectation of senior pupils the personal development programme the courses on offer Section 2: GENERAL INFORMATION ADVICE FOR THOSE RETURNING FOR FOURTH YEAR Your course of study in the majority of subjects will be made up of National 3/4/5 qualifications. Each course should offer a chance to progress either into fifth year at school, courses at college or employment. Fourth year requires a great commitment to work and study and the National 3/4/5 qualifications you will embark upon are very intensive. The Scottish Government, City of Edinburgh Council and Leith Academy are all committed to achieving and improving standards in education; Leith Academy is committed to ensuring that your level of commitment to study and improving your standards is equally high. The S4 Learner Pathway form is your opportunity to plan an appropriate course and should be filled in carefully. Once completed you will be interviewed and a course agreed with you for S4. Coursing interviews will take place from 12 th February The completed Learner Pathway sheet will be sent home for parents to sign and note any queries or concerns. WHAT TO CONSIDER WHEN APPLYING TO RETURN FOR FOURTH YEAR: When making your choices for S4 you should consider the following factors: your long term aims your interests your performance so far at school your record in terms of behaviour and effort your record of attendance and punctuality your commitment to the school values your commitment to helping the school achieve high standards of achievement and behaviour. 3

5 SOURCES OF ADVICE AND HELP WHEN CONSIDERING YOUR APPLICATION Resources Careers Library Leaflets, Brochures, Colleges, Internet Senior School Handbook People Careers Adviser Parents Teachers Your House Head The Senior Management Team COMMITMENTS The school and its staff aim to deliver a high quality education service to you in the senior school to meet your needs in preparing for the rest of your life. If you are unhappy with any aspect of the service, you can raise concerns with the Headteacher. As part of the partnership between the school, pupil and home, we expect from each pupil a commitment to the school, to attendance, to study and to each course that has been agreed. PERSONAL DEVELOPMENT PROGRAMME IN S4 Every pupil participates in the Personal Development Programme. This aims to provide a programme of events to help pupils plan and prepare for the rest of their lives. Your programme will be negotiated with your PD tutor and will include regular reviews of progress and target setting, input on study skills, preparation for life after school and lessons on relevant social issues. The Personal Development Programme offers opportunities to complete the Pupil Profile and to participate in a number of activities that broaden the pupil s experience such as work shadowing and first aid etc. Every pupil is required to attend tutor group first thing in the morning. This is an opportunity for passing on important information, for building a feeling of teamwork and for sharing the school s values with pupils at the school. It is also the forum in which achievement in the school is celebrated. Fourth year pupils are expected to set an example in terms of punctuality, attendance, study and good relationships. 4

6 COURSES BUSINESS EDUCATION ADMINISTRATION AND IT: NATIONAL 4 Purpose The course aims to enable learners to: develop a basic understanding of administration in the workplace and key legislation affecting employees; develop an appreciation of good customer care; develop IT skills and use them to perform straightforward administrative tasks; acquire organisational skills in the context of organising and supporting small-scale events. No specific entry requirements. Course Details 1. Administrative Practices 2. IT Solutions for Administrators 3. Communications in Administration Course Assessment Added Value Unit Administration and IT Assignment National 5 Administration and IT 5

7 ADMINISTRATION AND IT: NATIONAL 5 Purpose The Course aims to enable learners to: develop an understanding of administration in the workplace and key legislation affecting both organisations and employees; develop an understanding of good customer care and its benefits to organisations; develop IT skills and use them to perform administrative tasks; acquire organisational skills in the context of organising and supporting events. Learners would normally be expected to have attained the skills, knowledge and understanding required by one or more of the following: National 4 Administration and IT or equivalent National 4 Business Management Unit Assessment 1. Administrative Practices 2. IT Solutions for Administrators 3. Communication in Administration Course Assessment IT-based assignment Higher Administration and IT Further Education Training or Employment 6

8 BUSINESS EDUCATION: BUSINESS MANAGEMENT BUSINESS MANAGEMENT : NATIONAL 4 Purpose The Course aims to enable learners to develop: knowledge and understanding of business concepts in a range of contexts; awareness of the processes and procedures businesses use to ensure customers needs are met; enterprising skills, and adopt enterprising attributes, by participating in practical activities in realistic business situations; financial awareness through a business context; an insight into the impact of the economy on businesses and our daily lives, thus gaining economic awareness. No specific entry requirements. Unit Assessment 1. Business in Action 2. Influences on Business Course Assessment Added Value Unit Business Assignment No external exam National 5 Business Management 7

9 BUSINESS MANAGEMENT : NATIONAL 5 Purpose The Course aims to enable learners to develop: knowledge and understanding of the ways in which society relies on business to satisfy our needs; an insight into the systems organisations use to ensure customers needs are met; enterprising skills and attributes by providing them with opportunities to explore realistic business situations; financial awareness through a business context; an insight into how organisations organise their resources for maximum efficiency and improve their overall performance; an awareness of how external influences impact on organisations. Learners would normally be expected to have attained the skills, knowledge and understanding required by: National 4 Business Management or equivalent Unit Assessment 1. Understanding Business 2. Management of People and Finance 3. Management of Marketing and Operations Course Assessment Assignment Final examination Higher Business Management Further Education Training or Employment 8

10 DESIGN AND MANUFACTURE National 4/5 Purpose In this course, and its component units, there will be an emphasis on skills development and the application of those skills. Assessment approaches will be proportionate and fit for purpose and they will promote best practice, enabling learners to achieve the highest standards they can. This course provides learners with opportunities to continue to acquire and develop the attributes and capabilities of the four capacities as well as skills for learning, skills for life and skills for work. All courses provide opportunities for learners to develop breadth, challenge and application, but the focus and balance of the assessment will be appropriate for the subject area. Course Outline Course Title: National 4/5 Design and Manufacture Mandatory Units Design and Manufacture: Design (National 4/5) Design and Manufacture: Materials and Manufacturing (National 4/5) Design and Manufacture Value added Unit Assessment covers the Added Value Unit of the course and internal and external assessment by the SQA. If a student finds it difficult to reach the standard of National 4/5 then it should be possible for them to achieve National 3 Level. Entry to this course is at the discretion of the centre. However, learners would normally be expected to have attained the skills, knowledge and understanding required by the following or by equivalent qualifications and/or experience: National 3/4 Design and Manufacture course or relevant component units In terms of prior learning and experience, relevant experiences and outcomes may also provide an appropriate basis for doing this course. Other relevant prior learning and experience would be skills in art, design and crafts work. Knowledge and understanding of the properties and uses of materials would also be of value, as would skills in literacy and numeracy. This course or its units may provide progression to: Other SQA qualifications Higher level in Design and Manufacture Or related areas of: Graphic Communication Practical Craft Skills Practical Woodworking Or Further study, employment or training 9

11 GRAPHIC COMMUNICATION National 4/5 Purpose In this course, and its units, there will be an emphasis on skills development and the application of those skills. Assessment approaches will be proportionate, fit for purpose and will promote best practice, enabling learners to achieve the highest standards they can. This course provides learners with opportunities to continue to acquire and develop the attributes and capabilities of the four capacities as well as skills for learning, skills for life and skills for work. All courses provide opportunities for learners to develop breadth, challenge and application, but the focus and balance of the assessment will be appropriate for the subject area. Course Outline Course Title: National 4/5 Graphic Communication Mandatory Units 2D Graphic Communication (National 4/5) 3D and Pictorial Graphic Communication Added Value Unit Graphic Communication Assignment (National 4/5) Entry to this course is at the discretion of the centre. However, learners would normally be expected to have attained the skills and knowledge required by the following or equivalent qualifications and/or experience: National 3 Design and Technology course or relevant component units This course or its units may provide progression to: Other qualifications in Graphic Communication or related areas Further study, employment or training 10

12 Computing and Information Science National 4/5 Purpose In this course, there will be an emphasis on skills development in the areas of Software Development (programming: computational constructs, data types, binary representations) and Information Systems (databases and data storage, web-based systems, computer hardware). These skills will be tested by a variety of ways including paper tests, practical tests and peer assessments. The Value Added Unit will test the application of those skills. Course Outline Course Title: National 4/5 Computing and Information Science Mandatory Units Computing and Information Science: Software Design and Development (National 4 /5) Computing and Information Science: Information Design and Development (National 4/5) Computing and Information Science: Value Added Unit Course Assessment National 4 National 5 The course assessment covers the Value Added This course includes allowance of time for Unit of the course and internal assessment. If a preparation towards course assessment. The student finds it difficult to reach the standard course assessment covers the Value Added of National 4 it should be possible for them to Unit of the course and internal and external achieve National 3 Level. assessment by the SQA. If a student finds it difficult to reach the standard of National 5 it should be possible for them to achieve National 4 Level upon completion of the Value Added Unit. Entry to this course is at the discretion of the centre. However, learners would normally be expected to have attained the skills, knowledge and understanding required by one or more of the following or by equivalent qualifications and/or experience: Level 3/4 Computing and Information Science course in S3. Relevant component units from other disciplines and other curricula. Relevant prior knowledge (Digital Media, Programming, Web Skills). This course or its units may provide progression to: Higher Computing and Information Science for those achieving an A or B at National 5. National 5 Computing and Information Science for those achieving an A at National 4. Further study, employment or training. 11

13 HOME ECONOMICS HEALTH AND FOOD TECHNOLOGY: NATIONAL 4 Purpose and Aims of the Course The purpose of this course is to allow learners to develop practical and technological skills and knowledge and understanding to make informed food and consumer choices. The course has six broad and interrelated aims which allow learners to: develop knowledge of the relationships between health, food and nutrition; develop knowledge of the functional properties of food; make informed food and consumer choices; develop the skills to apply their knowledge in practical contexts; develop organisational and technological skills to make food products; develop safe and hygienic practices in practical food preparation. Learners would normally be expected to have attained the skills and knowledge required by the following or by equivalent qualifications and/or experience: National 3 Health and Food Technology course or relevant component units. National 3 English is also recommended in order to complete the written element of the course. There are three mandatory units plus an Added Value Unit: Health and Food Technology: Food for Health The general aim of this unit is to develop learners knowledge of the relationship between food, health and nutrition. Learners will develop knowledge of dietary needs of individuals at various stages of life and describe current dietary advice. Through practical activities, the learner will produce food products which meet individual needs. Health and Food Technology: Food Product Development The general aim of this unit is to allow learners to develop knowledge and understanding of the functional properties of ingredients in food and their use in developing food products. Learners will develop a basic understanding of the stages involved in developing a food product. Through a problem-solving approach, learners will make a food product to meet specified needs. Learners will develop and apply a basic knowledge and understanding of safe and hygienic food practices and techniques. Health and Food Technology: Contemporary Food Issues In this unit, learners will develop knowledge of consumer food choices. They will consider factors which may affect food choices and develop knowledge of contemporary food issues. They will consider technological developments in food and organisations which protect consumer interests. They will also develop knowledge of food labelling and how it helps consumers make informed food choices. Learners will apply knowledge and skills in practical contexts. 12

14 Added Value Unit: Health and Food Technology Assignment The general aim of this unit is to enable the learner to provide evidence of added value for the National 4 Health and Food Technology course through the successful completion of an assignment which will allow the learner to demonstrate application and challenge. Learners will draw on, extend and apply the skills they have learned during the course. This will be assessed through an assignment. The task will be sufficiently open and flexible to allow for personalisation and choice. Assessment To achieve the National 4 Health and Food Technology course, learners must pass all of the required Units, including the Added Value Unit. The required units are shown in the course outline section. National 4 courses are not graded and assessed on a pass/fail basis This course or its units may provide progression to: National 5 Health and Food Technology course or relevant component units. Other SQA qualifications in health and food technology, hospitality or related areas. Further study, employment or training. 13

15 HEALTH AND FOOD TECHNOLOGY: NATIONAL 5 Purpose and Aims of the Course The purpose of this Course is to allow learners to develop and apply practical and technological skills, knowledge and understanding to make informed food and consumer choices. The Course has six broad and inter-related aims which allow learners to: develop knowledge and understanding of the relationships between health, food and nutrition; develop knowledge and understanding of the functional properties of food; make informed food and consumer choices; develop the skills to apply their knowledge in practical contexts; develop organisational and technological skills to make food products; develop and apply safe and hygienic practices in practical food preparation. The Course uses an experiential, practical and problem solving approach to learning and to develop knowledge and understanding and practical skills. The Course uses real life situations taking account of local, cultural and media influences and technological innovations. Learners would normally be expected to have attained the skills and knowledge required by the following or by equivalent qualifications and/or experience: National 4 Health and Food Technology Course or relevant component Units. National 4 in English. There are three mandatory Units in this Course: Health and Food Technology: Food for Health (National 5) The general aim of this Unit is to develop learners knowledge and understanding of the relationship between food, health and nutrition. Learners will also develop knowledge and understanding of dietary needs for individuals at various stages of life and explain current dietary advice. Through practical activities, the learner will produce and reflect on food products which meet individual needs. Health and Food Technology: Food Product Development (National 5) The general aim of this Unit is to allow learners to develop knowledge and understanding of the functional properties of ingredients in food and their use in developing new food products. Learners will develop an understanding of the stages involved in developing food products and, through a problem-solving approach, produce a food product to meet specified needs. Learners will also develop and apply knowledge and understanding of safe and hygienic food practices. Health and Food Technology: Contemporary Food Issues (National 5) The general aim of this Unit is for learners to develop knowledge and understanding of consumer food choices. They will explore factors which may affect food choices and develop knowledge and understanding of contemporary food issues. They will consider technological 14

16 developments in food and organisations which protect consumer interests. They will also develop knowledge and understanding of food labelling and how it helps consumers make informed food choices. Learners will apply knowledge and skills in practical contexts Assessment To achieve the National 5 Health and Food Technology Course, learners must pass all of the required Units. The assessment of the Units in this Course will be as follows: Health and Food Technology: Food for Health (National 5) This Unit requires learners to explain the relationship between food, health and nutrition. Learners will also demonstrate knowledge and understanding of dietary needs, for individuals at various stages of life and explain current dietary advice. Through practical activities, the learner will make and reflect on food products which meet individual needs. Health and Food Technology: Food Product Development (National 5) This Unit requires learners to demonstrate evidence of knowledge and understanding of the functional properties of ingredients in food and their use in developing new food products. Learners will demonstrate an understanding of the stages involved in developing food products and, through a problem-solving approach, produce a food product to meet specified needs. Learners will also apply knowledge and understanding of safe and hygienic food practices. Health and Food Technology: Contemporary Food Issues (National 5) For this Unit, learners will provide evidence of their knowledge and understanding of consumer food choices. They will explain factors which may affect food choices and contemporary food issues. They will describe technological developments in food and organisations which protect consumer interests. They will also provide evidence of their knowledge and understanding of food labelling and how it helps consumers make informed food choices. Learners will apply knowledge and skills in practical contexts. The Course will be assessed by an assignment and a question paper. The assignment will require application of knowledge, understanding and skills from across the Units in which learners will develop a food product or products to a given brief. The assignment will be sufficiently open and flexible to allow for personalisation and choice. The question paper will require integration of knowledge and understanding from across the Units. This Course or its Units may provide progression to: Higher Health and Food Technology Course or relevant component Units. Other SQA qualifications in health and food technology, hospitality or related areas. Further study, employment or training. 15

17 HOSPITALITY: PRACTICAL COOKERY: NATIONAL 4 Entry to this course is at the discretion of the centre. However, learners would normally be expected to have attained the skills and knowledge required by one or more of the following or by equivalent experience or qualifications: National 3 Hospitality: Practical Cookery course or relevant component units. National 3 Health and Food Technology course or relevant component units. National 3 English is also recommended in order to complete the written element of the course. Purpose and Aims of the Course This course aims to develop learners life skills and enhance their personal effectiveness in terms of cookery and to provide a set of skills for those who wish to progress to further study in the hospitality context. In preparing learners for life, the course anticipates their future needs in that it enables them to learn how to prepare and cook food for themselves and others. It also develops their organisational skills, which have an application in a variety of contexts. The course aims to enable learners to: use a range of cookery skills, food preparation techniques and cookery processes when following recipes; select and use ingredients to produce and garnish or decorate dishes; develop an understanding of ingredients and their uses and an awareness of responsible sourcing; develop an awareness of current dietary advice relating to the use of ingredients; work safely and hygienically. This course comprises four mandatory units, including the Added Value Unit: Cookery Skills, Techniques and Processes (National 4) This unit aims to develop learners cookery skills, food preparation techniques, and their ability to follow cookery processes, in the context of producing dishes with minimal guidance. Learners will also develop an understanding of the importance of safety and hygiene and the ability to follow safe and hygienic practices at all times. Understanding and Using Ingredients (National 4) This unit aims to develop learners knowledge and understanding of ingredients from a variety of different sources and their uses. It also addresses the importance of responsible sourcing of ingredients and of current dietary advice. Learners will develop an ability to select and use appropriate ingredients, with minimal guidance, in the preparation of dishes and to do so safely and hygienically. Organisational Skills for Cooking (National 4) This unit aims to develop learners organisational and time management skills. Learners will acquire the ability to follow recipes and time plans to produce dishes, with minimal guidance, and to work safely and hygienically. They will also further develop the ability to carry out an evaluation of the product. 16

18 Added Value Unit: Producing a Meal (National 4) This unit aims to enable learners to draw on the knowledge, understanding and skills developed in the other three units. Learners will carry out a practical activity which will require them to prepare, cook and present a two-course meal to a given specification within a given timescale. It will require learners to demonstrate their ability to follow safe and hygienic practices throughout. Assessment To achieve the National 4 Hospitality: Practical Cookery course, learners must pass all of the required units, including the Added Value Unit. They will be assessed on a pass/fail basis National 4 courses are not graded. This course or its units may provide progression to: Other qualifications in Hospitality or related areas. Further study, employment or training. 17

19 FASHION AND TEXTILE TECHNOLOGY: NATIONAL 4 Learners would normally be expected to have attained the skills and knowledge required by the following or equivalent qualifications and/or experience: National 3 Fashion and Textile Technology Course or relevant component Units. National 3 English is also recommended in order to complete the written element of the course. Purpose and Aims of the Course The main purpose of the course is to develop the skills and knowledge to support fashion/textile related activities. The knowledge and skills that learners acquire by successfully completing the course will be valuable for learning, for life and for the world of work. This course is practical and experiential. Learners will plan, make and evaluate straightforward fashion/textile items. The aims of the course are to enable learners to develop: straightforward textile construction techniques; ability to plan and make straightforward fashion/textile items; straightforward knowledge of textile properties and characteristics; straightforward understanding of a range of factors that influence fashion/textile choices; straightforward understanding of fashion/textile trends; the ability to select, set up and use relevant tools and equipment safely and correctly; straightforward investigation, evaluation and presentation skills. Particular emphasis is placed on the development of practical skills and textile construction techniques to make straightforward fashion/textile items, to an appropriate standard of quality. The course will also help learners develop knowledge of textile properties, characteristics and technologies, item development, fashion/textile trends and factors that affect fashion choice. The course has four mandatory units including the Added Value Unit: Fashion and Textile Technology: Textile Technologies This unit provides learners with the opportunity to develop straightforward knowledge and skills related to textile technologies. This includes knowledge of the characteristics and properties of a range of fabrics and their uses. Learners will have the opportunity to make straightforward fashion/textile items, to an appropriate standard of quality, using a pattern and a range of textile construction techniques. The unit also provides learners with the opportunity to select, set up and use equipment and tools safely and correctly. Fashion and Textile Technology: Fashion/Textile Item Development This unit provides learners with the opportunity to explore fashion/textile trends and the fashion/textile item development process. They will work with given briefs to develop solutions for straightforward fashion/textile items based on those trends. Learners will plan and make straightforward fashion/textile items, to an appropriate standard of quality, which takes into 18

20 account fashion/textile trends. The unit also provides learners with the opportunity to select, set up and use equipment and tools safely and correctly. Fashion and Textile Technology: Fashion and Textile Choices This unit provides learners with the opportunity to develop and apply their knowledge and understanding of a range of factors affecting the fashion and textile choices of consumers. Learners will investigate the fashion/textile choices of consumers and develop solutions for items to meet these choices. They will make and evaluate straightforward fashion/textile items, with a focus on factors that affect fashion/textile choice. The unit also provides learners with the opportunity to select, set up and use equipment and tools safely and correctly. Added Value Unit Fashion and Textile Technology: Making a Fashion/Textile Item The general aim of this unit is to enable the learner to provide evidence of added value for the National 4 Fashion and Textile Technology Course through the successful completion of a practical activity, which will allow learners to demonstrate breadth and application of skills and knowledge. Learners will draw on and extend their skills and knowledge in order to produce an effective overall response to a practical task. The task will be sufficiently open and flexible to allow for personalisation and choice. Assessment To achieve the National 4 Fashion and Textile Technology course, learners must pass all of the required units, including the Added Value Unit. National 4 Courses are not graded. This course or its units may provide progression to: National 5 Fashion and Textile Technology course. Other SQA qualifications in fashion and textile technology or related areas, e.g. health and wellbeing, creative arts or technologies. Further education and employment or training. 19

21 FASHION AND TEXTILE TECHNOLOGY: NATIONAL 5 Purpose and Aims of the Course The main purpose of the Course is to develop the practical skills, construction techniques and knowledge and understanding which support fashion/textile-related activities. The knowledge, understanding and skills that learners acquire by successfully completing the Course will be valuable for learning, for life and for the world of work. This Course is practical and experiential. Learners will plan, make and evaluate fashion/textile items. The aims of the Course are to enable learners to develop: detailed textile construction techniques; the ability to plan and make detailed fashion/textile items; detailed knowledge of textile properties and characteristics; detailed understanding of factors that influence fashion/textile choices; detailed understanding of fashion/textile trends; the ability to select, set up, adjust and use relevant tools and equipment safely and correctly; detailed investigation, evaluation and presentation skills. Particular emphasis is placed on the development of practical skills and textile construction techniques to make detailed fashion/textile items, to an appropriate standard of quality. The Course will also help learners develop an understanding of textile properties, characteristics and technologies, item development, fashion/textile trends and factors that affect fashion/textile choice. Learners would normally be expected to have attained the skills, knowledge and understanding required by the following or by equivalent qualifications and/or experience: National 4 Fashion and Textile Technology Course or relevant component Units. In terms of prior learning and experience, relevant experiences and outcomes may also provide an appropriate basis for doing this Course. The Course has three mandatory Units: Fashion and Textile Technology: Textile Technologies (National 5) This Unit provides learners with the opportunity to develop detailed knowledge and skills related to textile technologies. This includes the characteristics and properties of a range of textiles and their uses. Learners will have the opportunity to make detailed fashion/textile items, to an appropriate standard of quality, using a pattern and a range of textile construction techniques. The Unit also provides learners with the opportunity to select, set up, adjust and use equipment and tools safely and correctly. Fashion and Textile Technology: Fashion/Textile Item Development (National 5) This Unit provides learners with the opportunity to explore fashion/textile trends and the fashion/textile item development process. They will work with given briefs to develop solutions 20

22 for detailed fashion/textile items based on those trends. Learners will plan and make detailed fashion/textile items, to an appropriate standard of quality, that take into account fashion/textile trends. The Unit also provides learners with the opportunity to select, set up, adjust and use equipment and tools safely and correctly. Fashion and Textile Technology: Fashion and Textile Choices (National 5) This Unit provides learners with the opportunity to develop and apply their knowledge and understanding of a range of factors affecting the fashion and textile choices of consumers. Learners will investigate the fashion/textile choices of consumers and develop solutions for items to meet these choices. They will make and evaluate detailed fashion/textile items, with a focus on factors that affect fashion and textile choice. The Unit also provides learners with the opportunity to select, set up, adjust and use equipment and tools safely and correctly. Assessment To gain the award of the Course, the learner must pass all the Units as well as the Course assessment. National 5 includes assessment of added value1. At National 5, the added value will be assessed in the Course assessment. In the National 5 Fashion and Textile Technology Course, added value will focus on: application requiring application of knowledge and/or skills in practical or theoretical contexts as appropriate; challenge requiring greater depth or extension of knowledge and/or skills. The learner will undertake a practical activity to integrate, extend and apply the skills and techniques from across the Units to produce a completed fashion/textile item, to an appropriate degree of accuracy. Learners will work to a given brief with limited support. Learners will demonstrate knowledge and understanding by evaluating their work. The task will be sufficiently open and flexible to allow for personalisation and choice. This Course or its Units may provide progression to: Higher Fashion and Textile Technology Course. Other SQA qualifications in health and wellbeing, technologies or related areas. Further education and employment or training. 21

23 EARLY EDUCATION AND CHILDCARE SKILLS FOR WORK National 4 & 5 This course is one of a range of National Courses known as Skills for Work courses. This course has been designed to provide an experiential route to candidates who wish to progress to further study in Early Education and Childcare. The candidate will also be introduced to key knowledge and skills and develop positive attitudes that will allow them to progress onto other care related courses, e.g. social care, or into employment outwith the early education and childcare sector. The National 4 qualification in Early Education and Childcare provides an introduction to the key knowledge and skills required by anyone involved in the learning and development of children. The course develops positive attitudes and confidence in learners who wish to understand more about this important domestic and social area. The course covers Child Development; Working in Early Education and Childcare; and Play in Early Education and Childcare. Learners also choose a further option from Parenting; Maintenance of a Safe Environment for Children; and Care of Children. There is no external assessment for this course. To achieve the course award the candidate must successfully achieve all the units which make up the course The National 5 qualification in Early Education and Childcare is a wide-ranging course that deepens understanding of Child Development; Working in Early Education and Childcare; and Play in Early Education and Childcare. The course also offers one further option from Parenting, Maintenance of a Safe Environment for Children, and Care of Children. Learners gain essential knowledge about the important domestic and social area of Early Education and Childcare. They develop skills in working with children and gain insights into the value and provision of play. The course also develops self-confidence and a positive attitude for anyone considering working in this area. There is no external assessment for this Course. To achieve the course award the candidate must successfully achieve all the units which make up the course. 22

24 RELIGIOUS, MORAL AND PHILOSOPHICAL STUDIES RELIGIOUS, MORAL AND PHILOSOPHICAL STUDIES: NATIONAL 4 Purpose and Aims of the Course The purpose of this course is to develop knowledge and understanding of religious, moral and philosophical issues that affect the world today. Religious and non-religious perspectives will be included. The course will explore the questions they raise and the solutions or approaches they offer. Learners will have opportunities to reflect on these and on their own experience and views. This will be achieved through successful study of the course units. This course will require learners to study aspects of a world religion, understand contemporary moral issues and responses, and study key aspects of religious and philosophical questions. The course will help learners develop an understanding of religious, moral and philosophical issues of relevance in the world today. Learners will develop skills which are transferable to other areas of study and which they will use in everyday life. The main aims of the course are to enable learners to develop: the ability to understand and reflect on, religious, moral and philosophical questions and their impact; a range of skills including investigating and describing religious, moral and philosophical questions and responses, making comparisons, and the ability to express reasoned views; straightforward knowledge and understanding of beliefs, practices and sources related to world religions; straightforward knowledge and understanding of religious, moral and philosophical questions and responses to them. Mandatory Units World Religion In this unit, learners will develop skills to describe and comment on the meaning and context of sources related to the religion selected for study. They will develop straightforward knowledge and understanding of the impact and significance of religion today through studying some key beliefs, practices and sources found within one of the world s six major religions (Buddhism, Christianity, Hinduism, Islam, Judaism or Sikhism) and the contribution these make to the lives of followers. Morality and Belief In this unit, learners will develop skills to describe and express views about contemporary moral questions and responses. They will develop straightforward knowledge and understanding of contemporary moral questions and religious and non-religious responses. The range of contexts for study will be flexible to allow for personalisation and choice. Religious viewpoints studied must be from one of the world s six major religions (Buddhism, Christianity, Hinduism, Islam, Judaism or Sikhism). 23

25 Religious and Philosophical Questions In this unit, learners will develop skills to describe religious and philosophical questions and responses. They will develop straightforward knowledge and understanding of these. The range of contexts for study will be flexible to allow for personalisation and choice. Religious viewpoints studied must be from one of the world s six major religions (Buddhism, Christianity, Hinduism, Islam, Judaism or Sikhism). Added Value Unit: Religious, Moral and Philosophical Studies Assignment In this unit, learners will exercise choice in selecting an issue or topic for personal study drawn from religious, moral or philosophical contexts. They will research their chosen issue or topic and communicate their findings. Through this activity, they will have opportunities to demonstrate greater depth or extension of knowledge and skills as they draw on and apply the skills and knowledge acquired in the other units of the course. Unit Assessment To achieve the National 4 Religious, Moral and Philosophical Studies course, learners must pass all of the required units, including the Added Value Unit. National 4 Courses are not graded. All Units are internally assessed. This course or its units may provide progression to: National 5 Religious, Moral and Philosophical Studies course or its units. Further study, employment and/or training. 24

26 PHYSICAL EDUCATION PHYSICAL EDUCATION: NATIONAL 4 (SCQF Level 4 24 SCQF Credit Points) Purpose In this course, and its component units, there will be an emphasis on skills development and the application of those skills. Learners will develop some consistency in their control, fluency of movement and body and spatial awareness. They will also learn how to respond to and meet the physical demands of performance in a safe and effective way. Learners will explore and develop their knowledge of factors that impact on personal performance in physical activities. They will develop their knowledge and understanding of how their performance can be impacted physically, mentally, socially and emotionally. Learners will record, monitor and reflect on their own performance. Entry National 3 Physical Education Experience of Level 3 and Level 4 outcomes during S1-3 Completion of S3 Elective Course Mandatory Units Physical Education: Performance Skills Physical Education: Factors Impacting on Performance Course assessment Assessment Learners will prepare for and carry out a performance that will allow them to demonstrate challenge and application. Learners must pass all of the units to gain the course award. National 4 courses are not graded. This course or its units may provide progression to: National 5 Physical Education. Other qualifications in Physical Education or related areas. Employment or training. 25

27 PHYSICAL EDUCATION: NATIONAL 5 (SCQF Level 5 24 SCQF Credit Points) Purpose In this course, and its component Units, there will be an emphasis on skills development and the application of those skills. The main purpose of the Course is to develop and demonstrate movement and performance skills in physical activities. By engaging in practical activities, learners can demonstrate initiative, decision-making and problem-solving. Learners will consider the effects of mental, emotional, social and physical factors on performance, and will develop an understanding of how to plan for, monitor, record and evaluate the process of personal performance. Entry National 4 Physical Education Course or relevant component Units National 4 English Successful completion of S3 Elective Course Mandatory Units Physical Education: Performance Skills 60% Physical Education: Factors Impacting on Performance 40% Course assessment Assessment To gain the award of the Course, the learner must pass all of the Units as well as the Course assessment. The learner will extend and apply the skills they have learned during the Course. This will be assessed by a performance and portfolio. The learner can present this evidence in the form of a logbook, diary, development record or any other appropriate format. The candidate will be graded A-D based on the total marks in each area. This Course or its Units may provide progression to: Higher Physical Education Course. Other qualifications in Physical Education or related areas. Employment or training. 26

28 DANCE NPA5 (SCQF Level 5 18 SCQF Points) Purpose The National Award (NPA) in Dance at SCQF level 5 (Intermediate 2) is an introductory qualification in Dance in which candidates explore choreography and gain an appreciation of dance skills and techniques. It allows candidates to develop knowledge, understanding and skills in choreography and two different styles of dance selected from the following: Classical, Contemporary, Jazz and Alternative. Students will also research and analyse dance styles and practitioners, putting their learning into context. Structure The NPA consists of one mandatory Unit and two optional Units worth 18 SCQF points in total: Mandatory Unit Dance: Choreography Optional Units Dance: Alternative Dance: Classical Dance: Contemporary Dance: Jazz Candidates who achieve the NPA/ N5 may progress to: Other NQ Dance Units. Higher Dance. HNC/HND in Dance Artists. HNC/HND Contemporary Dance Performance. HNC/HND Professional Stage Dance. 27

29 DANCE NATIONAL 5 (SCQF Level 5 24 SCQF Points) Purpose The National 5 award in Dance is aimed at pupils who have previous experience and/or qualifications in dance. Dance techniques will be explored practically and developed in a range of dance styles before being applied in choreographed sequences. Learners will develop critical thinking skills and appreciation of dance. They will evaluate their own work and the work of others. They will apply their knowledge and understanding of a range of choreographic devices and structures within the creative process to create short choreographed sequences. They will learn how to appreciate the impact of theatre arts on choreography and performance. Structure The Course consists of two mandatory Units. Each of the component Units of the Course is designed to provide progression to the corresponding Units at Higher. To gain the award of the Course, the learner must pass all of the Units as well as the Course assessment. The required Units are shown in the Course outline section. Course assessment will provide the basis for grading attainment in the Course award. Mandatory Units Dance: Technical Skills (National 5) Dance: Choreography (National 5) Assessment Candidates who achieve the NPA/ N5 may progress to: Other NQ Dance Units. Higher Dance. HNC/HND in Dance Artists. HNC/HND Contemporary Dance Performance. HNC/HND Professional Stage Dance. 28

30 GEOGRAPHY GEOGRAPHY: NATIONAL 3/4/5 Why study Geography? Geography is a hugely relevant subject in our ever changing world. It opens up the physical environment around you and the ways in which people interact with their environment. The study of geography develops a sense of responsible citizenship. If you choose this course you will develop a knowledge and understanding of current events from the local area to the global. It will provide you with a range of skills such as map reading, data collection, ICT and problem solving. The course develops active learning including fieldwork. You will develop skills that are transferable to other areas of study, encouraging enterprise and employability. Course Outline Geography: Physical Environments Learners will study a selection of landscape types within Scotland and the UK: glaciated landscapes, upland limestone, coastal landscapes and rivers and their valleys. Geography: Human Environments Learners will study and compare developed and developing countries. Key topics will include world population and issues in changing urban and rural landscapes. Geography: Global Issues Learners will study major global issues: climate change, environmental hazards, trade and globalisation and development, tourism and health. Geography Assignment Learners will get the opportunity to investigate a topic in detail and produce a report on their research in a medium they have chosen. Assessment National 3 and 4 are internally assessed. National 5 has an external assessment: question paper 60 marks assignment 20 marks Total marks 80 marks 29

31 This Course or its Units may provide progression to: Geography Course or its Units at a higher National level e.g. N3 to N4 or N4 to N5. OR a move to another Social Subject such as History or Modern Studies OR further study, employment and/or training such as: Urban Planner/Community Development Cartographer GIS Specialist Climatologist Transportation management Environmental Management Writer/Researcher. 30

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