Our Senior Phase course information below provides a wealth of information on the wide range of courses available to students as part of their personalisation and choice as they move into and through the Senior Phase of school.It is helpful for students and parents/carers to have a clear understanding of the subjects offer before and during the course choice process so they can make informed choices. We have made these available for parents/carers and students below and would encourage you to take time to look through these and discuss what choices might be suitable.
Simply click on the curriculum area of interest below to see what subjects are on offer within that area, then click on individual subjects to find out more about each course.
CLICK HERE for S3 into S4 Course Choice Form
CLICK HERE for S4/5 into S5/6 Course Choice Form
Some courses are only available to specific year groups and this is noted where applicable.
Students will be supported through their PSE lessons during the course choice process in February/March and will complete a draft course choice form for parents/carers to sign, so if there are any questions which are not answered in the relevant information video on this page, it’s easy to ask for help if you need any. Final choices are made around mid-March.
To find out more detail about the senior phase experience please click here.
For more information about Edinburgh College use these links
Edinburgh College Information for Senior Students (Video)
Edinburgh College Information for Parents/Carers
Edinburgh College Information for School Leavers (Video)
Edinburgh College Information for School leavers
Mathematics - National 4
Unit 1: Expressions and Formulae
Unit 2: Relationships
Unit 3: Numeracy
What skills will my child develop?
- Understanding and applying mathematical skills in algebra, geometry, trigonometry and statistics
- Using mathematical techniques and reasoning skills to solve mathematical problems
- A positive attitude to mathematics based on an understanding of its use in real-life situations
- Leadership and teamwork skills in group activities
What will my child experience during the course?
- Active & independent learning across a range of tasks and activities
- A blend of classroom approaches to teaching to motivate learners to understand Mathematical concepts
- Applying learning to real life situations and using these skills in other subjects
- Collaborative learning using technology to engage learners in the world of Mathematics
What will Lasswade High School offer?
- A mixture of classroom approaches to the teaching of Mathematics- whole class direct, group tasks, cooperative activities
- Learning activities which will develop learners’ confidence and motivation in Mathematics
- Use of technology to enhance the learning of Mathematics – chrome books & ipads
- Applying learning to real life situations and also using their mathematics skills in other areas of the curriculum
Assessment
- To gain a N4 award, learners must pass all Units, and the Value Added Test
- The Value Added test is in two parts, non calculator and calculator
- Unit Assessments are test which cover a number of standards
- Units are assessed as a pass or a fail
Progression
National 4 progresses onto National 5 Maths. To progress pupils also need to have achieved N5 Numeracy Unit & N5 Expressions & Formula. National 4 progresses onto National 5 Applications Maths. To progress pupils also need to have achieved N5 Numeracy. National 4 also progresses onto the Personal Finance Courses at Level 4 & 5.
Mathematics - National 5
Unit 1: Expressions and Formulae
Unit 2: Relationships
Unit 3: Applications
What skills will my child develop?
- Understanding and applying mathematical skills in algebra, geometry, trigonometry and statistics
- Selecting and applying mathematical techniques to real life contexts
- Interpreting, communicating and managing information in a mathematical form
- Using mathematical language and exploring mathematical ideas
What will my child experience during the course?
- Active & independent learning across a range of tasks and activities
- A blend of classroom approaches to teaching to motivate learners to understand Mathematical concepts
- Applying learning to real life situations and using these skills in other subjects
- Collaborative learning using technology to engage learners in the world of Mathematics
What will Lasswade High School offer?
- A mixture of classroom approaches to the teaching of Mathematics- whole class direct, group tasks, cooperative activities
- Learning activities which will develop learners confidence and motivation in Mathematics
- Use of technology to enhance the learning of Mathematics – use of chrome books & ipads
- Applying learning to real life situations and also using their mathematics skills in other areas of the curriculum
Assessment
- To gain a N5 award, learners must pass the Course Assessment
- The Course Assessment consists of two question papers – one non calculator and one calculator
- The assessment is marked by SQA and graded A – D
- Numeracy N5 Unit will also be covered.
Progression
National 5 progresses onto Higher Mathematics, Higher Applications of Mathematics.
Mathematics - Higher
Unit 1: Expressions and Functions
Unit 2: Relationships and Calculus Unit 3: Applications
What skills will my child develop?
- Understand and use a range of complex mathematical concepts and relationships
- Select and apply operational skills in algebra, geometry, trigonometry, calculus within mathematical contexts
- Use mathematical reasoning skills to think logically, provide justification or proof and solve problems
- Communicate mathematical information with complex features
What will my child experience during the course?
- Select and apply mathematical techniques in a variety of mathematical situations
- Study in-depth mathematical concepts and the ways in which mathematics describes our world
- Allow learners to interpret, communicate and manage information in mathematical form; skills which are vital to scientific and technological research and development
What will Lasswade High School offer?
- Develop confidence in the subject and a positive attitude towards further study in mathematics and the use of mathematics in employment
- Motivate and challenge learners by enabling them to select and apply mathematical techniques in a variety of mathematical situations
- Deepen the learner’s skills in using mathematical language and exploring advanced mathematical ideas
Assessment
- To gain Higher Mathematics, learners must pass the Course Assessment – final exam
- The Course Assessment is two exam papers -one non-calculator and one calculator. These are marked by the SQA.
- Higher Mathematics is graded from A to D or as No Award.
Entry Requirement
Pass at National 5 Mathematics.
Progression
Higher Mathematics Progresses onto Advanced Higher Mathematics
Mathematics - Advanced Higher
Unit 1: Expressions and Functions
Unit 2: Relationships and Calculus Unit 3: Applications Unit 4:
What will my child experience during the course?
Methods in Algebra and Calculus
The general aim of the Unit is to develop advanced knowledge and skills in algebra and calculus that can be used in practical and abstract situations to manage information in mathematical form. The Outcomes cover partial fractions, standard procedures for both differential calculus and integral calculus, as well as methods for solving both first order and second order differential equations. The importance of logical thinking and proof is emphasised throughout.
Applications of Algebra and Calculus
The general aim of the Unit is to develop advanced knowledge and skills that involve the application of algebra and calculus to real life and mathematical situations, including applications to geometry. Learners will acquire skills in interpreting and analysing problem situations where these skills can be used. The Outcomes cover the binomial theorem, the algebra of complex numbers, properties of functions, and rates of change. Aspects of sequences and series are introduced, including summations, proved by induction.
Geometry, Proof and Systems of Equations
The general aim of the Unit is to develop advanced knowledge and skills that involve geometry, number and algebra, and to examine the close relationship between them. Learners will develop skills in logical thinking. The Outcomes cover matrices, vectors, solving systems of equations, the geometry of complex numbers, as well as processes of rigorous proof
What skills will my child develop?
- The ability to use mathematical reasoning skills to think logically, provide justification and solve problems
- Knowledge and understanding of a range of complex concepts
- The ability to select and apply complex operational skills
- The ability to use reasoning skills to interpret information and to use complex mathematical models
- The ability to effectively communicate solutions in a variety of contexts
- The ability to explain and justify concepts through the idea of rigorous proof
What will Lasswade High School offer?
- Develop confidence in the subject and a positive attitude towards further study in mathematics and the use of mathematics in employment
- Motivate and challenge learners by enabling them to select and apply mathematical techniques in a variety of mathematical situations
- Deepen the learner’s skills in using mathematical language and exploring advanced mathematical ideas
- The ability to think creatively
Assessment
- To gain Advanced Higher Mathematics, learners must pass the Course Assessment
- The Course Assessment is an exam – 2 Papers. This is marked by the SQA
- Advanced Higher Mathematics is graded from A to D or as No Award
Entry Requirement
Pass at Higher Mathematics.
Mathematics Applications - National 4
Unit 1: Finance and Statistics
Unit 2: Geometry and Measure
Unit 3: Numeracy
What skills will my child develop?
- Understanding and applying mathematical skills to straight forward real – life problems or situations
- Using mathematical techniques and reasoning skills to solve mathematical problems
- A positive attitude to mathematics based on an understanding of its use in real-life situations
- Leadership and teamwork skills in group activities
What will my child experience during the course?
- Active & independent learning across a range of tasks and activities
- A blend of classroom approaches to teaching to motivate learners to understand Mathematical concepts
- Applying learning to real life situations and using these skills in other subjects
- Collaborative learning using technology to engage learners in the world of Mathematics
What will Lasswade High School offer?
- A mixture of classroom approaches to the teaching of Mathematics- whole class direct, group tasks, cooperative activities
- Learning activities which will develop learners’ confidence and motivation in Mathematics
- Use of technology to enhance the learning of Mathematics – use of chrome books & ipads
- Applying learning to real life situations and also using their mathematics skills in other areas of the curriculum
Assessment
- To gain a N4 Applications award, learners must pass all Units, and the Value Added Test
- The Value Added test is in two parts, non calculator and calculator
- Unit Assessments are test which cover a number of standards
- Units are assessed as a pass or a fail
Progression
National 4 Applications progresses onto Personal Finance.
National 4 Applications can also progress onto N5 Applications Maths if the student also gains N5 Numeracy and is recommended by their teacher.
Mathematics Applications - National 5
Unit 1: Finance and Statistics
Unit 2: Geometry and Measure
Unit 3: Numeracy
What skills will my child develop?
- Understanding and applying mathematical skills to straight forward real – life problems or situations
- Using mathematical techniques and reasoning skills to solve mathematical problems
- A positive attitude to mathematics based on an understanding of its use in real-life situations
- Leadership and teamwork skills in group activities
What will my child experience during the course?
- Active & independent learning across a range of tasks and activities
- A blend of classroom approaches to teaching to motivate learners to understand Mathematical concepts
- Applying learning to real life situations and using these skills in other subjects
- Collaborative learning using technology to engage learners in the world of Mathematics
What will Lasswade High School offer?
- A mixture of classroom approaches to the teaching of Mathematics- whole class direct, group tasks, cooperative activities
- Learning activities which will develop learners’ confidence and motivation in Mathematics
- Use of technology to enhance the learning of Mathematics – use of chrome books & ipads
- Applying learning to real life situations and also using their mathematics skills in other areas of the curriculum
Assessment
- To gain a N5 Applications award, learners must pass the course Assessment
- The course Assessment consists of two question papers – one non – calculator & one calculator
- The Assessment is marked by SQA and graded A – D or no award.
- N5 Numeracy Unit is also an award as part of the course
Progression
National 5 Applications Maths progresses onto Higher Applications Maths.
Mathematics Applications - Higher
Unit 1: Mathematical Modelling
Unit 2: Statistics and Probability
Unit 3: Finance
Unit 4: Planning and Decision Making
Statistical Project
What skills will my child develop?
- Understand and use a range of complex mathematical modelling , statistical & financial concepts and relationships
- Select and apply skills in finance, statistics and probability, data modelling and planning and decision making
- Use mathematical reasoning skills to extract and interpret information and draw conclusions or justify decisions
- Communicate mathematical information with complex features
- Use software where appropriate, for example to model and analyse statistical, mathematical and financial problems.
What will my child experience during the course?
- Select , apply, combine and adapt mathematical and statistical literacy skills needed for life, work and further study in a wide range of curricular areas
- Further develop financial literacy in real-life contexts
- Use appropriate digital technology to manipulate and model mathematical, statistical and financial information
- Use Mathematical reasoning skills to generalise, build arguments, draw logical conclusions, assess risk and make informed decisions in familiar and unfamiliar situations
- Use a range of Mathematical skills to analyse, interpret and present data and numerical information
- Appraise quantitative information critically in the light of modelling or statistical assumptions.
What will Lasswade High School offer?
- Develop confidence in the subject and a positive attitude towards further study in mathematics and the use of mathematics in employment
- Motivate and challenge learners by enabling them to select and apply mathematical techniques in a variety of mathematical situations
- Deepen the learner’s skills in using mathematical language and exploring advanced mathematical ideas
- The skills knowledge and understanding in the course supports learning and further study and builds confidence in a wide range of curricular areas, such as humanities, social sciences , healthcare and business.
Assessment
- To gain Higher Applications of Mathematics, learners must pass the Course Assessment
- The Course Assessment is one exam paper and the completion of a set project. These are marked by the SQA
- Higher Applications of Mathematics is graded from A to D or as No Award.
Personal Finance - Level 4
S5/S6 Students Only
This course is all about you and your money. It looks at all areas of personal finance. It looks at how you need to manage your money when you start work, go to college or get your first flat.
Course Content
Level 4
Units: Unit 1 – Introduction to Money
Unit 2 – Money Management
Level 5
Unit 1 – Personal Finance
Unit 2 – Money Management
Unit 3 – Finance Management
Level 6
Unit 1 - Money Management
Unit 2 - Personal Finance in Action
Course Assessment
Foundation Course- There are two final exams for each unit. These exams are set by the SQA and are completed online through SOLAR.
Intermediate Course- There are three final exams for each unit. These exams are set by the SQA and are completed online through SOLAR.
Higher Course Level 6 - There are two final exams for Level 6. These exams are set by the SQA and are completed through SOLAR.
You will be completing two levels: - Level 4&5 or Level 5&6
Recommended Entry
Foundation Course: Level 4 : N3 Applications of Mathematics, N4 Application of Mathematics
Intermediate Course: Level 5 : N3 Applications of Mathematics, N4 Application of Mathematics, N5 Application of Mathematics, N5 Mathematics
Higher Course Level 6 : N5 Applications of Mathematics, N5 Mathematics
Personal Finance - Level 5
S5/S6 Students Only
This course is all about you and your money. It looks at all areas of personal finance. It looks at how you need to manage your money when you start work, go to college or get your first flat.
Course Content
Level 4
Units: Unit 1 – Introduction to Money
Unit 2 – Money Management
Level 5
Unit 1 – Personal Finance
Unit 2 – Money Management
Unit 3 – Finance Management
Level 6
Unit 1 - Money Management
Unit 2 - Personal Finance in Action
Course Assessment
Foundation Course- There are two final exams for each unit. These exams are set by the SQA and are completed online through SOLAR.
Intermediate Course- There are three final exams for each unit. These exams are set by the SQA and are completed online through SOLAR.
Higher Course Level 6 - There are two final exams for Level 6. These exams are set by the SQA and are completed through SOLAR.
You will be completing two levels: Level 4&5 or Level 5&6
Recommended Entry
Foundation Course: Level 4 : N3 Applications of Mathematics, N4 Application of Mathematics
Intermediate Course: Level 5 : N3 Applications of Mathematics, N4 Application of Mathematics, N5 Application of Mathematics, N5 Mathematics
Higher Course Level 6 : N5 Applications of Mathematics, N5 Mathematics
Personal Finance - Level 6
S5/S6 Students Only
This course is all about you and your money. It looks at all areas of personal finance. It looks at how you need to manage your money when you start work, go to college or get your first flat.
Course Content
Level 4
Unit 1 – Introduction to Money
Unit 2 – Money Management
Level 5
Unit 1 – Personal Finance
Unit 2 – Money Management
Unit 3 – Finance Management
Level 6
Unit 1 - Money Management
Unit 2 - Personal Finance in Action
Course Assessment
Foundation Course- There are two final exams for each unit. These exams are set by the SQA and are completed online through SOLAR.
Intermediate Course- There are three final exams for each unit. These exams are set by the SQA and are completed online through SOLAR.
Higher Course Level 6 - There are two final exams for Level 6. These exams are set by the SQA and are completed through SOLAR.
You will be completing two levels: - Level 4&5 or Level 5&6
Recommended Entry
Foundation Course: Level 4 : N3 Applications of Mathematics, N4 Application of Mathematics
Intermediate Course: Level 5 : N3 Applications of Mathematics, N4 Application of Mathematics, N5 Application of Mathematics, N5 Mathematics
Higher Course Level 6 : N5 Applications of Mathematics, N5 Mathematics
English - National 4
Course Outline
The National 4 English course offers students the opportunity to develop their Reading, Writing, Talking and Listening skills, through the study of language, literature and media.
All students will study at least two genres of literary or media texts. Students will also study a range of non-fiction texts, designed to develop skills for learning, life and work. In addition to studying texts, students will be encouraged to create and develop their own writing
Assessment
To gain National 4, all students must pass all the units and assessments outlined below.
Students need to pass 4 units of internal assessment:
The Analysis and Evaluation unit involves two assessments: Reading and Listening. Students need to read a straightforward text and answer a range of questions about the content and use of language. Students will also need to listen to a straightforward text and answer questions on its content and use of language.
The Creation and Production unit involves two assessments: Writing and Talking. Students must create a straightforward piece of writing for a specific purpose. Similarly, students must present a Talk, either individually or as part of a group discussion.
The outcomes for the Literacy unit can often be met in the work of the previous two units (Analysis and Evaluation and Creation and Production).
The Added Value Unit will involve the comparison of two straightforward texts. Students must show knowledge and understanding of the content of the text and recognition of the language and layout features.
Internally assessed units are marked by the department in school, but will be subject to external verification by the SQA to ensure that the appropriate standards are being met.
What will my child experience during the course?
- Regular feedback and target setting, with opportunities for reviewing and reflecting on progress and deciding next steps.
- A blend of classroom approaches including whole class, small group or one to one discussions.
- Collaborative learning: working with others to investigate and extend learning.
- Opportunities for personalization and choice: selecting own topics of interest for talking and writing.
- Digital Literacy development - through research, writing and media.
What skills will my child develop?
- Understanding, explaining, analysing and evaluating straightforward texts
- Creating, structuring and producing straightforward spoken and written texts for different purposes
- Understanding how language works and applying language skills in different contexts
- Planning, researching and decision-making
- Creative and critical thinking
- Social and interpersonal skills
- Digital literacy skills.
Progression
Students may progress from National 4 English to National 5 English in S5.
English - National 5
Course Outline
The National 5 English course offers students the opportunity to develop their Reading, Writing, Talking and Listening skills, through the study of language, literature and media.
All students will study at least two genres of literary or media texts. Students will also study a range of non-fiction texts, such as newspaper articles, developing their understanding, analysis and evaluation of language techniques. In addition to studying texts, students will be required to create and develop their own writing.
Assessment
To gain National 5, all students must pass all the units and assessments outlined below.
Students will prepare for two externally assessed exams:
The Reading for Understanding, Analysis and Evaluation paper is worth 30 marks (30%). Students will read an unseen non-fiction passage and answer questions about the text.
The Critical Reading paper is worth 40 marks (40%). For Part 1, students will study a Scottish Set Text in class and then answer questions on an extract from this text in the exam. For Part 2, students will write a Critical Essay on a literary or media text that they have studied in class.
Students will also prepare for externally assessed coursework:
The Writing Folio is worth 30 marks (30%). Students will prepare two essays: one broadly creative; the other broadly discursive. Students will prepare this writing both in class time and at home. This folio will be submitted to the SQA for external marking in March.
Students will also have to pass an internal assessment:
Students must also pass an internally assessed Spoken Language unit. This assesses Talking and Listening skills and involves a presentation which may be done individually or as part of a group. This unit is assessed on a pass/ fail basis. It is compulsory to pass this unit before being presented for the overall qualification.
Externally assessed exams and externally assessed coursework are marked by the SQA and graded A-D
What skills will my child develop?
- Active and independent learning with students taking opportunities to lead lessons and create materials
- Regular feedback and target setting, with opportunities for reviewing and reflecting on progress and deciding next steps
- A blend of classroom approaches including whole class, small group or one to one discussions
- Collaborative learning: working with others to investigate and extend learning
- Opportunities for personalization and choice: selecting own topics of interest for talking and writing
- Digital Literacy development- through research, writing and media.
What will my child experience during the course?
- Understanding, explaining, analysing and evaluating detailed texts
- Creating, structuring and producing detailed spoken and written texts for different purposes
- Understanding how language works
- Presentation and discussion skills
- Planning, researching and decision-making
- Using creative and critical thinking to synthesise ideas and arguments
- Developing cultural awareness
- Social and interpersonal skills
- Digital Literacy through research and folio opportunities.
Progression
Students may progress from National 5 English to Higher English in S5/ S6.
English - Higher
Course Outline
The Higher English course offers students the opportunity to develop their Reading, Writing, Talking and Listening skills through the study of language, literature and media.
All students will study at least two genres of literary or media texts. Students will also study a range of non-fiction texts, such as newspaper articles, developing their understanding, analysis and evaluation of language techniques. In addition to studying texts, students will be required to create and develop their own writing.
Assessment
To gain Higher English, all students must pass all the units and assessments outlined below.
Students will prepare for two externally assessed exams:
The Reading for Understanding, Analysis and Evaluation paper is worth 30 marks (30%). Students will read two unseen non-fiction passages and answer questions about the texts.
The Critical Reading paper is worth 40 marks (40%). For Part 1, students will study a single or a range of Scottish Set Text(s) in class and then answer questions on an extract or selection of these in the exam. For Part 2, students will write a Critical Essay on a literary or media text that they have studied in class.
Students will also prepare for externally assessed coursework:
The Writing Folio is worth 30 marks (30%). Students will prepare two essays: one broadly creative; the other broadly discursive. Students will prepare this writing both in class time and at home. This folio will be submitted to the SQA for external marking in March.
Students will also have to pass an internal assessment:
Students must also pass an internally assessed Spoken Language unit. This assesses Talking and Listening skills and involves a presentation which may be done individually or as part of a group. This unit is assessed on a pass/ fail basis. It is compulsory to pass this unit before being presented for the overall qualification.
Externally assessed exams and externally assessed coursework are marked by the SQA and graded A-D.
What will my child experience during the course?
- Active and independent learning with students taking opportunities to lead lessons and create materials
- Regular feedback and target setting, with opportunities for reviewing and reflecting on progress and deciding next steps
- A blend of classroom approaches including whole class, small group or one to one discussions
- Collaborative learning: working with others to investigate and extend learning
- Opportunities for personalization and choice: selecting own topics of interest for talking and writing
- Digital Literacy development- through research, writing and media.
What skills will my child develop?
- Understanding, explaining, analysing and evaluating complex texts
- Creating, structuring and producing complex spoken and written texts for different purposes
- Understanding how language works
- Presentation and discussion skills
- Planning, researching and decision-making
- Using creative and critical thinking to synthesise ideas and arguments
- Developing cultural awareness
- Social and interpersonal skills
- Digital Literacy through research and folio opportunities.
Progression
Students may progress from Higher English to Advanced Higher English in S6. Higher English is an essential qualification for entry into many Higher Education courses such as Law and Teaching. It is also a highly desirable qualification for a range of other courses.
English - Advanced Higher
Course Outline
The Advanced Higher English course offers students the opportunity to develop their language and literature skills through the study of a range of sophisticated texts
Assessment
To gain Advanced Higher, all students must pass all the units and assessments outlined below.
Students will prepare for two externally assessed exams:
The Literary Study paper is worth 20 marks (20%). Students will write a Critical Essay comparing and contrasting a range of literary texts studied in class.
The Textual Analysis paper is worth 20 marks (20%). Students will respond to an extended question on an unseen passage, selecting from a range of genres.
Students will also prepare for externally assessed coursework:
The Writing Folio is worth 30 marks (30%). Students will prepare two pieces of writing from a wide range of genres. Students will prepare this writing both in class time and at home. This folio will be submitted to the SQA for external marking on the day of the final exam in May.
The Dissertation is worth 30 marks (30%). Students will independently select one or more texts. Students will then read, analyse and evaluate the texts, selecting evidence in support of a particular focus of study. Support for the dissertation will be available in class, however the vast majority of work for this course component will be completed out of class.
Externally assessed exams and externally assessed coursework are marked by the SQA and graded A-D.
What will my child experience during the course?
- Active and independent learning with students taking opportunities to lead lessons and create materials
- Regular feedback and target setting, with opportunities for reviewing and reflecting on progress and deciding next steps
- A blend of classroom approaches including whole class, small group or one to one mentor discussions
- Collaborative learning: participating in group work with peers
- Opportunities for personalization and choice: selecting own topics of interest for talking and writing
- Participating in informed debate and discussion with peers where they can demonstrate skills in constructing and sustaining lines of argument
- Developing Secondary Research skills necessary for Higher Education, with both print and on-line sources
- Engaging in wide ranging independent reading
- Writing workshops, experimenting with different forms of writing and providing and receiving constructive criticism to improve work
- Workshops with authors.
What skills will my child develop?
- Analysis and evaluation of complex language
- Application of critical, analytical and evaluative skills across a wide range of complex literary texts
- Sophisticated writing skills
- Critically respond to complex texts through extended writing
- Knowledge and application of a wide range of language and literary devices
- Application of higher-order thinking skills
- Research skills
- Independent approaches to study and deadlines.
Progression
Advanced Higher English is a highly desirable qualification for a range of Higher Education courses. It offers the opportunity to develop sophisticated and complex writing, analysis and research skills which offer a solid foundation for University study.
Media National 5
Course Outline
The National 5 Media course offers students the opportunity to develop their understanding and analysis of media.
Students will study a range of media texts in order to analyse media content. Students will then use their knowledge of media techniques to plan and create media content of their own.
Course Assessment
To gain National 5, all students must pass all the assessments outlined below.
Students will prepare for an externally assessed exam:
The Question Paper is worth 60 marks. It has two sections in it. In Section 1: Analysis of Media Content in Context, students will answer questions based on media examples studied in class. In Section 2: Analysis of a Media Text, students will apply their learning to the analysis of an unseen text.
Students will also prepare for externally assessed coursework:
The Assignment is also worth 60 marks and involves students planning, creating and evaluating media content.
Externally assessed exams and externally assessed coursework are marked by the SQA and graded A-D
What will my child experience during the course?
Active and independent learning with students taking opportunities to lead lessons and create materials.
- Regular feedback and target setting, with opportunities for reviewing and reflecting on progress and deciding next steps.
- A blend of classroom approaches including whole class, small group or one to one discussions.
- Collaborative learning: working with others to investigate and extend learning.
- Opportunities for personalization and choice: selecting texts and ways of showing evidence; selecting topics for talking and writing.
- Digital Literacy opportunities
What skills will my child develop?
Ability to analyse and create media content, appropriate to purpose, audience and context.
- Knowledge and understanding of the key aspects of media literacy as appropriate to content.
- Knowledge and understanding of the role of media within society.
- The ability to plan and research when creating media content as appropriate to purpose, audience and context.
- The ability to evaluate their own practice.
Progression
Students may progress from National 5 Media to Higher Media in S5/ S6.
French - National 4
Unit 1: Understanding Languages. Listening and Reading
Unit 2: Using Languages. Talking and Writing
What skills will my child develop?
- Develop his or her understanding of the Modern Language by improving his or her listening and reading skills
- Gain confidence in using the Modern Language through developing his or her skills in talking and writing
- Improved dictionary skills
- Gain an insight into other cultures
- Improved understanding of the grammar of the Modern Language
- Become increasingly aware of the similarities and connections between languages
- Improve his or her overall literacy skills
- Practise and improve his or her inter-personal skills
- Develop creative and critical thinking skills
What will my child experience during the course?
- Active and independent learning through self- and peer-evaluation
- A variety of classroom approaches : individual, paired, group and whole class activities, including games and interactive tasks using IT
- Collaborative learning
- Homework to reinforce the learning and teaching carried out in class
What will Lasswade High School offer?
The Modern Languages Department will offer your child the opportunity to:
- Develop highly-valued ‘soft’ skills, which can be applied in other areas of the curriculum
- Study a wide range of contexts : society, learning, employability and culture
- Work in a stimulating, challenging but enjoyable and supportive environment
- Learn in IT-rich classrooms with state-of-the-art digital listening-speaking workstations and access to language-learning software
- Achieve his or her potential as a linguist and confident future global citizen
- Acquire a qualification highly-prized by employers
There is no requirement to complete the AVU unit in 2022/23 although this may change back to normal for 2023/24.
Assessment
- Your child will have to pass both Units (internal assessment) and the Assignment (Added Value Unit) to achieve National 4
- There are no external exams and the course is graded ‘Pass’ or ‘Fail’
Progression
After successfully completing National 4, a candidate progresses to National 5 Modern Languages.
French - National 5
What skills will my child develop?
- Develop his or her understanding of the Modern Language by improving his or her listening and reading skills
- Gain confidence in using the Modern Language through developing his or her skills in Talking and Writing
- Ability to use a dictionary will improve
- Gain an insight into other cultures
- Acquire an improved understanding of the grammar of the Modern Language
- Become increasingly aware of the similarities and connections between languages
- Improve his or her overall literacy skills
- Practise and improve his or her inter-personal skills
- Develop creative and critical thinking skills
What will Lasswade High School offer?
- Develop highly-valued ‘soft’ skills, which can be applied in other areas of the curriculum
- Study a wide range of contexts : society, learning, employability and culture
- Work in a stimulating, challenging but enjoyable and supportive environment
- Learn in IT-rich classrooms with state-of-the-art digital listening-speaking workstations and access to language-learning software
- Achieve his or her potential as a linguist and confident future global citizen
- Acquire a qualification highly-prized by employers
What will my child experience during the course?
- Active and independent learning through self- and peer evaluation
- A variety of classroom approaches: individual, paired, group and whole class activities, including games and interactive tasks using IT
- Collaborative learning
- Personalisation and choice : eg he or she can choose his or her topics for the Performance
- Homework to reinforce the learning and teaching carried out in class
Assessment
- Component 1: question paper 1 Reading 30 marks
- Component 2: question paper 1 Writing 20 marks
- Component 3: question paper 2 Listening 20 marks
- Component 4: Assignment–writing 20 marks - currently suspended although this may change back to normal for 2023/24
- Component 5: Performance–talking 30 marks
The grade awarded (A-D) is based on the total marks achieved across all course assessment components.
Progression
After successfully passing N5, a candidate progresses to Higher Modern Languages
French - Higher
What skills will my child develop?
- Increasing confidence and accuracy reading and listening
- Increasing confidence and accuracy in talking and writing
- Translation skills
- Ability to apply knowledge and understanding of the Modern Language being studied to other languages and curricular areas
- Enhanced dictionary skills
- Deeper insight into other cultures
- Improved understanding of the grammar of the Modern Language
- Increasing awareness of similarities and connections between languages
- Improved overall literacy skills
- Improved inter-personal skills
- Developed creative and critical thinking skills
What will my child experience during the course?
- Developing more detailed and complex language skills in the real-life contexts of Society, Learning, Employability and Culture – building on the work covered at National 5
- Likelihood of learning alongside native-speakers (visiting overseas students)
- Active and independent learning through self and peer-evaluation
- Variety of classroom approaches : individual, paired, group and whole class activities, including games and interactive tasks using IT
- Personalisation and choice
- Collaborative learning
- Homework to reinforce the learning and teaching
- Work in a stimulating, challenging but enjoyable and supportive environment
- Achieve potential as a linguist and confident future global citizen
- Acquire a qualification highly-prized by employers
Assessment
- Component 1: question paper 1 Reading 30 marks
- Component 2: question paper 1 Directed writing 20 marks
- Component 3: question paper 2 Listening 20 marks
- Component 4: Assignment–writing 20 marks - currently suspended although this may change back to normal for 2023/24
- Component 5: Performance–talking 30 marks
The grade awarded (A-D) is based on the total marks achieved across all course assessment components.
French - Advanced Higher
Skills
Improve your skills in reading, listening, talking and writing as well as translation
Opportunities for Learners
Deepen your knowledge and understanding of the target-language-speaking countries’ language and culture.
Assessment
Component 1: Question paper Reading and Translation 50 Marks 1 Hour 30 mins
Component 2: Question paper Listening and Discursive Writing 70 Marks 1 Hour 20 mins
Component 3: Portfolio 30 Marks See Course Assessment section
Component 4: Performance-Talking 50 Marks 15 mins approximately
Reading (30 marks) and Translation (20 marks) = 50 marks (25% of overall marks)
This question paper allows candidates to demonstrate breadth, challenge and application in the skills of reading and translation.
Listening (30 marks) and Discursive Writing (40 marks) = 70 marks (35% of overall marks)
This question paper allows candidates to demonstrate breadth, challenge and application in the skills of listening and discursive writing.
Portfolio 30 marks (15% of overall marks)
Candidates (write 1200-1500 words in English and) choose one of the following portfolio options:
- Literature-based
- Media-based
- Language in work-based
The portfolio is set by centres within SQA guidelines and conducted under some supervision and control. Evidence is submitted to SQA for external marking. SQA quality assures all marking.
Performance–talking 50 marks (25% of overall marks)
The performance–talking requires candidates to take part in a face-to-face discussion in the modern language with a visiting assessor. This lasts approximately 15 minutes.
This adds up to 200 marks. You are then graded A – D
German - National 4
Unit 1: Understanding Languages. Listening and Reading
Unit 2: Using Languages. Talking and Writing
What skills will my child develop?
- Develop his or her understanding of the Modern Language by improving his or her listening and reading skills
- Gain confidence in using the Modern Language through developing his or her skills in talking and writing
- Improved dictionary skills
- Gain an insight into other cultures
- Improved understanding of the grammar of the Modern Language
- Become increasingly aware of the similarities and connections between languages
- Improve his or her overall literacy skills
- Practise and improve his or her inter-personal skills
- Develop creative and critical thinking skills
What will my child experience during the course?
- Active and independent learning through self- and peer-evaluation
- A variety of classroom approaches : individual, paired, group and whole class activities, including games and interactive tasks using IT
- Collaborative learning
- Homework to reinforce the learning and teaching carried out in class
What will Lasswade High School offer?
The Modern Languages Department will offer your child the opportunity to:
- Develop highly-valued ‘soft’ skills, which can be applied in other areas of the curriculum
- Study a wide range of contexts : society, learning, employability and culture
- Work in a stimulating, challenging but enjoyable and supportive environment
- Learn in IT-rich classrooms with state-of-the-art digital listening-speaking workstations and access to language-learning software
- Achieve his or her potential as a linguist and confident future global citizen
- Acquire a qualification highly-prized by employers
There is no requirement to complete the AVU unit in 2022/23 although this may change back to normal for 2023/24.
Assessment
- Your child will have to pass both Units (internal assessment) and the Assignment (Added Value Unit) to achieve National 4
- There are no external exams and the course is graded ‘Pass’ or ‘Fail’
Progression
After successfully completing National 4, a candidate progresses to National 5 Modern Languages.
German - National 5
What skills will my child develop?
- Develop his or her understanding of the Modern Language by improving his or her listening and reading skills
- Gain confidence in using the Modern Language through developing his or her skills in Talking and Writing
- Ability to use a dictionary will improve
- Gain an insight into other cultures
- Acquire an improved understanding of the grammar of the Modern Language
- Become increasingly aware of the similarities and connections between languages
- Improve his or her overall literacy skills
- Practise and improve his or her inter-personal skills
- Develop creative and critical thinking skills
What will Lasswade High School offer?
- Develop highly-valued ‘soft’ skills, which can be applied in other areas of the curriculum
- Study a wide range of contexts : society, learning, employability and culture
- Work in a stimulating, challenging but enjoyable and supportive environment
- Learn in IT-rich classrooms with state-of-the-art digital listening-speaking workstations and access to language-learning software
- Achieve his or her potential as a linguist and confident future global citizen
- Acquire a qualification highly- prized by employers
What will my child experience during the course?
- Active and independent learning through self- and peer evaluation
- A variety of classroom approaches: individual, paired, group and whole class activities, including games and interactive tasks using IT
- Collaborative learning
- Personalisation and choice : eg he or she can choose his or her topics for the Performance
- Homework to reinforce the learning and teaching carried out in class
Assessment
- Component 1: question paper 1 Reading 30 marks
- Component 2: question paper 1 Writing 20 marks
- Component 3: question paper 2 Listening 20 marks
- Component 4: Assignment–writing 20 marks - currently suspended although this may change back to normal for 2023/24
- Component 5: Performance–talking 30 marks
The grade awarded (A-D) is based on the total marks achieved across all course assessment components.
Progression
After successfully passing N5, a candidate progresses to Higher Modern Languages
German - Higher
What skills will my child develop?
- Increasing confidence and accuracy in reading and listening
- Increasing confidence and accuracy in talking and writing
- Translation skills
- Ability to apply knowledge and understanding of the Modern Language being studied to other languages and curricular areas
- Enhanced dictionary skills
- Deeper insight into other cultures
- Improved understanding of the grammar of the Modern Language
- Increasing awareness of similarities and connections between langages
- Improved overall literacy skills
- Improved inter-personal skills
- Developed creative and critical thinking skills
What will my child experience during the course?
- Developing more detailed and complex language skills in the real-life contexts of Society, Learning, Employability and Culture - building on the work covered at National 5
- Likelihood of learning alongside native-speakers (visiting overseas students)
- Active and Independent learning through self and peer evaluation
- Variety of classroom approaches: individual, paired, group and whole class activities, including games and interactive tasks using IT
- Personalisation and choice
- Collaborative learning
- Homework to reinforce the learning and teaching
- Work in a stimulating, challenging but enjoyable and supportive environment
- Achieve potential as a linguist and confident future global citizen
- Acquire a qualification highly-prized by employers
Assessment
- Component 1: question paper 1 Reading 30 marks
- Component 2: question paper 1 Directed writing 20 marks
- Component 3: question paper 2 Listening 20 marks
- Component 4: Assignment - writing 20 marks - currently suspended although this may change back to normal for 2023/24
- Component 5: Performance - talking 30 marks
The grade awarded (A-D) is based on the total marks achieved across all course assessment components.
German - Advanced Higher
Skills
Improve your skills in reading, listening, talking, and writing as well as translation.
Opportunities for Learners
Deepen your knowledge and understanding of the target-language-speaking countries' language and culture.
Assessment
Component 1: Question paper Reading and Translation 50 marks 1 Hour 30 mins
Component 2: Question paper Listening and Discursive Writing 70 marks 1 Hour 20 mins
Component 3: Portfolio 30 marks See Course Assessment section
Component 4: Performance-talking 50 marks 15 mins approximately
Reading (30 marks) and Translation (20 marks) = 50 marks (25% of overall marks)
This question paper allows candidates to demonstrate breadth, challenge and application in the skills of reading and translation.
Listening (30 marks) and Discursive Writing (40 marks) = 70 marks (35% of overall marks)
The question paper allows candidates to demonstrate breadth, challenge and application in the skills of listening and discursive writing.
Portfolio (30 marks - 15% of overall marks)
Candidates (write 1200-1500 words in English and) choose one of the following portfolio options:
- Literature-based
- Media-based
- Language in work-based
The portfolio is set by centres within the SQA guidelines and conducted under some supervision and control. Evidence is submitted to SQA for external marking. SQA quality assures all marking.
Performance - Talking (50 marks 25% of overall marks)
The performance-talking requires candidates to take part in a face-to-face discussion in the modern language with a visiting assessor. This lasts approximately 15 mins.
This adds up to 200 marks. You are then graded A-D
Mandarin - National 4
Unit 1: Understanding Languages. Listening and Reading
Unit 2: Using Languages. Talking and Writing
What skills will my child develop?
- Develop his or her understanding of the Modern Language by improving his or her listening and reading skills
- Gain confidence in using the Modern Language through developing his or her skills in talking and writing
- Improved dictionary skills
- Gain an insight into other cultures
- Improved understanding of the grammar of the Modern Language
- Become increasingly aware of the similarities and connections between languages
- Improve his or her overall literacy skills
- Practise and improve his or her inter-personal skills
- Develop creative and critical thinking skills
What will my child experience during the course?
- Active and independent learning through self- and peer-evaluation
- A variety of classroom approaches : individual, paired, group and whole class activities, including games and interactive tasks using IT
- Collaborative learning
- Homework to reinforce the learning and teaching carried out in class
What will Lasswade High School offer?
The Modern Languages Department will offer your child the opportunity to:
- Develop highly-valued ‘soft’ skills, which can be applied in other areas of the curriculum
- Study a wide range of contexts : society, learning, employability and culture
- Work in a stimulating, challenging but enjoyable and supportive environment
- Learn in IT-rich classrooms with state-of-the-art digital listening-speaking workstations and access to language-learning software
- Achieve his or her potential as a linguist and confident future global citizen
- Acquire a qualification highly-prized by employers
There is no requirement to complete the AVU unit in 2022/23 although this may change back to normal for 2023/24.
Assessment
- Your child will have to pass both Units (internal assessment) and the Assignment (Added Value Unit) to achieve National 4
- There are no external exams and the course is graded ‘Pass’ or ‘Fail’
Progression
After successfully completing National 4, a candidate progresses to National 5 Modern Languages.
Mandarin - National 5
What skills will my child develop?
- Develop his or her understanding of the Modern Language by improving his or her listening and reading skills
- Gain confidence in using the Modern Language through developing his or her skills in Talking and Writing
- Ability to use a dictionary will improve
- Gain an insight into other cultures
- Acquire an improved understanding of the grammar of the Modern Language
- Become increasingly aware of the similarities and connections between languages
- Improve his or her overall literacy skills
- Practise and improve his or her inter-personal skills
- Develop creative and critical thinking skills
What will Lasswade High School offer?
- Develop highly-valued ‘soft’ skills, which can be applied in other areas of the curriculum
- Study a wide range of contexts : society, learning, employability and culture
- Work in a stimulating, challenging but enjoyable and supportive environment
- Learn in IT-rich classrooms with state-of-the-art digital listening-speaking workstations and access to language-learning software
- Achieve his or her potential as a linguist and confident future global citizen
- Acquire a qualification highly- prized by employers
What will my child experience during the course?
- Active and independent learning through self- and peer evaluation
- A variety of classroom approaches: individual, paired, group and whole class activities, including games and interactive tasks using IT
- Collaborative learning
- Personalisation and choice : eg he or she can choose his or her topics for the Performance
- Homework to reinforce the learning and teaching carried out in class
Assessment
- Component 1: question paper 1 Reading 30 marks
- Component 2: question paper 1 Writing 20 marks
- Component 3: question paper 2 Listening 20 marks
- Component 4: Assignment–writing 20 marks - currently suspended although this may change back to normal for 2023/24
- Component 5: Performance–talking 30 marks
The grade awarded (A-D) is based on the total marks achieved across all course assessment components.
Progression
After successfully passing N5, a candidate progresses to Higher Modern Languages
Mandarin - Higher
What skills will my child develop?
- Increasing confidence and accuracy reading and listening
- Increasing confidence and accuracy in talking and writing
- Translation skills
- Ability to apply knowledge and understanding of the Modern Language being studied to other languages and curricular areas
- Enhanced dictionary skills
- Deeper insight into other cultures
- Improved understanding of the grammar of the Modern Language
- Increasing awareness of similarities and connections between languages
- Improved overall literacy skills
- Improved inter-personal skills
- Developed creative and critical thinking skills
What will my child experience during the course?
- Developing more detailed and complex language skills in the real-life contexts of Society, Learning, Employability and Culture – building on the work covered at National 5
- Likelihood of learning alongside native-speakers (visiting overseas students)
- Active and independent learning through self and peer-evaluation
- Variety of classroom approaches : individual, paired, group and whole class activities, including games and interactive tasks using IT
- Personalisation and choice
- Collaborative learning
- Homework to reinforce the learning and teaching
- Work in a stimulating, challenging but enjoyable and supportive environment
- Achieve potential as a linguist and confident future global citizen
- Acquire a qualification highly- prized by employers
Assessment
- Component 1: question paper 1 Reading 30 marks
- Component 2: question paper 1 Directed writing 20 marks
- Component 3: question paper 2 Listening 20 marks
- Component 4: Assignment-writing 20 marks - currently suspended although this may change back to normal for 2023/24
- Component 5: Performance-talking 30 marks
The grade awarded (A-D) is based on the total marks achieved across all course assessment components.
Mandarin Advanced Higher
Skills
Improve your skills in reading, listening, talking and writing as well as translation
Opportunities for Learners
Deepen your knowledge and understanding of the target-language-speaking countries’ language and culture.
Assessment
Component 1: Question paper Reading and Translation 50 Marks 1 Hour 30 mins
Component 2: Question paper Listening and Discursive Writing 70 Marks 1 Hour 45 mins
Component 3: Portfolio 30 Marks See Course Assessment section
Component 4: Performance-talking 50 Marks 15 mins approximately
Reading (30 marks) and Translation (20 marks) = 50 marks (25% of overall marks)
This question paper allows candidates to demonstrate breadth, challenge and application in the skills of reading and translation.
Listening (30 marks) and Discursive Writing (40 marks) = 70 marks (35% of overall marks)
This question paper allows candidates to demonstrate breadth, challenge and application in the skills of listening and discursive writing.
Portfolio 30 marks (15% of overall marks)
Candidates (write 1200-1500 words in English and) choose one of the following portfolio options:
- Literature-based
- Media-based
- Language in work-based
The portfolio is set by centres within SQA guidelines and conducted under some supervision and control. Evidence is submitted to SQA for external marking. SQA quality assures all marking.
Performance–talking 50 marks (25% of overall marks)
The performance–talking requires candidates to take part in a face-to-face discussion in the modern language with a visiting assessor. This lasts approximately 15 minutes.
This adds up to 200 marks. You are then graded A – D
Spanish - National 4
Unit 1: Understanding Languages. Listening and Reading
Unit 2: Using Languages. Talking and Writing
What skills will my child develop?
- Develop his or her understanding of the Modern Language by improving his or her listening and reading skills
- Gain confidence in using the Modern Language through developing his or her skills in talking and writing
- Improved dictionary skills
- Gain an insight into other cultures
- Improved understanding of the grammar of the Modern Language
- Become increasingly aware of the similarities and connections between languages
- Improve his or her overall literacy skills
- Practise and improve his or her inter-personal skills
- Develop creative and critical thinking skills
What will my child experience during the course?
- Active and independent learning through self- and peer-evaluation
- A variety of classroom approaches : individual, paired, group and whole class activities, including games and interactive tasks using IT
- Collaborative learning
- Homework to reinforce the learning and teaching carried out in class
What will Lasswade High School offer?
The Modern Languages Department will offer your child the opportunity to:
- Develop highly-valued ‘soft’ skills, which can be applied in other areas of the curriculum
- Study a wide range of contexts : society, learning, employability and culture
- Work in a stimulating, challenging but enjoyable and supportive environment
- Learn in IT-rich classrooms with state-of-the-art digital listening-speaking workstations and access to language-learning software
- Achieve his or her potential as a linguist and confident future global citizen
- Acquire a qualification highly-prized by employers
There is no requirement to complete the AVU unit in 2022/23 although this may change back to normal for 2023/24.
Assessment
- Your child will have to pass both Units (internal assessment) and the Assignment (Added Value Unit) to achieve National 4
- There are no external exams and the course is graded ‘Pass’ or ‘Fail’
Progression
After successfully completing National 4, a candidate progresses to National 5 Modern Languages.
Spanish - National 5
What skills will my child develop?
- Develop his or her understanding of the Modern Language by improving his or her listening and reading skills
- Gain confidence in using the Modern Language through developing his or her skills in Talking and Writing
- Ability to use a dictionary will improve
- Gain an insight into other cultures
- Acquire an improved understanding of the grammar of the Modern Language
- Become increasingly aware of the similarities and connections between languages
- Improve his or her overall literacy skills
- Practise and improve his or her inter-personal skills
- Develop creative and critical thinking skills
What will Lasswade High School offer?
- Develop highly-valued ‘soft’ skills, which can be applied in other areas of the curriculum
- Study a wide range of contexts : society, learning, employability and culture
- Work in a stimulating, challenging but enjoyable and supportive environment
- Learn in IT-rich classrooms with state-of-the-art digital listening-speaking workstations and access to language-learning software
- Achieve his or her potential as a linguist and confident future global citizen
- Acquire a qualification highly-prized by employers
What will my child experience during the course?
- Active and independent learning through self- and peer evaluation
- A variety of classroom approaches: individual, paired, group and whole class activities, including games and interactive tasks using IT
- Collaborative learning
- Personalisation and choice : eg he or she can choose his or her topics for the Performance
- Homework to reinforce the learning and teaching carried out in class
Assessment
- Component 1: question paper 1 Reading 30 marks
- Component 2: question paper 1 Writing 20 marks
- Component 3: question paper 2 Listening 20 marks
- Component 4: Assignment–writing 20 marks - currently suspended although this may change back to normal for 2023/24
- Component 5: Performance–talking 30 marks
The grade awarded (A-D) is based on the total marks achieved across all course assessment components.
Progression
After successfully passing N5, a candidate progresses to Higher Modern Languages
Spanish - Higher
What skills will my child develop?
- Increasing confidence and accuracy reading and listening
- Increasing confidence and accuracy in talking and writing
- Translation skills
- Ability to apply knowledge and understanding of the Modern Language being studied to other languages and curricular areas
- Enhanced dictionary skills
- Deeper insight into other cultures
- Improved understanding of the grammar of the Modern Language
- Increasing awareness of similarities and connections between languages
- Improved overall literacy skills
- Improved inter-personal skills
- Developed creative and critical thinking skills
What will my child experience during the course?
- Developing more detailed and complex language skills in the real-life contexts of Society,
- Learning, Employability and Culture – building on the work covered at National 5
- Likelihood of learning alongside native-speakers (visiting overseas students)
- Active and independent learning through self and peer-evaluation
- Variety of classroom approaches : individual, paired, group and whole class activities, including games and interactive tasks using IT
- Personalisation and choice
- Collaborative learning
- Homework to reinforce the learning and teaching
- Work in a stimulating, challenging but enjoyable and supportive environment
- Achieve potential as a linguist and confident future global citizen
- Acquire a qualification highly which is highly prized by employers
Assessment
- Component 1: question paper 1 Reading 30 marks
- Component 2: question paper 1 Directed writing 20 marks
- Component 3: question paper 2 Listening 20 marks
- Component 4: Assignment–writing 20 marks - currently suspended although this may change back to normal for 2023/24
- Component 5: Performance–talking 30 marks
The grade awarded (A-D) is based on the total marks achieved across all course assessment components
Spanish - Advanced Higher
Skills
Improve your skills in reading, listening, talking, and writing as well as translation.
Opportunities for Learners
Deepen your knowledge and understanding of the target-language-speaking countries' language and culture.
Assessment
Component 1: Question paper Reading and Translation 50 marks 1 Hour 30 mins
Component 2: Question paper Listening and Discursive Writing 70 marks 1 Hour 20 mins
Component 3: Portfolio 30 marks See Course Assessment section
Component 4: Performance-taking 50 marks 15 mins approximately (see below)
Reading (30 marks) and Translation (20 marks) = 50 marks (25% of overall marks)
This question paper allows candidates to demonstrate breadth, challenge and application in the skills of reading and translation.
Listening (30 marks) and Discursive Writing (40 marks) = 70 marks (35% of overall marks)
This question paper allows candidates to demonstrate breadth, challenge and application in the skills of listening and discursive writing.
Portfolio (30 marks - 15% of overall marks)
Candidates (write 1200-1500 words in English and) choose one of the following portfolio options:
- Literature-based
- Media-based
- Language in work-based
The portfolio is set by centres within the SQA guidelines and conducted under some supervision and control. Evidence is submitted to SQA for external marking. SQA quality assures all marking.
Performance - Talking (50 marks 25% of overall marks)
The performance-talking requires candidates to take part in a face-to-face discussion in the modern language with a visiting assessor. This lasts approximately 15 mins.
This adds up to 200 marks. You are then graded A-D
Dance - National 5
Unit 1: Technical Skills
Unit 2: Choreography
Added Value Unit: Challenge and Application
What skills will my child develop?
- A range of technical Dance skills
- Understand and apply knowledge of a range of choreographic skills to create a dance for two people
- Work imaginatively and demonstrate individual creativity
- Co-operate, support and work with others
- Apply the principles of safe dance practice in relation to physical wellbeing- including removal of socks, correct attire etc.
- Evaluate their own work and the work of others
What will my child experience during the course?
- A mix of practical learning and knowledge and understanding
- Learn how to analyse the work of dance practitioners and use this information to develop their own performance
- They will apply technical skills in the performance of different dance styles
- They will experiment with a range of choreographic principles and learn how to apply them imaginatively in Dance
- Analyse their own progress and performance and that of others
- Theory lessons will be completed weekly
What will Lasswade High School offer?
- Contemporary Dance
- Jazz
- Choreography
- Develop group/solo performances
- Theory lessons
Assessment
- Performance of a technical solo in one Dance style in front of an examiner
- Create a choreography for two people performed to an examiner
- Review of the choreographic process
- Written examination in 3 sections - Evaluation of Technical and Performance Skills - Knowledge and Understanding of a Dance Style - Evaluation of Professional Choreography
- The assessment tasks will be marked collaboratively with an SQA visiting assessor and the centre, under conditions set by the SQA
Dance - Higher
The Higher Dance course will provide students with the opportunity to develop their technical and choreographic skills through practical classes and analysis of performance.
Course Content
The Higher Dance course is divided into 3 areas; Performance, Practical Activity and a question paper. Within these units students will be expected to develop and refine technical skills in contrasting dance styles (usually Contemporary and Jazz) and apply them in choreographed motifs and exercises. They will also learn about choreographic principles and use them to create a piece of group choreography. The course also includes theoretical work which concludes with a question paper. The students, through classroom based lessons, will be required to develop knowledge and critical understanding of different dance styles. They will analyse and evaluate their own performance, those of professional dancers and recognise the importance of choreographic principles and theatre arts within choreography.
Course Assessment
The course will be assessed externally by the SQA. The areas that the students will be assessed in are: 1. Performance - the students will be expected to perform two tutor choreographed technical solos in contrasting dance styles, performed to an examiner 2. Practical Activity - the students create, present and review a group choreography for three or more dancers (excluding themselves) performed to an examiner 3. Question paper - this is divided into two sections; - Dance Appreciation in Context - Study of a Professional Choreography
Who’s it for
The course is suitable for students who have a very keen interest in Dance and have completed the National 5 Dance course or have relevant previous experience. A relevant level of English is also required at either National 5 or Higher due to the written element of this course. Interested students should be prepared to attend an audition/introduction to the course so that they can ensure that this is the correct course choice for them. Students must be prepared to attend classes dressed in appropriate attire, usually performing in bare feet, and must also be prepared to perform as an individual and/or as part of a group.
Fitness, Health and Excercise - Level 7 HNC
Aims of Course:
-
- To work with a range of population groups in excercise physical activity and health improvement settings
- To develop your own practical skills and techniques in structured sessions
- To plan, prepare and carry out fitness and training programmes
- Gain an understanding of sport and excercise nutrition
- To develop research and reporting skills
Description of the course:
The Award in Fitness, Health and Exercise is a Higher National Certificate (HNC) Level 7 Group Award. This innovative course is a stepping stone towards a rewarding career in the sport, exercise and fitness industry. Edinburgh College and Lasswade HS have vital industry connections and there will be opportunities to gain valuable experience working with local partner groups across a range of businesses. In addition to the group award, you may be able to achieve wider fitness-related qualifications; potentially offering direct employment opportunities.
This course is designed to develop your personal learning skills and ability to work independently. You will study topics such as anatomy and exercise physiology, teaching gym and group-based exercise. The course will provide you with specialist links to National Occupational Standards (NOS) and related professional bodies. This course will suit those who are looking to further their study in sport, exercise and fitness with a view to progressing into even further Higher Education opportunities in this field or into the world of work.
Physical Education - National 5
Unit 1: Performance Skills
Unit 2: Factors Impacting on Performance
What skills will my child develop?
- Effective and safe performance in a comprehensive range of physical activities
- Understanding impacts on performance (wellbeing factors)
- Positive attitudes, fitness, self-reliance and self-management
- Recording, monitoring and evaluating to enhance performance
- Researching to develop knowledge, understanding and skills
- Decision-making and problem-solving
- Selecting, applying and adapting skills
- Planning, preparing and organisational skills
- Carrying out roles and responsibilities
- Demonstrating appropriate etiquette and following rules and guidelines
- Communication and interpersonal skills to build positive relationships
- Demonstrating initiative and strategic skills
- Confidence and creativity
- Analysis and evaluation
What will my child experience during the course?
- Active and independent learning to develop and consolidate skills, improve fitness and enhance wellbeing
- A blend of classroom approaches including experiential, practical learning
- Collaborative learning: learning from each other, in partnership and in teams as well as through whole class learning
- Space for personalisation and choice: learners choose their specialism for the Course Assessment Assignment (Performance) and select their activities for their Portfolio
- Applying learning
- Embedding literacy skills: researching and presenting information; evaluating; discussing; listening; talking.
What will Lasswade High School offer?
We will offer a range of activities which may include;
- Handball, Gymnastics, Swimming, Basketball, Badminton, Football and Rugby
- We will work through the Factors that impact on performance through the practical activities and how this relates to each individual’s ability to improve their own performance
- Within the portfolio pupils will be expected to work independently to improve their own performance and work through an improvement programme
- Pupils will be able to choose their one off performance activity to gain the best grade possible
Assessment
- To gain National 5, learners must pass all Units and the Course Assessment (the Performance and the Portfolio)
- Units are assessed by the school/centre (following SQA external quality assurance to meet national standards)
- Unit assessment (or ‘evidence of learning’) could be videos of performance, peer and self-reflection, graphic organisers, cause and effect, Q charts, oral evidence through question/answer sessions, use of ICT
- The Course Assessment consists of the Performance and the Portfolio which will be marked according to SQA guidance and instructions and graded A to D
Physical Education - Higher
Unit 1: Performance Skills
Unit 2: Factors Impacting on Performance
What skills will my child develop?
- Develop broad and comprehensive range of complex movement and performance skills, and demonstrate them safely and effectively across a range of challenging contexts
- Select and apply skills and make informed decisions to effectively perform in physical activities
- Analyse mental, emotional, social and physical factors that impact on performance
- Understand how skills, techniques and strategies combine to produce an effective performance
- Analyse and evaluate performance to enhance personal effectiveness
What will my child experience during the course?
- Improve their own health and wellbeing
- Develop, demonstrate and evaluate performance
- Use evaluation and analysis to develop and apply strategies, techniques and skills that will enable them to build on and enhance their performance
Assessment
One practical performance (30 marks, 50%). One exam style question paper (50 marks, 50%)
- To gain Higher P.E, learners must pass the two units and the Course Assessment (Performance and Question Paper for 100 marks)
- Units are assessed as pass or fail by the school and are quality assured by the SQA. Achievement of Units is recorded on the learner’s qualification certificate
- The SQA has provided examples of Unit assessments that teachers can use as they are, or adapt to suit the needs of learners
- The performance will be internally assessed and the Question paper will be marked externally by the SQA
- Higher P.E. is graded from A to D or as No Award
Physical Education - Advanced Higher
Unit 1: Performance Skills
In this Unit, learners will develop their movement and performance by selecting and consistently applying an appropriate repertoire of skills and techniques in chosen activities.
They will learn how to problem solve and make effective decisions while adapting these skills and techniques in challenging performance contexts. The Unit offers considerable opportunity for personalisation of physical activity.
This is completed in the practical setting and assessed internally by the centre.
Unit 2: Factors Impacting On Performance
In this Unit, learners will develop their independent research, analytical and evaluative skills by investigating a range of factors which have an impact on performance in physical activities.
Learners will investigate and consider how mental, emotional, social and physical factors can positively and/or negatively affect performance. Learners will reflect on performance development plans and evaluate the effect of the factors from their research. The Unit offers opportunities for personalisation within a range of contexts.
This is completed in written form and assessed internally by the centre.
Course Assessment
Performance
30 marks (30% of the total marks available).
The purpose of the performance is to assess the learner’s ability to carry out a single, high-level performance in one physical activity in a challenging, demanding and/or competitive context.
Project
70 marks (70% of the total marks available) and have a word limit of 5000.
The project is designed to assess learners’ research and investigation skills, as well as their ability to apply their knowledge and understanding to performance development. This research could be into a topic which impacts either on the learner’s performance, or the performance of another person, team or group.
Learners will be expected to complete this through independent study with guidance and support from the centre.
Recommended Entry
Learners are expected to have attained the skills, knowledge and understanding required by all of the following or equivalent qualifications and/or experience:
- Higher Physical Education at A
- Higher English at A or B
- Candidates should be competing in their chosen activity at a level that meets assessment standards for Advanced Higher for the duration of the course
Progression
- Higher National Diplomas in areas such as sports science, sports coaching, or health and fitness
- Degrees in areas such as physical education, physical activity and health, sport and exercise science, health promotion, or sports psychology
- Further study, employment and/or training related to personal training or health promotion
Physical Education - Aesthetic - National 5
Unit 1: Performance Skills
Unit 2: Factors Impacting on Performance
What skills will my child develop?
- Effective and safe performance in a comprehensive range of physical activities
- Understanding impacts on performance (wellbeing factors)
- Positive attitudes, fitness, self-reliance and self-management
- Recording, monitoring and evaluating to enhance performance
- Researching to develop knowledge, understanding and skills
- Decision-making and problem-solving
- Selecting, applying and adapting skills
- Planning, preparing and organisational skills
- Carrying out roles and responsibilities
- Demonstrating appropriate etiquette and following rules and guidelines
- Communication and interpersonal skills to build positive relationships
- Demonstrating initiative and strategic skills
- Confidence and creativity
- Analysis and evaluation
What will my child experience during the course?
- Active and independent learning to develop and consolidate skills, improve fitness and enhance wellbeing
- A blend of classroom approaches including experiential, practical learning
- Collaborative learning: learning from each other, in partnership and in teams as well as through whole class learning
- Space for personalisation and choice: learners choose their specialism for the Course Assessment Assignment (Performance) and select their activities for their Portfolio
- Applying learning
- Embedding literacy skills: researching and presenting information; evaluating; discussing; listening; talking
What will Lasswade High School offer?
- Active and independent learning to develop and consolidate skills, improve fitness and enhance wellbeing
- A blend of classroom approaches including experiential, practical learning
- Collaborative learning: learning from each other, in partnership and in teams as well as through whole class learning
- Space for personalisation and choice: learners choose their specialism for the Course Assessment Assignment (Performance) and select their activities for their Portfolio
- Applying learning
- Embedding literacy skills: researching and presenting information; evaluating; discussing; listening; talking
Assessment
To gain National 5, learners must pass all Units and the Course Assessment (the Performance and the Portfolio)
- Units are assessed by the school/centre (following SQA external quality assurance to meet national standards)
- Unit assessment (or ‘evidence of learning’) could be videos of performance, peer and self-reflection, graphic organisers, cause and effect, Q charts, oral evidence through question/answer sessions, use of ICT
- The Course Assessment consists of the Performance and the Portfolio which will be marked according to SQA guidance and instructions and graded A to D
Progression
National 5 progresses onto Higher Physical Education.
Physical Education - Wellbeing Level 5
Unit 1: Exploring Wellbeing
Unit 2: Improving Wellbeing
What skills will my child develop?
- Design and undertake a planned activity aimed at improving wellbeing
- Explore what is meant by personal wellbeing
- Compare and contrast differing views of mental, emotional, social and physical health and well being.
- Make informed choices about wellbeing by reviewing and reflecting on a wide variety of sources.
- Undertake an investigation into wellbeing and present their findings in a suitable way.
- Set targets, monitor and evaluate their own personal wellbeing plan.
- Develop an understanding of wellbeing as a holistic concept, influenced by individual, social, global and environmental factors.
What will my child experience during the course?
- Improve their own health and wellbeing.
- Develop, demonstrate and evaluate ways to improve their own holistic wellbeing and present their findings.
- Explore what it means to have a sense of personal wellbeing.
Assessment
- To gain Level 5 learners must pass the two units.
- Candidate log.
- Evidence provided in individual outcomes and gathered holistically throughout each Unit.
- Ongoing practical assessment.
- Internally assessed planned activity.
Rugby - Developing Player Programme
S4 only
UNIT A : Exercise and Fitness : Circuit Training (SCQF Level 5)
UNIT B : Exercise and Fitness : Resistance Training (SCQF Level 5)
UNIT C : Sporting Activity : Rugby Union (SCQF Level 5)
What skills will my child develop?
- Course prepares pupils for the next stage in their rugby journey looking at Strength and Conditioning programmes and evaluation of personal performance.
- Select appropriate personal equipment for participation in circuit training programmes.
- Demonstrate and evaluate safe and effective participation in a circuit training programme.
- Select appropriate personal equipment for participation in Resistance training programmes.
- Describe and perform basic warm up and cool down activities.
- Demonstrate and evaluate safe and effective participation in a resistance training programme.
- Planning, preparing and organisational skills
- Carrying out roles and responsibilities
- Communication and interpersonal skills to build positive relationships
- Confidence and creativity
- Analysis and evaluation
What will my child experience during the course?
- Active and independent learning to develop and consolidate skills, improve fitness and enhance wellbeing
- A blend of classroom approaches including experiential, practical learning
- Collaborative learning: learning from each other, in partnership and in teams as well as through whole class learning
- Applying learning
- Embedding literacy skills: researching and presenting information; evaluating; discussing; listening; talking.
What will Lasswade High School offer?
- Working with both Borders College and the Scottish Rugby Union Lasswade will offer pupils the opportunity to improve their rugby performance in School.
- At least 1 period of Strength and Conditioning per week which is delivered by a qualified coach.
- Use of Lasswade High School and Lasswade RFC well equipped gyms for these sessions.
- Expert analysis of team and individual performance through the Veo Camera and app.
Assessment
- To gain a pass, learners must complete all three units which are detailed above.
- Units are assessed by the school/centre as well as a link lecturer at Borders College.
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Sport and Fitness Team Sports - Level 5
Unit 1: Coaching Development
Unit 2: Sport Officiating and Organising
Unit 3: Sporting Activity Participation and Performance
What skills will my child develop?
- Planning and organisational skills
- Working with others
- Practical skill development
- Evaluating
What will my child experience during the course?
- Build knowledge, skills and understanding related to the sport industry
- Develop an awareness of health and safety issues relevant to a range of activities
- Develop communication, planning and organisational skills
- Build technical knowledge of a particular sport and ability to evaluate appropriately
- Encourage skills of planning, reviewing and evaluating activity sessions and events
- Develop employability skills
- Develop skills working with their peers and young people
- Enable students to work effectively within the sport and fitness environment
What will Lasswade High School offer?
- Learning in a real or stimulating workplace setting
- Learning through role play activities in vocational contexts
- Planning and carrying out practical tasks and assignments
- Enhance the student’s employment prospects
- Transferable skills which meet the needs of the sporting industry
Assessment (Internal)
- Observation Checklist
- Session plan evaluations
- Candidate Log
- Review pro forma
- Practical assessments
Coaching and Sport Leadership - Level 6
Unit 1: Leadership - An introduction
Unit 2: Leadership in Practice
What skills will my child develop?
- Communication
- Working with others
- Leadership Skills
- Organisation Skills
- Confidence in leading groups
- Evaluating
What will my child experience during the course?
- Develop communication skills by working with peers and outside agencies
- Develop coaching skills through a variety of activities
- Develop an awareness of health and safety issues relevant to a range of activities
- Build skills needed for leadership through practical roles and responsibilities
- Develop skills of planning, implementing and evaluating activity sessions
- Experience in coaching and leadership in local primary schools
- Develop employability skills
- Engage in self and peer evaluation
What will Lasswade High School offer?
- Opportunities to complete additional coaching courses/qualifications
- Opportunities to work with active/schools local primary schools
- Carrying out leadership roles in school and authority events
- Learning through role play activities in vocational contexts
- Planning and carrying out practical tasks and assignments
- Work experience in sports and coaching
Assessment (Internal)
- Introduction to leadership folio
- Leadership report
- Leadership in Practice folio
- Planning, organisation and implementation of an event.
Potential Additional Accreditation
- Competition organiser training
- Jog Scotland Award
- Club Golf Coaching Award
- Rugby Right Award
Exercise and Fitness Leadership - Level 6
Unit 1: Circuit Training
Unit 2: Free Weight Training
Unit 3: Fixed Weight Training
Unit 4: Basics of Human Anatomy
What skills will my child develop?
- Communication
- Transferable skills
- Problem solving
- Evaluating
- Prepare learners for employment in the sports and fitness industry
What will my child experience during the course?
- Build knowledge, skills and understanding of current philosophies of sport and fitness
- Develop knowledge and skills in planning, implementing evaluating, the context of Sport and Recreation
- Enhance the candidate’s prospects for their continuing education in the industry or outside it by the development of transferable skills
- Develop study skills and skills in investigating aspects of the industry which are specific to their interests and needs
What will Lasswade High School offer?
- High quality gym facilities
- Circuit training
- Gym Induction
- Circuit Training
- Free Weight Training
Assessment (Internal)
- Observation Checklist
- Training plan evaluations
- Candidate Log
- Internal Theory tests
- Exercise based practical assessments
Referee Development - Level 7 S6 Only
Unit 1: Identify and Interpret the Laws of the Game
Unit 2: Identify and Analyse the Formal Controls and Procedures used in a Football Match
What skills will my child develop?
- Communication
- Transferable skills
- Problem solving
- Evaluating
What will my child experience during the course?
Candidates will develop their knowledge and understanding in order to referee a football match. The Unit specification has been written in the context of ‘formal controls and procedures’ to accommodate the protocols defined in the ‘Laws of the Game’
Course Outline
Assessment
Unit 1
- Online multiple choice assessment
- A video assessment relating to formal controls and procedures will be included
- Observational checklist to be used during practical sessions
Unit 2
- Outcome 1 will be assessed using Scottish FA’s audio visual playback of match incidents (FIFA), to identify and analyse the formal controls and procedures used in a football match
- Outcome 2 will be assessed by recorded evidence of match reports, recording misconduct and other offences in a formal letter and pro forma styles
- Outcome 3 will be assessed by a fitness test approved by the Scottish FA and the production of a personal development diary.
- Outcome 4 will be assessed once candidates have achieved Outcomes 1, 2 and 3 by refereeing a football match.
Art and Design - National 4
Unit 1 Expressive Activity
Unit 2 Design Activity
Added Value Unit: Practical Activity
What skills will my child develop?
- Knowledge and understanding of artists, designers and their work
- Understanding the factors that influence artists and designers
- Experimenting with a variety of art and design materials
- Practical skills in using materials, techniques and/or technology
- Understanding artistic and cultural values, identities and ideas
- Developing ideas
- Researching and collating information from a range of sources
- Understanding his/her own creative practice
- Creativity and imaginative expression
- Planning, critical thinking and problem-solving to find solutions to design briefs
- Confidence in creative practice
- Enjoyment in the arts
- Communicating and representing ideas, thoughts and feelings visually
What will my child experience during the course?
- Active and independent learning including planned critiques to discuss choices and monitor progress
- A blend of classroom approaches including experiential, practical learning
- Collaborative learning: discussing, debating and sharing ideas and techniques; peer assessment to develop critical analysis skills as well as whole class learning
- Space for personalisation and choice: in both the expressive and the design units and in the practical activity
- Applying learning to practical work with a solution-focused approach
- Embedding literacy skills: researching and presenting information; evaluating; discussing; listening; talking
- The Added Value Unit (Practical Activity) asks learners to produce a ‘final solution’ or piece of work for both the Expressive Unit and the Design Unit
What will Lasswade High School offer?
- Personalisation and choice through themes
- Observational drawing and use of a wide range of materials
- Use of technology and digital softwares such as Photoshop
- Online tutorials on Google Classroom and our Instagram page
- Expressive topics such as still life
- Design projects such as graphics or body adornment
Assessment
- To gain National 4, learners must pass all Units
- Units are as pass or fail assessed by the school (following SQA external quality assurance to meet national standards)
- Unit assessment (or ‘evidence of learning’) could take a variety of 2D or 3D forms. A portfolio may be prepared
Progression
Students may progress onto Art and Design National 5.
Art and Design - National 5
Unit 1 Expressive Activity
Unit 2 Design Activity
Course Assessment: Portfolio and Question Paper
What skills will my child develop?
- A greater knowledge, understanding and ability to critically analyse artists and designers as creative practitioners
- A deeper understanding of external factors influencing artists and designers
- Experimenting with a variety of art and design materials to refine ideas
- Practical skills in using materials, techniques and/or technology
- Producing analytical drawings and investigative studies
- Creativity and imaginative expression
- Critical appreciation of aesthetic and cultural values, identities and ideas
- Planning, producing and presenting creative art and design work
- Investigating and analysing how artists/designers use materials/techniques
- Applying this knowledge to his/her own creative practice
- Problem-solving and critical analysis to find solutions to design briefs
- Confidence in creative practice and in creative self-expression
- Enjoyment in the arts
What will my child experience during the course?
- Active and independent learning including learning intentions and success criteria; planned critiques and ongoing dialogue to discuss choices and monitor progress, then plan next steps
- A blend of classroom approaches including experiential, practical learning with staff facilitating, guiding and supporting learners
- Collaborative learning: discussing, debating and sharing ideas and techniques; peer assessment to develop critical analysis skills as well as whole class learning
- Space for personalisation and choice: in both the expressive and the design units and in the Portfolio, with extensive research options
- Applying learning to practical work with a solution-focused approach
- Embedding literacy skills: researching and presenting information; evaluating; discussing; listening; talking.
What will Lasswade High School offer?
- Personalisation and choice through themes
- Observational drawing and use of a wide range of materials
- Use of technology and digital softwares such as Photoshop
- Online tutorials on Google Classroom and our Instagram page
- Expressive topics such as still life
- Design projects such as graphics or body adornment
Assessment
- To gain National 5, learners must pass the Course Assessment (the Portfolio and the Question Paper)
- Units are assessed by the school/centre (following SQA external quality assurance to meet national standards)
- The Course Assessment consists of the Portfolio (showing development and evaluation leading to one final piece of expressive art work and one final design solution) and the Question Paper (exam). These will be marked by the SQA.
- Pupils can also gain a Unit pass in either Design and/or Expressive. Unit assessment (or ‘evidence of learning’) will show competence in each of the two Units in 2D or 3D but does not include the folio or exam. Unit evidence may include sketch books, extended writing, notes, group discussions, reviews, critiques
Progression
Students may progress onto Higher Art and Design
Art and Design - Higher
Unit 1 Expressive Activity
Unit 2 Design Activity
Course Assessment: Portfolio and Question Paper
What skills will my child develop?
- Communicate personal thoughts, feelings & ideas through the creative use of art and design materials, techniques and/or technology
- Analyse a range of art and design practices
- Critically reflect on the impact of external factors on artists and designers and their work
- Plan, develop, produce and present creative art and design work
- Develop personal creativity, using problem solving, critical thinking and reflective practice skills
What will my child experience during the course?
- Develop knowledge of art and design practice
- Experience a range of practical media handling skills in both expressive and design contexts
- Exercise imagination and creativity
- Analyse the factors influencing artists’ and designers’ work and practice
- Explore how to visually represent and communicate their personal thoughts, ideas and feeling through their work
Assessment
The portfolio will have 200 marks. In the portfolio, marks will be awarded for:
- Learners must pass the two units and the course assessment
- Units are assessed as pass or fail by the school/centre and are quality assured by the SQA
- The SQA has provided examples of Unit assessments that teachers can use as they are, or adapt to suit the needs of their learners
- The course assessment consists of two Portfolios (200 marks) and a Question paper (exam for 60 marks). These are marked externally by the SQA
- Higher Art and Design is graded from A to D or as No Award
What will Lasswade High School offer?
- Personalisation and choice through themes
- Observational drawing and use of a wide range of materials
- Use of technology and digital softwares such as Photoshop
- Online tutorials on google Classroom and our Instagram page
- Expressive topics such as still life
- Design projects such as graphics or body adornment
Progression
Students may progress onto Advanced Higher Art and Design
Art and Design - Advanced Higher
Expressive or Design Portfolio and Essay
What skills will my child develop?
- experience an independent, self-directed study of expressive art and art practice
- personal autonomy, creativity, independent thinking and evaluative skills when responding to stimuli and creating their own expressive art work
- individual self-expression and creativity through their considered exploration and use of art materials, equipment, techniques and/or technology
- higher-order thinking skills required to analyse, synthesise, and critically respond to and understand the impact of expressive art work
- advanced critical thinking skills, reaching substantiated informed judgements when refining and presenting lines of visual enquiry and development
What will my child experience during the course?
- the ability to identify the expressive development potential in their work
- confident and highly skilled use of a variety of art materials, equipment, advanced techniques and/or technology
- applied understanding of artists’ work and practice informed by in-depth investigation of artists’ work and practice
- personal creativity through the development of progressive lines of expressive enquiry
- advanced visual problem solving, planning and evaluation skills
- the ability to create highly refined creative compositions and art work in 2D and/or 3D formats
- the ability to review, edit and present their work for assessment
Course Assessment
The portfolio and essay will have 130 marks. In the portfolio, marks will be awarded for:
- presenting the initial expressive ideas and producing further development work in 2D and/or 3D formats showing the ability to develop progressive lines of expressive enquiry
- producing highly resolved and sophisticated compositions/art work in 2D and/or 3D formats showing visual continuity with the earlier development work
- supporting contextual information and evaluation, describing how art research informed and inspired their creative approach and evaluating the impact of their creative choices and decisions
What will Lasswade High School Offer
- Personalisation and choice through themes
- Observational drawing and use of a wide range of materials
- Use of technology and digital softwares such as Photoshop
- Online tutrorials onn Google Classroom and our Instagram page
- Expressive topics such as still life, portraiture, natural environment, built environment
- Design projects such as graphics, body adornment, jewellery, product design
This course would be excellent preparation for students interested in any design or fine art college/university course. And also for students interested in a career in the creative industries.
Design and Manufacture - National 4
Unit 1: Design
Unit 2: Materials and Manufacturing
What skills will my child develop?
- Skills in the design and manufacturing of straight forward models, prototypes and products
- Knowledge and understanding of manufacturing processes and materials
- An understanding of the impact of design and manufacturing technologies on our environment and society
- Knowledge and understanding of industrial designers and commercial production
- The ability to devise design and manufacturing solutions to straightforward and more complex practical problems
- The ability to select and use a range of tools, equipment, software and materials
- The ability to use modelling and manufacturing techniques in 3D
- The ability to communicate design proposals
- Creativity in an exciting and dynamic technological context
- The ability to evaluate and apply suggestions for improvement
- The ability to read drawings and diagrams
- Planning, analysing and evaluation skills
What will my child experience during the course?
- Active and independent learning through self and peer evaluations, reflecting on learning, setting targets, evaluating progress, making independent decisions, responding to feedback
- A blend of classroom approaches including practical, exploratory and experiential learning; using ICT; group work and peer learning
- Collaborative learning: partnerships with learners and staff in other curricular areas; partnerships with the wider community and professional practitioners e.g. architects, manufacturers, design studios, applying learning
- Space for personalisation and choice: there are opportunities for personalisation and choice throughout the course, including in the Assignment
- Embedding literacy and numeracy skills: explaining and justifying decisions; researching and presenting information; evaluating; communicating; using ICT
What will Lasswade High School offer?
- Learners will develop their skills through a series if design tasks which will be open ended to allow for personalisation and choice
- Design tasks will look at designing products which potentially could be produced in numbers and sold commercially in the manufacture of prototypes using our 3D printer and laser cutter
- Developing the skills to confidently design products which are sustainable
- Developing creativity to enable learners to produce exciting designs
Assessment
- To gain National 4, learners must pass all Units
- Units are assessed as pass or fail by the school/centre (following SQA external quality assurance to meet national standards)
- Where appropriate models will be generated in the workshop and with the use of our CAM machines
- Unit assessment (or ‘evidence of learning’) could be sketch books, notes from group discussions, presentations, reviews and product evaluations, computer-generated class work. A portfolio of work may be prepared
- The Added Value Unit (Assignment) will involve learners being given a brief to which they will respond, applying skills and knowledge gained from the Units, to prepare a design folio and a prototype
Please remember students will be asked to make a small contribution towards the cost of materials.
Design and Manufacture - National 5
Unit 1: Design
Unit 2: Materials and Manufacturing
What skills will my child develop?
- Skills in the design and manufacturing of straight forward models, prototypes and products
- Knowledge and understanding of manufacturing processes and materials
- An understanding of the impact of design and manufacturing technologies on our environment and society
- Knowledge and understanding of industrial designers and commercial production
- The ability to devise design and manufacturing solutions to straightforward and more complex practical problems
- The ability to select and use a range of tools, equipment, software and materials
- The ability to use modelling and manufacturing techniques in 3D
- The ability to communicate design proposals
- Creativity in an exciting and dynamic technological context
- The ability to evaluate and apply suggestions for improvement
- The ability to read drawings and diagrams
- Planning, analysing and evaluation skills
What will my child experience during the course?
- Active and independent learning through self and peer evaluations, reflecting on learning, setting targets, evaluating progress, making independent decisions, responding to feedback
- A blend of classroom approaches including practical, exploratory and experiential learning; using ICT; group work and peer learning
- Collaborative learning: partnerships with learners and staff in other curricular areas; partnerships with the wider community and professional practitioners e.g. architects, manufacturers, design studios
- Space for personalisation and choice: there are opportunities for personalisation and choice throughout the course, including in the Assignment
- Applying learning
- Embedding literacy and numeracy skills: explaining and justifying decisions; researching and presenting information; evaluating; communicating; using ICT
What will Lasswade High School offer?
- Learners will develop their skills through a series of design tasks which will be open ended to allow for personalisation and choice
- Design tasks will look at designing products which potentially could be produced in numbers and sold commercially
- Where appropriate models will be generated in the workshop and with the use of our CAM machines. Prototypes will also be manufactured for some projects.
- Many learning tasks will provide students with a realistic experience of at least some aspects of the Final Assignment task. Where, possible this will include the completion of a practice assignment based on a previous SQA devised task
- Developing the skills to confidently design products which are sustainable
- Developing creativity to enable learners to produce exciting designs
Assessment
To gain National 5, learners must pass the Course Assessment and an exam. The Course Assessment consists of a three-section Question Paper (exam marked by the SQA) and an Assignment, split into a design folio marked externally by the SQA and a prototype model manufactured in the workshop and marked internally.
For the Assignment, learners will be given a brief for which they prepare a design folio and a prototype, applying skills and knowledge gained from the Units. The Course Assessment will be graded from A to D.
Progression
National 5 progresses onto Higher Design and Manufacture.
Design and Manufacture - Higher
Unit 1: Design
Unit 2: Materials and Manufacturing
What skills will my child develop?
- Devise, plan and develop creative design solutions
- Develop research and evaluation skills
- Develop idea generation techniques
- Read drawings and diagrams
- Communicate design ideas and practical details
- Develop practical skills in the planning and development of models and prototypes
- Understand the impact of design and manufacturing technologies on our environment and society
- Understand manufacturing processes and materials
What will my child experience during the course?
- Devise, plan and develop creative solutions to design opportunities
- Consider the various factors that impact on a product’s design
- Consider the life cycle of a product from its inception through design, manufacture, and use, including its disposal and/or re-use — cradle-to-cradle
- Explore design alternatives and to consider the manufacturing practicalities that these design alternatives bring to light
- Apply practical skills and an understanding of the properties and uses of materials and manufacturing processes
What will Lasswade High School offer?
- Pupils will develop their skills through a series of design tasks which will be open ended to allow for personalisation and choice
- Design tasks will look at designing products which potentially could be produced in numbers and sold commercially
- Where appropriate there will be extensive use of ICT in both design (using CAD and CAG) but also in the manufacture of prototypes using our 3D printer and laser cutter
- Many learning tasks will provide studrnts with a realistics experience of at least some aspects of the Final Assignement task. Where possible, this will include the completion of a practice assignment based on a previous SQA devised task.
- Developing the skills to confidently design products which are sustainable
- Developing creativity to enable learners to produce exciting designs
Assessment
- To gain Higher Design and Manufacture, learners must pass the two Units and the Course Assessment
- Units are assessed as pass or fail by the school and are quality assured by the SQA. Achievement of Units is recorded on the learner's qualifications certificate
- The SQA has provided examples of Unit assessments that teachers/lecturers can use as they are, or adapt to suit the needs of their learners
- The Course Assessment consists of an Assignment and a Question Paper which is in two sections. The Assignment is marked internally and the Question Paper is marked externally by the SQA
- Higher Design and Manufacture is graded from A to D or as No Award
Progression
Higher Design and Manufacture progresses onto L6 Personal Development in Architecture and the Built Environment.
Graphic Communication - National 4
What skills will my child develop?
- Broader and deeper skills in 2D and 3D graphic communication techniques, including the use of equipment, materials and software in familiar and in unfamiliar contexts
- Knowledge and understanding of graphic communication standards, protocols and conventions in unfamiliar contexts
- An understanding of the impact of graphic communication technologies on our environment and society
- An awareness of graphic communication as an international language
- The ability to read, interpret and create graphic communication
- To develop solutions to graphics tasks with some complex features
- Planning, organising, critical thinking, evaluating and decision-making
- Basic knowledge of computer-aided graphics techniques and practice
- Knowledge of colour, illustration and presentation techniques
- Describe, respond to and analyse the work of others.
What will my child experience during the course?
- Active and independent learning through ownership of practical tasks
- Self and peer evaluations, setting agreed learning intentions and success criteria and using feedback
- A blend of classroom approaches including practical, exploratory and experiential learning; using ICT
- Collaborative learning: learners can work independently and with others on group enterprise tasks
- Space for personalisation and choice is embedded throughout the course
- Applying learning
- Embedding literacy and numeracy skills: researching and presenting information; evaluating; communicating; discussion
What will Lasswade High School offer?
- Learners will do a range of projects which will allow pupils to demonstrate a range of graphics skills such as freehand sketching, rendering, 3D CAD Modelling and CAG layoutsProjects include solving design problems to given briefs. Solutions will include a range of preliminary, production and promotional graphics
- Given briefs will simulate the kind of tasks given to Graphic Designers
Assessment
- To gain National 4, learners must pass all Units and the Course Assessment (the Added Value Unit)
- Units are assessed as pass or fail by the school/centre (following SQA external quality assurance to meet national standards)
- Unit assessment (or ‘evidence of learning’) will demonstrate learners’ responses to graphic communication tasks. This could be written evidence, printed material, CAD drawings, notes, group discussions, presentations, reviews of sketches. A portfolio of evidence may be prepared
- The Course Assessment consists of an Added Value Unit Project (a brief to develop into a final solution, marked internally using SQA guidelines)
- National 4 is pass/fail.
Progression
National 4 progresses onto National 5 in Graphic Communication
Graphic Communication - National 5
What skills will my child develop?
- Broader and deeper skills in 2D and 3D graphic communication techniques, including the use of equipment, materials and software in familiar and in unfamiliar contexts
- Knowledge and understanding of graphic communication standards, protocols and conventions in unfamiliar contexts
- An understanding of the impact of graphic communication technologies on our environment and society
- An awareness of graphic communication as an international language
- The ability to read, interpret and create graphic communication
- To develop solutions to graphics tasks with some complex features
- Planning, organising, critical thinking, evaluating and decision-making
- Basic knowledge of computer-aided graphics techniques and practice
- Knowledge of colour, illustration and presentation techniques
- Describe, respond to and analyse the work of others.
What will my child experience during the course?
- Active and independent learning through ownership of practical tasks
- Self and peer evaluations, setting agreed learning intentions and success criteria and using feedback
- A blend of classroom approaches including practical, exploratory and experiential learning; using ICT
- Collaborative learning: learners can work independently and with others on group enterprise tasks
- Space for personalisation and choice is embedded throughout the course
- Applying learning
- Embedding literacy and numeracy skills: researching and presenting information; evaluating; communicating; discussion.
What will Lasswade High School offer?
- Learners will complete a range of projects which will allow them to demonstrate a range of graphics skills such as freehand sketching, rendering, 3D CAD Modelling and CAG layouts
- Projects include solving design problems to given briefs. Solutions will include a range of preliminary, production and promotional graphics
- Given briefs will simulate the kind of tasks given to Graphic Designers.
- Many learning tasks will provide students with a realistivs experience of at least some aspects of the Final Assignment task. Where possible, this will include the completion of a practice assignment based on a previous SQA devised task
Assessment
- To gain National 5, learners must achieve enough marks across the two elements of the final Course Assessment (Assignment and Question Paper)
- The Assignment involves completing a number of graphics tasks set by the SQA. Students will draw on the knowledge and skills they develop in class to complete this. The SQA requires that the Assignment be completed under exam conditions, with an 8-hour time limit. Completed Assignments are sent away to be marked by the SQA. The Assignment is worth 40 marks out of 120 available (33% of the final grade)
- The Question Paper features questions set by the SQA. Students will draw on the knowledge and skills they develop in class to complete these. The Paper is worth 80 out of the 120 marks on offer (67% of the grade). It is 2 hours long
- Grades of A to D will be awarded.
Progression
National 5 progresses onto Higher Graphic Communication.
Graphic Communication - Higher
Unit 1: 2D Graphic Communication
Unit 2: 3D and Pictorial Graphic Communication
What skills will my child develop?
- Develop skills in graphic communication techniques, including the use of equipment, graphics materials and software
- Demonstrate creativity in the production of graphic communications to produce visual impact in meeting a specified purpose
- Evaluate the effectiveness of graphics in communicating and meeting their purpose
- Develop an understanding of graphic communication standards, protocols and conventions, where these apply
- Develop an understanding of the impact of graphic communication technologies on our environment and society
What will my child experience during the course?
- Enjoy practical and experiential learning opportunities
- Initiate, develop and communicate often complex ideas graphically and with clarity
- Interpret often complex graphic communications initiated by others
- Select and use appropriate graphic communication equipment with skill and confidence
- Employ software and materials effectively in tasks
- Apply knowledge and understanding of graphic communication standards and protocols, where these apply
What will Lasswade High School offer?
- Pupils will develop their skills through a series of design tasks which will be open ended to allow for personalisation and choice
- Design tasks will look at designing products which potentially could be produced in numbers and sold commercially
- Where appropriate there will be extensive use of ICT in both design (using CAD and CAG) but also in the manufacture of prototypes using our 3D printer and laser cutter
- Developing the skills to confidently design products which are sustainable
- Developing creativity to enable learners to produce exciting designs
- Many learning tasks will provide students with a realistic experience of at least some aspects of the Final Assignment task. Where possible, this will include the completion of a practice assignment based on a previous SQA devised task.
Assessment
- To gain Higher Graphic Communication, learners must pass the two units and the Course Assessment
- Units are assessed as pass or fail by the school and are quality assured by the SQA. Achievement of Units is recorded on the learner’s qualifications certificate
- The SQA has provided examples of Unit assessments that teachers can use as they are, or adapt to suit the needs of their learners
- The Course Assessment consists of an Assignment and a Question paper. The assignment is marked internally and the question paper is marked externally at the SQA
- Higher Graphic Communication is graded from A to D or No Award
Progression
Higher Graphic Communication progresses onto Advanced Higher.
Graphic Communication - Advanced Higher
Unit 1: Technical Graphics
Unit 2: Commercial and Visual Media Graphics
What skills will my child develop?
- Developing and presenting effective graphic communications which support and inform business, industrial and/or built environment sectors
- Investigating, evaluating and skilfully applying common and contemporary technologies and techniques in the production of graphic communications which support technical activities
- The development of knowledge and understanding of the role of graphic communication activities in meeting audience requirements
- Analysing often complex features of graphic communications which support and inform business activities
- Ethical, social and environmental considerations in the development and production of graphic communications
- Knowledge and understanding of the key concepts that support the planning, design and production of technical, and commercial and visual media graphics
- A critical understanding of the impact of graphic communication activities on our environment and society
- Ability to plan, manage and undertake a significant graphic communication project
What will my child experience during the course?
- Active and independent learning through ownership of practical tasks
- Self and peer evaluations, setting agreed learning intentions and success criteria and using feedback
- A blend of classroom approaches including practical, exploratory and experiential learning; using ICT
- Collaborative learning: learners can work independently and with others on group enterprise tasks
- Space for personalisation and choice is embedded throughout the course
- Applying learning
- Embedding literacy and numeracy skills: researching and presenting information; evaluating; communicating; discussion
What will Lasswade High School offer?
- Learners will do a range of projects which will allow pupils to demonstrate a range of graphics skills such as freehand sketching, rendering, 3D CAD Modelling and CAG layouts
- Projects include solving design problems to given briefs. Solutions will include a range of preliminary, production and promotional graphics
- Extensive use of ICT to utilise CAD software and the use of the 3D printer and laser cutter
- Given briefs will simulate the kind of tasks given to Graphic Designers
- Scope for personalisation and choice for investigative work in response to a brief
- Many learning tasks will provide students with a realistic experience of at least some aspects of the Final Assignment Task
Assessment
- To gain Advanced Higher, learners must pass all Units and the Course Assessment (Assignment and Question Paper)
- Units are assessed as pass or fail by the school/centre (following SQA external quality assurance to meet national standards).
- Unit assessment (or ‘evidence of learning’) will demonstrate learners’ responses to graphic communication tasks. This could be written evidence, printed material, CAD drawings, notes, group discussions, presentations, reviews of sketches. A portfolio of evidence may be prepared
- The Course Assessment consists of an Assignment (pupil led brief to develop into a final solution, marked internally using SQA guidelines) and a Question Paper (exam marked by the SQA) of 2 hours
- Grades of A to D will be awarded
Progression
Advanced Higher Graphic Communication progresses onto College and University courses.
Photography - National Progression Award (NPA) Level 5
Course Outline
The NPA Level 5 Photography course is aimed at those who want to explore their interest in photography, increase their understanding and develop their skills in practical photography and in working with photographs.
Students will develop their understanding of creative and technical concepts used by photographers. Students will also research the work of photographers, and plan and carry out their own photoshoots. During all four units they will develop their evaluation skills by identifying strengths and areas for development in photographs.
What skills will my child develop?
- Develop knowledge and understanding of a range of photography practices
- Develop technical and creative skills in using photographic media, techniques and processes
- Communicate personal thoughts, feelings & ideas through the creative use of camera techniques and digital software
- Develop research, organisation, and presentation skills
- Develop skills in problem solving, critical thinking and reflective practices
- Become critically self-reflective, autonomous learners
- Develop communication skills through group work and discussion
What will my child experience during the course?
- Plan, develop, produce and present creative photographic work using a range of photographic media, techniques and processes
- Communicate personal thoughts, feelings and ideas in their photographic work
- Evaluate the impact of enhancements to photographs through production methods
- Use creative and technical problem solving skills and be able to reflect on and evaluate their own work and the work of others
What will Lasswade High School offer?
Unit 1 Understanding Photography – Students will develop their understanding of concepts such as compositional techniques and visual elements. As well as exploring and evaluating the work of other photographers.
Unit 2 Photographing People – Pupils will explore and develop their creative and practical skills through portrait photography.
Unit 3 Photographing Places – Pupils will explore and develop their creative and practical skills through landscape photography.
Unit 4 Working with Photographs – Pupils will develop their understanding of the enhancement of photographs through post production methods.
Assessment
• To gain Level 5 NPA Photography, learners must pass the four internally assessed Units.
• NPA Level 5 Photography is a pass/fail.
Recommended Entry
If you select this course you must also select an alternative option from the Creative Design faculty, such as Art & Design or Graphic Communication.
Progression
NPA Level 5 Photography progresses onto Higher Photography This course would be excellent preparation for students interested in any design or fine art college/university course. And also for students interested in a career in the creative industries.
Photography - Higher
Course Assessment: Project and Exam
What skills will my child develop?
- Communicate personal thoughts, feelings & ideas through the creative use of camera techniques and digital software
- Develop technical and creative skills in using photographic media, techniques and processes
- Develop knowledge and understanding of a range of photography practice
- Develop skills in problem solving, critical thinking and reflective practices
- Analyse the impact of social and cultural influences on photographers and their work
- Become critically self-reflective, autonomous learners
What will my child experience during the course?
- Plan, develop, produce and present creative photographic work using a range of photographic media, techniques and processes
- Communicate personal thoughts, feelings and ideas in their photographic work
- Analyse the impact of outside influences on photographers and photography
- Use creative and technical problem solving skills and be able to critically reflect on and evaluate their own work and the work of others
Assessment
To gain Higher Photography, learners must pass the two internally assessed Units, Course Assessment Project (100 marks) and Exam (30 marks).
- The SQA has provided examples of Unit assessments that teachers/lecturers can use as they are, or adapt to suit the needs of their learners
- The Course Assessment consists of the project. Evidence from the project will be submitted to the SQA for marking externally
- The Exam lasts 1 hour and consists of 10 multiple choice questions and 2 analysis questions. It is submitted to the SQA for marking externally
- Higher Photography is graded from A to D or as No Award
This course also involves students working independently, completing photoshoots in their own time. Therefore, organisation and time management are key skills needed to complete the coursework
Enterprise and Employability - Level 4 and 5
Unit 1: Working for Yourself
Unit 2: Personal Development
Unit 3: Enterprise Activity
Unit 4: Finance
What skills will my child develop?
- Entrepreneurial skill in the production and sale of products for a market, including some management of resources and finance and the development of relationships with customers
- Necessary skills and qualities that are required to be successful in the workplace
- Skills in practical techniques for products suitable for sale
- Using a range of workshop tools, equipment and materials safely and correctly
- Reading and interpreting drawings and diagrams
- Measuring and marking
- Cutting and shaping tasks with some complex features
- Practical creativity
- Following given stages to take a practical problem-solving approach to a task
- Skills in communicating with the public, including peers, teachers and other adults
- Awareness of and adherence to safe working practices in a workshop environment
- Knowledge and understanding of the properties and uses of a range of woodworking materials
- Timekeeping and working to agreed deadlines
- Knowledge and understanding of sustainability issues in a practical woodworking context.
What will my child experience during the course?
- Active and independent learning through self and peer evaluations, group feedback, reflecting on learning, making independent decisions
- A blend of classroom approaches including practical and experiential learning in real-life contexts; whole class learning; team working; visits
- Collaborative learning: working in pairs, small groups or larger groups; working with partners in other Technologies subjects, Maths, Sciences
- Space for personalisation and choice: learners can choose how they develop their Practical Activity
- Applying learning
- Embedding literacy and numeracy skills: interpreting drawings/ diagrams, measuring, marking out, analysing data, designing.
What else will Lasswade High School offer?
- Learners will draw on and develop their existing practical skills to manufacture products for sale
- Learners will complete a range of projects, with their input involved in the selection of those projects
- Learners are supported by the teacher to identify sales opportunities both within the school and beyond
- Learners will learn about managing the costs associated with an commercial enterprise, including funding the materials they use from their profits
Assessment
- The course is assessed at either Level 4 or Level 5 based on the evidence the learner generates
- Assessment is completed internally and is based on the written evidence generated by learners in response to the requirements of each unit. All units must be passed in order to secure a pass at a given level
- This course does not assess the practical abilities of learners - the practical activities generate products for sale, not evidence for assessment
- This is a pass/fail qualification
Recommended Entry
This is a composite class and the minimum requirement would be evidence of adequate previous practical experience in Practical Craft Skills in S3 or N4/N5 in Practical Woodworking.
Progression
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Aims of Course:
- To produce a diverse portfolio of unique creative work that can be used at interview for Higher or Further Education and/or employment
- To gain an understanding of the creative process in different industries
- To develop your practical skills and techniques in a variety of areas, such as manual and digital graphics, physical and digital model making, and animation
- To plan, prepare and deliver solutions in response to project-based learning activities
- To develop the positive habits of mind involved in effective creative and critical thinking
- To develop metacognitive skills, including self-regulation, observation, reflection, collaboration, personal and social awareness, research and presentation skills
Description of the Course:
In Imagine. Create. Innovate, you will build a diverse and eye-catching portfolio of creative work that can be used as you are applying for Higher or Further Education courses at University or College, or even for employment. At the same time, you will be working towards a Level 5 or 6 award in Let’s Get Thinking Creatively! – a new N5/Higher-equivalent award developed by Edinburgh College.
As you work through the course, you will learn about various creative and critical thinking strategies before selecting a problem and following a process to generate, refine, propose and evaluate your solution. This process will include the following stages:
1. Explore and prepare – identify and/or explore a problem through primary and secondary research
2. Incubation – based on your exploration and preparation, begin generating ideas for potential solutions
3. Illumination – evaluate and refine your ideas, identifying those that have potential and discarding those that are not suitable
4. Validation through presentation – select an idea to take forward as a final proposal and present this to an audience
5. Reflection – reflect on and evaluate your proposal and the process you went through in generating and presenting it
In following this process, you will develop your creative and critical thinking skills by learning how to use your mind effectively and demonstrate positive habits of mind – ways of thinking or approaching a problem or activity that rise above the specific task and enhance your ability to tackle any new challenge! These skills are consistently rated among the most desirable skills for employers and are widely considered as essential for preparing the workforce of tomorrow for an uncertain future.
The course is highly personalised and you will be encouraged to identify your own problem, for example based on your intended career, sourced from your own contacts or based on your personal experience or interests. Support from the teacher to ensure you select an appropriate problem – including through the provision of sample problems that could either inspire your own choice or be used themselves for your project – and progress through the above process towards a solution will be provided.
Entry Requirements
The course is open to S5 and S6 students who have achieved at least a National 5 at grade C in one or more of Graphic Communication, Design & Manufacture or Art & Design. A pass at C or above in at least National 5 English would also be highly beneficial.
Future Progression Routes
Completing the Level 5 award in S5 would allow progression into the Level 6 award; the main difference between the two is the level of independence, with Level 6 requiring more autonomy from learners and less input from the teacher.
Completing either award at S5 would be a strong foundation for studying a Higher in Creative Design in S6 – whether in Graphic Communication, Design & Manufacture, Art & Design or Photography.
For S6 students, Building a Creative Portfolio will be a beneficial experience for someone applying for any of a wide range of creative HNC, HND or degree level courses at colleges and universities, both locally and across Scotland.
Delivery Methods
Mixture of classroom-based and independent learning – 4 periods per week in class (200 mins), notional 100 mins per week independent working during free periods and after school.
Application and Interview Processes
Depending on number of applicants, you may be invited to attend an interview where you will be expected to demonstrate your knowledge of and interest in one or more creative field, and to present evidence of your previous creative works.
Practical Woodwork - National 4
Unit 1: Flat-Frame Construction
Unit 2: Carcass Construction
Unit 3: Machining and Finishing
What skills will my child develop?
- Skills in woodworking techniques for tasks with some complex features
- Using a range of woodworking tools, equipment and materials safely and correctly
- Reading and interpreting drawings and diagrams
- Measuring and marking out timber sections and sheet materials
- Cutting and shaping tasks with some complex features
- Practical creativity in the context of woodworking tasks with some complex features
- Following given stages to take a practical problem-solving approach to woodworking task
- Awareness of and adherence to safe working practices in a workshop environment
- Knowledge and understanding of the properties and uses of a range of woodworking materials
- Knowledge and understanding of sustainability issues in a practical woodworking context.
What will my child experience during the course?
- Active and independent learning through self and peer evaluations, group feedback, reflecting on learning, making independent decisions
- A blend of classroom approaches including practical and experiential learning in real-life contexts; whole class learning; team working; visits
- Space for personalisation and choice: learners can choose how they develop their Practical Activity
- Applying learning
- Embedding literacy and numeracy skills: interpreting drawings/ diagrams, measuring, marking out, analysing data, designing.
What will Lasswade High School offer?
- Learners will be taught how to produce a range of common woodworking joints such as a Cross Halving and a Mortise and Tenon
- Learners will complete three projects – a Tablet Stand, a Corner Unit/Tea Caddy and a Tool Box
- The final project is different each year and is released from SQA shortly before the students start. In recent years it has been a Vanity Mirror, a Toy Box or a Wall Mounted Coat Stand.
Assessment
- To gain National 4, learners must pass all Units and the Course Assessment (the Added Value Unit)
- Units are assessed as pass or fail by the school/centre (following SQA external quality assurance to meet national standards)
- Students will usually have more than one opportunity to produce evidence for a given unit outcome
- Unit assessment (or 'evidence of learning) will demonstrate learners' responses to practical tasks. This will mainly take the form of models produced to within +/- 2mm of a given drawing. Some evidence of an understanding of materials and tool use will also be required - this could be written evidence, notes, group discussions, presentations etc. A portfolio of varied evidence may be prepared.
- The Course Assessment consists of an Added Value Unit Project, marked internally using SQA guidelines
- National 4 is pass/fail.
Progression
National 4 progresses onto National 5 in Practical Woodworking, or a Level 4 or Level 5 Enterprise and Employability award.
Practical Woodwork - National 5
Unit 1: Flat-Frame Construction
Unit 2: Carcass Construction
Unit 3: Machining and Finishing
What skills will my child develop?
- Skills in woodworking techniques for tasks with some complex features
- Using a range of woodworking tools, equipment and materials safely and correctly
- Reading and interpreting drawings and diagrams
- Measuring and marking out timber sections and sheet materials
- Cutting and shaping tasks with some complex features
- Practical creativity in the context of woodworking tasks with some complex features
- Following given stages to take a practical problem-solving approach to woodworking task
- Awareness of and adherence to safe working practices in a workshop environment
- Knowledge and understanding of the properties and uses of a range of woodworking materials
- Knowledge and understanding of sustainability issues in a practical woodworking context.
What will my child experience during the course?
- Active and independent learning through self and peer evaluations, group feedback, reflecting on learning, making independent decisions
- A blend of classroom approaches including practical and experiential learning in real-life contexts; whole class learning; team working; visits
- Collaborative learning: working in pairs, small groups or larger groups; working with partners in other Technologies subjects, Maths, Sciences
- Space for personalisation and choice: learners can choose how they develop their Practical Activity
- Applying learning
- Embedding literacy and numeracy skills: interpreting drawings/ diagrams, measuring, marking out, analysing data, designing.
What will Lasswade High School offer?
- Learners will be taught how to produce a range of common woodworking joints such as a Cross Halving and a Mortise and Tenon
- Learners will complete three projects – a Tablet Stand, a Corner Unit/Tea Caddy and a Tool Box
- The final project is different each year and is released from SQA shortly before the students start. In recent years it has been a Vanity Mirror, a Toy Box or a Wall Mounted Coat Stand
Assessment
- To gain National 5, learners must pass all Units and the Course Assessment (Assignment and Question Paper)
- The Nat 5 course assessment is based on a practical project and Theory Exam. The project allows integration of the knowledge, understanding and skills gained in the units of the course and is internally assessed. The exam assesses knowledge and understanding of course content, including materials, tools and workshop processes and is marked externally by the SQA.
- The assessment is 70% Practical and 30% external written exam
Recommended Entry
This is a composite class and the minimum requirement would be evidence of adequate previous practical experience in Practical Craft Skills in S3/N4 in Practical Woodworking.
Progression
There is no progression to HIgher level studies in Practical Woodworking. However, success in this course would be a good foundation for studying Level 5 Enterprise and Employability.
This course is also excellent preparation for students interested in a career in any Trade or going to college to study a Trade requiring hands on working with tools and working to Health and Safety Standards.
Business Management - National 5
Unit 1: Understanding Business
Unit 2: Management of People and Finance
Unit 3: Management of Marketing and Operations
What skills will my child develop?
- Enterprise and employability skills
- Knowledge and understanding of the impact of business activities on society
- Decision-making to solve straightforward business-related problems
- Knowledge and understanding of entrepreneurial attributes
- The ability to interpret and evaluate straightforward business financial data
- Knowledge of the use of technologies in business
- Communicating straightforward business-related information
- Knowledge and understanding of human resource management
- Knowledge and understanding of marketing and operations systems
- The ability to analyse effective business practice
- Awareness of the effects of internal and external influences on business activity
What will my child experience during the course?
- Active and independent learning through self and peer evaluations, group feedback, reflecting on learning, making independent decisions
- A blend of classroom approaches including practical, theoretical and ICT-based learning; whole class learning; group work and peer learning; visits; focusing on real-life business contexts
- Collaborative learning: working co-operatively in pairs, small groups or larger groups Space for personalisation and choice: learners can choose roles in enterprise group work; the Assignment also allows choice
- Applying learning
- Embedding literacy and numeracy skills: communicating; numeracy for financial management; researching, presenting and analysing information; interpreting data; using technology
What will Lasswade High School offer?
- A mini enterprise activity competing with other companies to produce “planes” to meet customer requirements and quality standards and make a profit
- Carry out market research on different products and analyse the results
- Business simulation games to enhance learning
Assessment
The Course Assessment consists of a Question Paper (exam) and an Assignment requiring learners to produce a report on a business in response to a brief. Both are marked by the SQA and are graded A to D.
Progression
National 5 progresses onto Higher Business Management.
Business Management - Higher
Unit 1: Understanding Business
Unit 2: Management of People and Finance
Unit 3: Management of Marketing and Operations
What skills will my child develop?
- The ways in which society relies on businesses and other organisations to satisfy its needs
- Arange of methods businesses and other organisations use to ensure customers’ needs are met
- Enterprising skills and attributes by studying relatively complex business issues
- Business-related financial matters
- The ways businesses and other organisations can use resources to achieve maximum efficiency
- The steps taken by businesses and other organisations to improve overall performance and effectiveness
- The main effects that external influences, such as economic impact and sustainability, have on large organisations
What will my child experience during the course?
- Gain knowledge of the business environment understand how people contribute to business success
- Find out about a range of business-based career opportunities that are available within all business sectors
- Develop an enterprising attitude and critical appreciation of taking calculated risks in a business context
- Gain an in-depth understanding of the importance to businesses of being customer-focused
- Interpret, analyse and evaluate a range of complex business-related information to make critical, ethical, responsible and effective business decisions
What will Lasswade High School offer?
- An enterprise activity developing and marketing a new brand of ice cream
- A mini enterprise activity competing with other companies to produce “planes” to meet customer requirements and quality standards and make a profit
- Carry out market research on different products and analyse the results
- Business simulation games to enhance learning
Assessment
The Course Assessment consists of an Assignment and a Question Paper which is in two sections. These are marked externally by the SQA. Higher Business Management is graded from A to D or as No Award
Computer Games Development - NPA Level 4
The course provides a foundation in the knowledge and skills of Computer Games Development that will be necessary if you intend to later specialise in aspects of Computer Games Development, Digital Media Studies, Computing Science and IT subjects.
Course Outline
Computer Games: Design
Learners will discover how to recognise and distinguish differences between gaming platforms, environments and genres. Learners will be introduced to the planning and design stages involved in the production of a digital game.
Computer Games: Media Assets
Learners will acquire an understanding of the different types of media asset required for developing a digital game such as sound, graphics and animation. Learners will find out how to plan and produce media assets for use in a game development environment.
Computer Games: Development
Learners will gain an understanding of the processes involved in the final stages of development of a computer game. Learners will produce a working digital game, while gaining an understanding of the evaluation process. Learners will then go on to plan and deliver a promotional activity to market their game.
Assessment
Learners will be expected to create a portfolio of their work which should be constructed over the period of the course, with learners contributing material to the portfolio on an on-going basis. In order to achieve the award learners must pass all three units at the required level.
Recommended Entry
No previous experience is needed for level 4.
Computer Games Development - NPA Level 5
The course provides a foundation in the knowledge and skills of Computer Games Development that will be necessary if you intend to later specialise in aspects of Computer Games Development, Digital Media Studies, Computing Science and IT subjects.
Course Outline
Computer Games: Design
Learners will discover how to recognise and distinguish differences between gaming platforms, environments and genres. Learners will be introduced to the planning and design stages involved in the production of a digital game.
Computer Games: Media Assets
Learners will acquire an understanding of the different types of media asset required for developing a digital game such as sound, graphics and animation. Learners will find out how to plan and produce media assets for use in a game development environment.
Computer Games: Development
Learners will gain an understanding of the processes involved in the final stages of development of a computer game. Learners will produce a working digital game, while gaining an understanding of the evaluation process. Learners will then go on to plan and deliver a promotional activity to market their game.
Assessment
Learners will be expected to create a portfolio of their work which should be constructed over the period of the course, with learners contributing material to the portfolio on an on-going basis. In order to achieve the award learners must pass all three units at the required level.
Recommended Entry
No previous experience is needed for level 5.
Computer Games Development - NPA Level 6
The course provides a foundation in the knowledge and skills of Computer Games Development that will be necessary if you intend to later specialise in aspects of Computer Games Development, Digital Media Studies, Computing Science and IT subjects.
Course Outline
Computer Games: Design
Learners will discover how to recognise and distinguish differences between gaming platforms, environments and genres. Learners will be introduced to the planning and design stages involved in the production of a digital game.
Computer Games: Media Assets
Learners will acquire an understanding of the different types of media asset required for developing a digital game such as sound, graphics and animation. Learners will find out how to plan and produce media assets for use in a game development environment.
Computer Games: Development
Learners will gain an understanding of the processes involved in the final stages of development of a computer game. Learners will produce a working digital game, while gaining an understanding of the evaluation process. Learners will then go on to plan and deliver a promotional activity to market their game.
Assessment
Learners will be expected to create a portfolio of their work which should be constructed over the period of the course, with learners contributing material to the portfolio on an on-going basis. In order to achieve the award learners must pass all three units at the required level.
Recommended Entry
Level 6 requires a proficient knowledge of computer programming. Therefore, an award in Computer Science at National 5 or greater is necessary.
Computing Science - National 4
Unit 1: Software Design and Development
Unit 2: Information System Design and Development
What skills will my child develop?
- Understanding of the technologies that underpin the digital world
- Essential skills for everyday life
- Web design skills using web authoring software
- Multimedia skills using various software
- Programming skills
- Planning, researching, organising and problem-solving
- Understanding the impact of computing science on our society
- Understanding the relationship between software and hardware
What will my child experience during the course?
- Active and independent learning
- A blend of classroom approaches including problem-solving in teams with specific roles, sharing learning through group and class discussion
- Space for personalisation and choice
- A variety of online activities to revise work covered in class
What will Lasswade High School offer?
SQA’s Computing Science qualifications develop a range of computing and computational thinking skills — including skills in analysis and problem-solving, design and modelling, and developing, implementing and testing digital solutions — across a range of contemporary contexts. With challenging, coherent and enjoyable learner journeys through all levels, the Courses take account of modern technologies and development methodologies related to software development and information systems.
Assessment
To gain National 4, learners must pass all Units, which are assessed as pass or fail by the school
Progression
National 4 progresses onto National 5 Computing Science.
Computing Science - National 5
Unit 1: Software Design and Development
Unit 2: Computer Systems
Unit 3: Database Design and Development
Unit 4: Web Design and Development
What skills will my child develop?
- Understanding of the technologies that underpin the digital world
- Essential skills for everyday life
- Web design skills using HTML, CSS & JavaScript
- Programming skills using the Lazarus programming language
- Database design skills using Microsoft Access & SQL
- Planning, researching, organising and problem-solving with complex features
- Understanding the impact of computing science on our society
- Understanding the legal and environmental implications of IT
What will my child experience during the course?
- Active and independent learning
- A blend of classroom approaches including problem-solving in teams with specific roles, sharing learning through group and class discussion
- Space for personalisation and choice
- A variety of online activities to revise theory covered in class
What will Lasswade High School offer?
SQA’s Computing Science qualifications develop a range of computing and computational thinking skills — including skills in analysis and problem-solving, design and modelling, and developing, implementing and testing digital solutions — across a range of contemporary contexts.
With challenging, coherent and enjoyable learner journeys through all levels, the Courses take account of modern technologies and development methodologies related to software development and information systems
Assessment
The Course Assessment consists of an Assignment and a Question Paper (exam). The assignment is marked externally and is worth 31% of the overall grade. The exam is marked externally and is graded A to D
Progression
National 5 progress onto Higher Computing Science.
Computing Science - Higher
Unit 1: Software Design and Development
Unit 2: Computer Systems
Unit 3: Database Design and Development
Unit 4: Web Design and Development
What skills will my child develop?
- Active and independent learning through self and peer evaluations, reflecting on learning, setting targets, evaluating progress, making independent decisions
- A blend of classroom approaches including problem-solving in teams with specific roles, sharing learning through group and class discussion
- Collaborative learning: the subject brings aspects of technology, science and creative digital media together, providing the opportunity for cross curricular learning and team-work
- Space for personalisation and choice: learning activities can link to learners’ own interests
What will my child experience during the course?
- Developing computational thinking skills
- Interpreting and explaining and writing programming code using Lazarus
- Low-level operations and computer architecture
- Database design using Microsoft Access & SQL
- Web-site design using HTML,CSS & JavaScript
- Security risks and precautions and legal implications
What will Lasswade High School offer?
SQA’S Computing Science qualifications develop a range of computing and computational thinking skills in analysis and problem-solving, design and modelling, and developing, implementing and testing digital solutions – across a range of contemporary contexts. With challenging, coherent and enjoyable learner journeys through all levels, the courses take account of modern technologies and development methodologies related to software development and information systems
Assessment
The Course assessment will consist of two components: an assignment and a question paper.
Assignment
The assignment will have 50 marks. The assignment will assess the practical application of knowledge and skills for the Course to develop a solution to an appropriately challenging computing science problem. It will assess learner’s skills in analysing a problem, designing, implementing and testing a solution to the problem, and reporting on the problem.
Question Paper
The question paper will have two Sections, and will assess breadth of knowledge from across the Course, depth of understanding, and application of this knowledge and understanding. The question paper will have 110 marks and will sample across all Course topics
Progression
Higher progress onto Advanced Higher Computing Science.
Computing Science - Advanced Higher
Unit 1: Software Design and Development
Unit 2: Computer Systems
Unit 3: Database Design and Development
Unit 4: Web Design and Development
What skills will my child develop?
- Active and independent learning through self and peer evaluations, reflecting on learning, setting targets, evaluating progress, making independent decisions
- A blend of classroom approaches including problem-solving in teams with specific roles, sharing learning through group and class discussion
- Collaborative learning: the subject brings aspects of technology, science and creative digital media together, providing the opportunity for cross curricular learning and team-work
- Space for personalisation and choice: learning activities can link to learners’ own interests
What will my child experience during the course?
- Applying computational thinking
- Interpreting and explaining code
- Comparing contemporary programming paradigms
- Project planning and management
- Web site and database design
- Software development methodologies
- Computational constructs
- Social, ethical, environmental and legal implications
What will Lasswade High School offer?
SQA’S Computing Science qualifications develop a range of computing and computational thinking skills in analysis and problem-solving, design and modelling, and developing, implementing and testing digital solutions – across a range of contemporary contexts. With challenging, coherent and enjoyable learner journeys through all levels, the courses take account of modern technologies and development methodologies related to software development and information systems
Assessment
The Course assessment will consist of two components: an assignment (50%) and a question paper (50%).
Assignment
It will assess the practical application of knowledge and skills from across the Course, to independently develop a solution to an appropriately challenging and complex computing-based problem.
It will assess skills in planning and designing a solution to a problem, implementing and testing a solution, and evaluating and reporting on that solution.
Question Paper
It will consist of structured and extended response questions, and will require application of knowledge and understanding to answer appropriately challenging context-based questions.
Barista Skills - Level 5
Aims of Course
This involves undertaking one mandatory until where students will be required to demonstrate the skills of the Barista.
Description of the Course:
The Award in Barista Skills at SCQF Level 5 will develop the knowledge, understanding and technical skills required for the role of a barista.
This qualification covers areas such as the preparation of different types of coffees and other beverages typically served by a barista. Setting up and operating, cleaning and closing down specialist equipment is covered. Learners will have the opportunity to apply their knowledge and skills by preparing and serving different hot and cold beverages.
Achievement of this Award is nationally recognised.
Entry to the units is at the discretion of the centre. However, students must be aware of the expectation of health and hygiene, customer service and teamwork which will be involved in the course.
Future Progression Routes in Subject:
Successful completion of this unit may support progress towards other areas of customer service, retail or hospitality courses. This unit is also recognised by employers and may assist in securing employment within the hospitality sector.
Additional Information:
Assessment
The initial Barista training will be assessed through ongoing classwork and skills development and also through a research project as outlined by the SQA. No formal exam is required for gaining credit points/completion of units.
Fashion and Textile - National 4
Unit 1: Textile Technologies
Unit 2: Fashion/Textile Item Development
Unit 3: Fashion and Textile Choices
What skills will my child develop?
- The ability to plan, make and review straightforward fashion/textile items
- The ability to use a range of textile construction techniques
- Knowledge of a range of textile characteristics, properties and technologies
- Knowledge of the uses of textiles
- The ability to work to a brief
- Safe use of tools and equipment
- Knowledge of a range of factors that influence fashion/ textile choices
- Problem-solving in straightforward contexts
- Communicating straightforward ideas
- Evaluating straightforward fashion/textile items
What will my child experience during the course?
- Active and independent learning through self and peer evaluations, reflecting on learning, making independent decisions
- A blend of classroom approaches including practical, exploratory and experiential learning; group work and peer learning; visits to fashion shows, manufacturers or colleges
- Collaborative learning: working in pairs, small groups or larger groups to develop fashion/textile items, to investigate fashion trends or to organise an event
- Space for personalisation and choice: learners can choose how to respond to the practical task in the Added Value Unit
- Applying learning, embedding literacy and numeracy skills: measuring; estimation; managing production timing; communicating; reflecting and reviewing; researching and presenting information; using technology.
What will Lasswade High School offer?
- A practical course using pupils individually creativity whilst developing knowledge of the textile and fashion industry
- The course is taught be the expertise of Home Economics and Art textile specialists
- Pupils will learn a range of basic textile construction skills, upcycling, and how to create a made to measure garment and various accessories
- Pupils will use a range of state of the art textile equipment.
Assessment
- To gain National 4, learners must pass all Units
- Units are assessed as pass or fail by the school/centre (following SQA external quality assurance to meet national standards)
- Unit assessment (or ‘evidence of learning’) could be presented in a variety of ways such as verbal or written feedback, written reports, presentations, observational checklists, photographic or video evidence, manufactured textile items. A portfolio of work may be prepared
- The Added Value Unit (Practical Activity) will require learners to plan, make and evaluate a fashion/textile item in response to a brief.
Progression
National 4 progresses onto National 5.
Please remember students will be asked to make a small contribution towards the cost of materials.
Fashion and Textile - National 5
Unit 1: Textile Technologies
Unit 2: Fashion/Textile Item Development
Unit 3: Fashion and Textile Choices Unit 4:
What skills will my child develop?
- The ability to plan, make and review fashion/textile items with some accuracy
- The ability to use a range of textile construction techniques with some accuracy
- Knowledge and understanding of a range of textile characteristics, properties and technologies for a range of different applications
- Knowledge and understanding of the uses of textiles
- The ability to work to a brief selecting, setting up, adjusting and safely using of tools and equipment
- Knowledge and understanding of a range of factors that influence fashion/textile choices
- Problem-solving in straightforward contexts with some complex features
- Communicating and justifying ideas
- Evaluating the development process and the completed fashion/textile items
What will my child experience during the course?
- Active and independent learning through self and peer evaluations, reflecting on learning, making independent decisions
- A blend of classroom approaches including practical, exploratory and experiential learning; group work and peer learning; visits to fashion shows, manufacturers or colleges
- Collaborative learning: working in pairs, small groups or larger groups to develop fashion/textile items, to investigate fashion trends or to organise an event
- Space for personalisation and choice: learners can choose how to respond to the practical task in the Course Assessment
- Applying learning, embedding literacy and numeracy skills: measuring; estimation; managing production timing; communicating; reflecting and reviewing; researching and presenting information; using technology
What will Lasswade High School offer?
- A practical course using pupils individually creativity whilst developing knowledge of the textile and fashion industry
- The course is taught be the expertise of Home Economics and Art textile specialists
- Pupils will learn a range of textile construction skills, upcycling, and how to create a made to measure detailed garment and various accessories
- Pupils will use a range of state of the art textile equipment.
Assessment
- To gain National 5, learners must pass the Course Assessment
- The Course Assessment consists of a Practical Activity that requires learners to plan, make and evaluate a fashion/textile item accurately and with limited support in response to a brief and a 30 mark question paper. The Course Assessment practical will be marked by the school/centre in accordance with SQA guidelines but the written element of the practical activity and the question paper will be marked by the SQA. The course will be SQA graded A-D
Progression
National 5 progresses onto Higher Fashion and Textile Technology.
Please remember students will be asked to make a small contribution towards the cost of materials.
Fashion and Textile - Higher
Unit 1: Textile Technologies
Unit 2: Fashion/Textile Item Development
Unit 3: Fashion and Textile Choices
What skills will my child develop?
- The ability to plan, make and review
- Fashion/textile items with accuracy
- The ability to use a range of textile construction techniques with accuracy
- Knowledge and understanding of a range of textile characteristics, properties and technologies for a range of different applications
- Knowledge and understanding of the uses of textiles
- The ability to work to a brief
- Selecting, setting up, adjusting and safely using of tools and equipment
- Knowledge and understanding of a range of factors that influence fashion/textile choices
- Problem-solving in straightforward contexts with some complex features
- Communicating and justifying ideas
- Evaluating the development process and the completed fashion/textile items
What will my child experience during the course?
- Active and independent learning through self and peer evaluations, reflecting on learning, making independent decisions
- A blend of classroom approaches including practical, exploratory and experiential learning; group work and peer learning; visits to fashion shows, manufacturers, colleges and museums
- Collaborative learning: working in pairs, small groups or larger groups to develop fashion/textile items, to investigate fashion trends or to organise an event
- Space for personalisation and choice: learners can choose how to respond to the practical task in the Course Assessment
- Applying learning, Embedding literacy and numeracy skills: measuring; estimation; managing production timing; communicating; reflecting and reviewing; researching and presenting information; using technology.
What will Lasswade High School offer?
- A practical course using pupils individually creativity whilst developing an in depth knowledge of the textile and fashion industry
- The course is taught be the expertise of Home Economics and Art textile specialists
- Pupils will learn a range of textile construction skills, upcycling, and how to create a made to measure detailed garment and various accessories
- Pupils will use a range of state of the art textile equipment.
Assessment
- To gain Higher, learners must pass the Course Assessment
- The Course Assessment consists of a Practical Activity that requires learners to plan, make and evaluate a fashion/textile item accurately and with limited support in response to a brief and a question paper. The Course Assessment will be marked by SQA and school using SQA guidelines and will be graded A to D.
Please remember students will be asked to make a small contribution towards the cost of materials.
Health and Food Technology - National 5
Unit 1: Food for Health
Unit 2: Food Product Development
Unit 3: Contemporary Food Issues
What skills will my child develop?
- Knowledge and understanding of the relationships between health, food and nutrition
- The ability to produce food products which meet individual needs in range of contexts
- A range of practical food preparation skills and techniques using appropriate tools and equipment
- Knowledge and understanding of the functional properties of food
- Knowledge and understanding of consumer food issues, choices and rights
- Knowledge of technological developments in food
- The ability to prepare food safely and hygienically organisational skills in planning, preparing and evaluating food products and processes
- Problem-solving for a range of health, food, nutrition and consumer needs
What will my child experience during the course?
- Active and independent learning through self and peer evaluations, reflecting on learning, making independent decisions
- A blend of classroom approaches including practical and experiential learning; group work and peer learning
- Collaborative learning: working in pairs, small groups or larger groups to prepare food products and meals or to research food issues
- Space for personalisation and choice: learners could choose which food products to develop and which techniques to use; learners can choose how they respond to the brief in the Course Assessment (Assignment)
- Applying learning, embedding literacy and numeracy skills: weighing and measuring; estimation; communicating; reflecting and reviewing; researching and presenting information; using technology.
What will Lasswade High School offer?
- Practical cookery lessons for skill building and product development
- Pupils will use specific briefs pupils choose and develop dishes to meet the brief
- Pupils learn through a variety of different ways they will investigate for case studies, debates, presentations, take part in cooperative tasks and sensory analysis
- Pupils will have the opportunity to go on excursions and meet visiting speakers related to their coursework.
Assessment
To gain National 5, learners must pass the Course Assessment which consists of an Assignment - 50% and a Question Paper (exam) - 50%.
The Assignment will require learners to respond to a brief to investigate, plan, develop and evaluate a food product. The Course Assessment will be marked by the SQA and graded A to D.
Progression
National 5 progresses onto Higher Health and Food Technology. Please remember students will be asked to make a small contribution towards the cost of food and disposable items.
Health and Food Technology - Higher
Unit 1: Food for Health
Unit 2: Food Product Development
Unit 3: Contemporary Food Issues
What skills will my child develop?
- Knowledge and understanding of the relationships between health, food and nutrition
- The ability to produce food products which meet individual needs in range of contexts
- A range of practical food preparation skills and techniques using appropriate tools and equipment
- Knowledge and understanding of the functional properties of food
- Knowledge and understanding of consumer food issues, choices and rights
- Knowledge of technological developments in food
- The ability to prepare food safely and hygienically organisational skills in planning, preparing and evaluating food products and processes
- Problem-solving for a range of health, food, nutrition and consumer needs
What will my child experience during the course?
- Active and independent learning through self and peer evaluations, reflecting on learning, making independent decisions
- A blend of classroom approaches including practical and experiential learning; group work and peer learning
- Collaborative learning: working in pairs, small groups or larger groups to prepare food products and meals or to research food issues
- Space for personalisation and choice: learners could choose which food products to develop and which techniques to use; learners can choose how they respond to the brief in the Course Assessment (Assignment)
- Applying learning, embedding literacy and numeracy skills: weighing and measuring; estimation; communicating; reflecting and reviewing; researching and presenting information; using technology.
What will Lasswade High School offer?
- Practical cookery lessons for skill building and product development
- Pupils will use specific briefs pupils choose and develop dishes to meet the brief
- Pupils learn through a variety of different ways they will investigate for case studies, debates, presentations, take part in cooperative tasks and sensory analysis.
- Pupils will have the opportunity to go on excursions and meet visiting speakers related to their coursework.
Assessment
To gain National 5, learners must pass the Course Assessment which consists of an Assignment - 50% and a Question Paper (exam) - 50%. The Assignment will require learners to respond to a brief to investigate, plan, develop and evaluate a food product. The Course Assessment will be marked by the SQA and graded A to D.
Progression
National 5 progresses onto Higher Health and Food Technology.
Please remember students will be asked to make a small contribution towards the cost of food and disposable items.
Practical Cookery - National 4
Unit 1: Cookery Skills and Techniques
Unit 2: Understanding and Using Ingredients
Unit 3: Organisational Skills for Cooking
What skills will my child develop?
- The ability to use a range of cookery skills, food preparation techniques and cookery processes when following recipes
- Be able to 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
- Be able to work safely and hygienically
What will my child experience during the course?
- Active and independent learning through self and peer evaluations, reflecting on learning, making independent decisions
- A blend of classroom approaches including practical, exploratory and experiential learning; group work and peer learning
- Collaborative learning: working in pairs, small groups or larger groups to develop dishes and cater for small events
- Space for personalisation and choice: learners can choose how to respond to the practical task in the Added Value Unit
- Applying learning
- Embedding literacy and numeracy skills: measuring; estimation; managing production timing; communicating; reflecting and reviewing; researching and presenting information; using technology.
What will Lasswade High School offer?
- A practical cookery based course which develops pupils into young chefs
- Pupils will learn and practise a wide range of food preparation skills and various cookery processes in order to produce commercially acceptable products
- Theory lessons are tailored to make clear and relevant links to practical skills and the hospitality industry.
Assessment
- To achieve the National 4 Practical Cookery Course, learners must pass all of the required Units, including the Added Value Unit
- 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
- National 4 Courses are not graded.
Please remember students will be asked to make a small contribution towards the cost of food and disposable items.
Practical Cookery - National 5
Unit 1: Cookery Skills and Techniques
Unit 2: Understanding and Using Ingredients
Unit 3: Organisational Skills for Cooking
What skills will my child develop?
- The ability to use a range of cookery skills, food preparation techniques and cookery processes when following recipes
- Be able to 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
- Be able to work safely and hygienically
What will my child experience during the course?
- Active and independent learning through self and peer evaluations, reflecting on learning, making independent decisions
- A blend of classroom approaches including practical, exploratory and experiential learning; group work and peer learning
- Collaborative learning: working in pairs, small groups or larger groups to develop dishes and cater for small events
- Space for personalisation and choice: learners can choose how to respond to the practical task in the Added Value Unit
- Applying learning
- Embedding literacy and numeracy skills: measuring; estimation; managing production timing; communicating; reflecting and reviewing; researching and presenting information; using technology.
What will Lasswade High School offer?
- A practical cookery based course which develops pupils into young chefs
- Pupils will learn and practise a wide range of food preparation skills and various cookery processes in order to produce commercially acceptable products
- Theory lessons are tailored to make clear and relevant links to practical skills and the hospitality industry.
Assessment
- To achieve the National 5 Practical Cookery Course, learners must carry out a practical activity which will require them to prepare, cook and present a three course meal for four people to a given specification within a given timescale. It will require learners to demonstrate their ability to follow safe and hygienic practices throughout.They also have to complete a question paper and time plan which is marked by the SQA.
- National 5 Courses are graded A - D
Please remember students will be asked to make a small contribution towards the cost of food and disposable items.
Health Sector - National 5
Aims of the Course:
- The National 5 Skills for Work Course is designed as an introduction to working within the Health Sector
Description of the Course:
The course provides a broad experiential introduction to working in the Health Sector in the UK.
Learners will explore a variety of industries and services, and career opportunities, in the Health Sector. Throughout all the units the course emphasises the employability skills and attitudes valued by employers which will help to prepare learners for the workspace.
Learners will review their own employability skills, and will seek feedback from others on their strengths and weaknesses within the 5 units assessed.
- Working in the Health Sector
- Life Sciences Industry and the Health Sector
- Improving Health and Wellbeing
- Physiology of the Cardiovascular System
- Working in Non Clinical Roles
National Occupational Standards (NOS) are developed by the key employment sectors of the United Kingdom. These standards set the competences required for job roles within a particular employment sector. In Scotland, the Scottish Social Services Council represents a wide variety of stakeholders working in a broad range of occupations and job roles within the health and social care sectors and Skills for Health is the Sector Skills Council (SSC) for the UK Health Sector. The National 5 Health Sector Course has been designed to link broadly to National Occupational Standards at level 2 in the Health Sector and provides some of the underpinning knowledge required. The course also gives learners experience of the practical skills required to work at this lever in the sector and helps prepare them for further training.
Achievement of this Award is nationally recognised.
Entry to the units is at the discretion of the centre.
Further Progression Routes in Subject:
Successful completion of the course will support progress towards SVQ's in Health and Social Care at level 2, Further/Higher Education courses working within the Health Sector or training/employment in other areas of the health service. This unit is also recognised by employers and may assist in securing employment within the hospitality sector.
Additional Information:
Assessment
Assessment of the course is through a range of methods including learner folio of written and/or oral evidence, practical activities supported by assessor observation checklists as well as self-evaluation. There is no external exam for National 5 Health Sector
Biology - National 4
Unit 1: Cell Biology
Unit 2: Multi-Cellular Organisms
Unit 3: Life on Earth
What skills will my child develop?
- Knowledge and understanding of biology
- An understanding of biology’s role in scientific issues
- An understanding of biology in society and the environment
- Scientific inquiry skills to plan and carry out experiments
- Scientific analytical thinking skills in a biology context
- The ability to use technology, equipment and materials, in scientific activities
- Problem-solving skills in a biology context
- Finding associations and investigating models in real-life contexts
- Use and understand scientific literacy to communicate ideas and issues
- Information-handling skills (selecting, presenting, processing information)
- The ability to review science-based claims in media reports
- An understanding of the importance of accuracy
- Evaluating environmental and scientific issues
- Risk assessment and decision-making
What will my child experience during the course?
- Active and independent learning through self and peer evaluations, reflecting on learning, setting targets, evaluating progress, making independent decisions, using feedback
- A blend of classroom approaches including experimental, hands-on, practical, investigative approaches, whole class discussions, interactive teaching
- Collaborative learning: working with others in group or partner activities; cross-curricular learning e.g. with other sciences, mathematics, social studies, technologies or religious, moral and philosophical studies; with organisations such as STEMNET
- Space for personalisation and choice: learners can choose what to observe or measure and their methodology; learners will choose the topic for their Added Value Unit (Assignment)
- Applying learning
- Embedding literacy and numeracy skills: researching, selecting, summarising and presenting information; evaluating; recording and displaying data; interpreting data; using technology.
Course Outline
Biology is the study of life at all levels from cells to organisms to the earth's ecosystems.
By choosing to study Biology, pupils will be provided with the opportunity to build on their existing scientific understanding and to find out about specialised cells including the use of stem cells in society, the way that the brain and nervous system respond to changes and how characteristics are inherited.
This will demonstrate the importance and the impact that Biology has on their lives, on the lives of others, on the environment and on society.
- Cell Biology
- Multi cellular Organisms
- Life on earth
Assessment
- To gain National 4, learners must pass all Units
- Units are assessed as pass or fail by the school/centre (following SQA external quality assurance to meet national standards)
- Unit assessment (or ‘evidence of learning’) will ensure that learners can apply knowledge and understanding and scientific skills to an experiment or practical investigation. This may be evidenced in a portfolio of work
- The Assignment will require learners to research a topic of their choice, in consultation with their teacher. The investigation will be undertaken in up to 8 hours of class time
Progression
National 4 progresses onto National 5 Biology.
Biology - National 5
Unit 1: Cell Biology
Unit 2: Multi-Cellular Organisms
Unit 3: Life on Earth
What skills will my child develop?
- A deeper knowledge and understanding of biology
- A deeper understanding of biology’s role in scientific issues
- An understanding of biology in society and the environment
- Scientific inquiry skills to plan and carry out experiments
- Scientific analytical thinking skills in a biology context
- The ability to use technology, equipment and materials, in scientific activities
- Problem-solving skills in a biology context
- Use and understand scientific literacy, to communicate ideas and issues
- Finding associations and investigating models in real-life contexts
- Information-handling skills (selecting, presenting, processing information)
- The knowledge and skills for more advanced learning in biology
- The ability to review science-based claims in media reports
- An understanding of the importance of accuracy
- Evaluating environmental and scientific issues
- Risk assessment and decision-making
What will my child experience during the course?
- Active, collaborative and independent learning
- A blend of classroom approaches: practical tasks (experiments and open-ended investigations); whole class, small group or one to one discussions; direct interactive teaching
- Space for personalisation and choice
- Collaborative learning: partnerships with learners in other curriculum areas; links with businesses, employers, organisations
- Applying learning to new situations
- Embedding literacy skills: selecting and assessing information, presenting findings; evaluating; debating; listening; reading; writing
- Embedding numeracy skills: recording and displaying data in graphs/ tables; accuracy; interpreting and assessing data; using technologies
Course Outline
Biology is the study of life at all levels from cells to organisms to the earth\'s ecosystems.
By choosing to study Biology, pupils will be provided with the opportunity to build on their existing scientific understanding and to find out about specialised cells including the use of stem cells in society, the way that the brain and nervous system respond to changes and how characteristics are inherited.
This will demonstrate the importance and the impact that Biology has on their lives, on the lives of others, on the environment and on society
Cell Biology
- Cell structure
- Transport across cell membranes
- DNA and the production of proteins
- Genetic engineering
- Respiration
Multi-Cellular Organisms
- Producing new cells
- Control and communication
- Reproduction
- Variation and Inheritance
- Transport systems – plants
- Transport systems – animals; Absorption of materials
Life on Earth
- Ecosystems
- Distribution of organisms
- Photosynthesis
- Energy in ecosystems
- Food production
- Evolution of species
Assessment
To gain National 5, learners must pass the Course Assessment (the Assignment and the Question Paper).
The Course Assessment consists of the Assignment - a research investigation on a key topic. This will be presented as a report, researched in advance and written up under controlled conditions with the pupil’s research/data available and a Question Paper (exam). Both are marked by the SQA and will be graded A to D
Progression
A National 5 pass progresses onto Higher Biology or Human Biology.
Biology - Higher
Unit 1: DNA and Genome
Unit 2: Metabolism and Survival
Unit 3: Sustainability and Interdependence
What skills will my child develop?
- Apply knowledge and understanding of Biology
- Understand Biology’s role in scientific issues and relevant applications of biology, including the impact these could make in society and the environment
- Develop scientific inquiry and investigative skills
- Develop scientific analytical thinking skills, including scientific evaluation, in a biology context
- Use technology, equipment and materials safely in practical scientific activities, including using risk assessment
- Develop planning and problem solving skills in a biology context
- Use and understand scientific literacy to communicate ideas and issues and to make scientifically informed choices
What will my child experience during the course?
- Develop deeper understanding of the underlying themes of biology: evolution and adaptation
- Become scientifically literate
- Draw on knowledge and understanding and apply the skills of scientific inquiry to practical investigations/experiments
Course Outline
The Higher Biology course has been designed to provide a progression from National 5 Biology course.
By choosing to study Biology, pupils will be provided with the opportunity to build on their existing scientific understanding and to find out about specialised cells including the use of stem cells in society, the way that the brain and nervous system respond to changes and how characteristics are inherited.
This will demonstrate the importance and the impact that Biology has on their lives, on the lives of others, on the environment and on society.
DNA and the Genome
- Structure of DNA
- Replication of DNA
- Control of Gene Expression
- Cellular Differentiation
- Structure of the genome
- Mutations
- Genome Sequencing.
Metabolism and Survival
- Metabolic Pathways and their Control
- Cell respiration
- Metabolic Rate
- Metabolism in conformers and regulators
- Metabolism and Adverse Conditions
- Environmental control of Metabolism
- Genetic control of metabolism
- Ethical Consideration with the use of Micro-organisms.
Sustainability and Interdependence
- Food Supply, Plant Growth and Productivity
- Plant and Animal Breeding
- Crop Protection
- Animal Welfare
- Symbiosis
- Social Behaviour
- Mass Extinction and Biodiversity
- Threats to Biodiversity.
Assessment
To gain Higher Biology learners must pass the course assessment (Assignment and Question Paper).
The Course Assessment consists of an Assignment and a Question Paper which is in two sections. These are marked externally by the SQA
Biology - Advanced Higher
Unit 1: Cells and Proteins
Unit 2: Organisms and Evolution
Unit 3: Investigative Biology
What skills will my child develop?
Extending and applying knowledge of biology to new situations, interpreting and analysing information to solve more complex problems
- Develop a critical understanding of the role of biology in scientific issues and relevant applications, including the impact these could make on the environment/ society
- Extend and apply knowledge, understanding and skills of biology
- Develop and apply the skills to carry out complex practical scientific activities, including the use of risk assessments, technology, equipment and materials
- Develop and apply scientific inquiry and investigative skills, including planning and experimental design
- Develop and apply analytical thinking skills, including critical evaluation of experimental procedures, in a biology context
- Extend and apply problem solving skills in a biology context
- Further develop an understanding of scientific literacy, using a wide range of resources, in order to communicate complex ideas and issues and to make scientifically informed choices
- Extend and apply skills of independent/autonomous working in biology
What will my child experience during the course?
- Active, collaborative and independent learning
- A blend of classroom approaches: practical tasks (experiments and project work); whole class or small group discussions; direct interactive teaching
- Space for personalisation and choice
- Applying learning to new situations
- Embedding literacy skills: selecting and assessing information, presenting findings; evaluating; debating; listening; reading; writing
- Embedding numeracy skills: recording and displaying data in graphs/ tables; accuracy; interpreting and assessing data; using technologies
Assessment
- Write up of a project pilot study
- An experimental project must be undertaken, written up and sent for external assessment. This is worth 30 marks
- There is a final exam, which is externally marked and is worth 100 marks ( scaled to 120)
Unit 3 builds on understanding of the scientific method from Higher Biology and Higher Human Biology. The collection of experimental data will provide an opportunity to develop planning and organising skills. This Unit will also be integrated across the other Units of the Course.
- Cells and proteins Laboratory techniques, the role of proteins in; the body, cell reactions, membrane, cell signalling, nerve transmission, photoreceptors (including an eye dissection) and the cell cycle
- Organisms and evolution Fieldwork techniques; evolution; meiosis;, sex-linked patterns of inheritance; courtship;, parasitism and the immune system
- Investigative Biology Scientific method; looking at scientific literature; scientific ethics; pilot studies; controlling variables; experimental design; controls and critical evaluation of scientific research
Chemistry - National 4
Unit 1: Chemical Changes and Structure
Unit 2: Nature's Chemistry
Unit 3: Chemistry in Society
What skills will my child develop?
- Application of knowledge and understanding of chemistry
- Scientific inquiry and investigation skills
- Scientific analytical thinking skills
- The ability to use technology, equipment and materials
- Questioning and independent thinking
- Problem-solving in a chemistry context
- Using and understanding scientific literacy in everyday contexts
- Planning experiments
- Recording observations
- Collecting and analysing data
- Reviewing and re-designing research methods
What will my child experience during the course?
- Active, collaborative and independent learning
- A blend of classroom approaches: practical tasks (experiments and open-ended investigations); whole class, small group or one to one discussions; direct interactive teaching
- Space for personalisation and choice
- The Added Value Unit (Assignment) allows learners to choose their research topic and present their findings
- Collaborative learning: partnerships with learners in other curriculum areas; links with businesses, employers, organisations
- Applying learning to familiar situations
- Embedding literacy skills: selecting and assessing information, presenting findings; evaluating; debating; listening; reading; writing
- Embedding numeracy skills: recording and displaying data in graphs/ tables; accuracy; interpreting and assessing data; using technologies
Course Outline
All Chemistry courses are of value to anyone intending to study a Science course at University or Further Education College.
Knowledge of the subject is also useful for careers in: Agriculture; Beauty Industry; Catering; Engineering (of all kinds); Environmental Sciences; Health Sciences; Laboratory Work; Medicine and Quality Control.
All students considering a science course at College or University should check to see if Chemistry is an essential entry requirement
Chemical Changes and Structure
Nature's Chemistry
Chemistry in Society
Assessment
To gain National 4, learners must pass all Units and the Assignment. Units are assessed as pass or fail by the school/centre (following SQA external quality assurance to meet national standards).
Unit Assessment (or ‘evidence of learning’) could be digital or spoken presentations, posters, leaflets, extended writing, notes or podcasts. Learners may use these to build a portfolio to show their progress through the Units
Progression
National 4 progresses onto National 5 Chemistry.
Chemistry - National 5
Unit 1: Chemical Changes and Structure
Unit 2: Nature's Chemistry
Unit 3: Chemistry in Society
What skills will my child develop?
- Application of knowledge to new situations and a more advanced understanding of chemistry and its impact
- Scientific inquiry and investigation skills
- Scientific analytical thinking skills
- The ability to use technology, equipment and materials
- Questioning and independent thinking
- Problem-solving in a chemistry context
- Using and understanding scientific literacy in everyday contexts
- Planning experiments to test hypotheses or illustrate effects
- Recording observations
- Collecting, processing and analysing data
- Caking predictions and generalisations based on evidence
- Drawing valid conclusions with explanations and evidence
What will my child experience during the course?
- Active, collaborative and independent learning
- A blend of classroom approaches: practical tasks (experiments and open-ended investigations); whole class, small group or one to one discussions; direct interactive teaching
- Space for personalisation and choice
- Collaborative learning: partnerships with learners in other curriculum areas; links with businesses, employers, organisations
- Applying learning to new situations
- Embedding literacy skills: selecting and assessing information, presenting findings; evaluating; debating; listening; reading; writing
- Embedding numeracy skills: recording and displaying data in graphs/ tables; accuracy; interpreting and assessing data; using technologies
Course Outline
All Chemistry courses are of value to anyone intending to study a Science course at University or Further Education College.
Knowledge of the subject is also useful for careers in: Agriculture; Beauty Industry; Catering; Engineering (of all kinds); Environmental Sciences; Health Sciences; Laboratory Work; Medicine and Quality Control.
All students considering a science course at College or University should check to see if Chemistry is an essential entry requirement
Chemical Changes and Structure
- Rates of reaction
- Atomic structure and bonding related to properties of Materials
- Acids and bases
- Formulae and reaction quantities
Nature’s Chemistry
- Everyday consumer products
- Energy from fuels
- Homologous series
Chemistry in Society
- Metals
- Properties of plastics
- Fertilisers
- Nuclear chemistry
- Chemical analysis
Assessment
To gain National 5, learners must pass the Course Assessment (the Assignment and the Question Paper).
The Course Assessment consists of the Assignment (a research investigation on a key topic, its application and its impact on society/environment. This will be presented as a report, researched in advance and written up under controlled conditions with the pupil’s research/data available) and a Question Paper (exam). Both are marked by the SQA and will be graded A to D
Progression
A pass at National 5 progresses onto Higher Chemistry.
Chemistry - Higher
Unit 1: Chemical Changes and Structure
Unit 2: Researching Chemistry
Unit 3: Nature's Chemistry
Unit 4: Chemistry in Society
What skills will my child develop?
- Apply knowledge and understanding of Chemistry
- Understand chemistry’s role in scientific issues and relevant applications of chemistry, including the impact these could make in society and the environment
- Develop scientific inquiry and investigative skills
- Develop scientific analytical thinking skills, including scientific evaluation, in a chemistry context
- Use technology, equipment and materials, safely, in practical scientific activities, including using risk assessment
- Develop planning skills
- Use and understand scientific literacy to communicate ideas and issues and to make scientifically informed choices
- Problem-solve in a chemistry context
What will my child experience during the course?
- Study matter and its interactions
- Find out about and appreciate the application of chemistry in everyday contexts
- Enjoy practical and experiential learning opportunities
- Plan and design experiments/practical investigations
- Process information, make predictions, and draw valid conclusions
- Evaluate experiments/practical investigations
Course Outline
The Higher Chemistry course has been designed to provide a progression from the National 5 Chemistry course.
The course aims to assist students towards an understanding of the use of mathematical models and techniques for describing the behaviour of nature.
Chemical Changes and Structure
- Controlling the rate
- Periodicity
- Structure and bonding
Researching Chemistry
Nature’s Chemistry
- Esters,Fats and Oils
- Proteins
- Chemistry of Cooking
- Oxidation of food
- Soaps
- Detergents and Emulsions
- Fragrances
- Skin Care.
Chemistry In Society
- Getting the most from Reactants
- Equilibria
- Chemical Energy
- Oxidising and Reducing Agents
- Chemical Analysis
Assessment
To gain Higher Chemistry learners must pass the course assessment (Assignment and Question Paper).
The Course Assessment consists of an Assignment and a Question Paper which is in two sections. These are marked externally by SQA
Progression
An A or B grade in Higher Chemistry allows progression to Advanced Higher Chemistry.
Chemistry - Advanced Higher
Unit 1: Inorganic Chemistry
Unit 2: Physical Chemistry
Unit 3: Organic Chemistry and Instrumental Analysis
Unit 4: Researching Chemistry
What skills will my child develop?
- A critical understanding of the role of chemistry in scientific issues and relevant applications, including the impact these could make on the environment/society
- Knowledge and understanding of chemistry
- The skills to carry out complex practical scientific activities, including the use of risk assessments, technology, equipment and materials
- Scientific inquiry and investigative skills, including planning and experimental design
- Analytical thinking skills, including critical evaluation of experimental procedures in a chemistry context
- Problem solving skills in a chemistry context
- An understanding of scientific literacy using a wide range of resources in order to communicate complex ideas and issues and to make scientifically informed choices
- Skills of independent/autonomous working in chemistry
What will my child experience during the course?
- Active, collaborative and independent learning
- A blend of classroom approaches: practical tasks (experiments and project work); whole class or small group discussions; direct interactive teaching
- Space for personalisation and choice
- Applying learning to new situations
- Embedding literacy skills: selecting and assessing information, presenting findings; evaluating; debating; listening; reading; writing
- Embedding numeracy skills: recording and displaying data in graphs/ tables; accuracy; interpreting and assessing data; using technologies
Course Outline
The Advanced Higher Chemistry course has been designed to provide a progression from the Higher Chemistry course.
The course aims to assist students towards an understanding of the use of mathematical models and techniques for describing the behaviour of nature.
An opportunity for engaging in some independent research is provided through the project
Inorganic Chemistry
- Electromagnetic radiation and atomic spectra
- Atomic orbitals
- Electron configurations and the Periodic Table
- Transition metals
Physical Chemistry
- Chemical equilibrium
- Reaction feasibility
- Kinetics
Researching Chemistry
- Common apparatus
- Skills involved in practical work
- Stoichiometric Calculations
- Gravimetric analysis
- Volumetric analysis
- Practical skills and techniques.
Organic Chemistry and Instrumental Analysis
- Molecular Orbital
- Synthesis
- Stereo chemistry
- Experimental Determination of Structure
- Pharmaceutical chemistry
Assessment
An experimental project must be undertaken, written up and sent for external assessment. This is worth 25 marks.
There is a final exam, which is externally marked and is worth 110 marks
Progression
Advanced Higher progresses onto Higher Education courses (college and university).
Human Biology - Higher
Unit 1: Human Cells
Unit 2: Physiology and Health
Unit 3: Neurobiology and Communication
Unit 4: Immunology and Public Health
What skills will my child develop?
- Apply knowledge and understanding of Human Biology
- Understand human biology’s role in scientific issues and relevant applications of human biology, including the impact these could make in society and the environment
- Develop scientific inquiry and investigative skills and work independently
- Develop scientific analytical thinking skills, including scientific evaluation, in a human biology context
- Use technology, equipment and materials safely in practical scientific activities, including using risk assessment
- Use and understand scientific literacy to communicate ideas and issues and to make scientifically informed choices
- Plan and problem-solve in a human biology context
What will my child experience during the course?
- Investigate the applications of human biology
- Acquire a deeper understanding of cellular processes, physiological mechanisms, communicate between organisms, and the biology of populations as they apply to the human species
- Apply skills and knowledge to experiments and practical investigations
- Adapt their learning to new situations
- Make decisions based on evidence
- Evaluate the impact of science developments on their own health and wellbeing, society and the environment
Course Outline
The Higher Human Biology course has been designed to provide a progression from the National 5 Biology course.
By choosing to study Biology, pupils will be provided with the opportunity to build on their existing scientific. This will demonstrate the importance and the impact that Biology has on their lives, on the lives of others, on the environment and on society
Human Cells
- Division and differentiation in human cells
- Structure and replication of DNA
- Gene Expression, Genes and Protein in Health and Disease
- Human Genomics
- Metabolic Pathways
- Cellular respiration
- Energy Systems in Muscle Cells
Physiology and Health
- Reproduction
- Controlling Fertility
- Ante and Postnatal Screening
- Structure and Function of vein, capillaries and arteries
- Structure and Function of the Heart
- Pathology of cardio vascular disease (CVD)
Neurobiology and Communication
- Nervous System
- Perception and Memory
- Communication and Social Behaviour
Immunology and Public health
- Non-specific Defences
- Specific Defences
- Transmission of Control of Infectious Diseases
- Active immunisation and Vaccination
Assessment
To gain Higher Human Biology, learners must pass the course assessment (Assignment and Question Paper). The Course Assessment consists of an Assignment and a Question Paper which is in two sections. These are marked externally by SQA.
Laboratory Skills - National 5
Unit 1: Careers using Laboratory Skills
Unit 2: Working in a Laboratory
Unit 3: Practical Skills
Unit 4: Practical Investigation
What skills will my child develop?
- Develop practical skills and knowledge for working in a laboratory; handling radioactive materials, chemical handling, microbiology and laboratory instrumentation
- Scientific inquiry skills to plan and carry out experiments
- The ability to use technology, equipment and materials, in scientific activities
- Problem-solving skills in a environmental science context
- Finding associations and investigating models in real-life contexts
- Use and understand scientific literacy to communicate ideas and issues
- Information-handling skills (selecting, presenting, processing information)
- The ability to review science-based claims in media reports
- An understanding of the importance of accuracy
- Evaluating environmental and scientific issues
- Risk assessment and decision-making
What will my child experience during the course?
- Active and independent learning through self and peer evaluations, reflecting on learning, setting targets, evaluating progress, making independent decisions, using feedback
- A blend of classroom approaches including experimental, hands-on, practical, investigative approaches, whole class discussions, interactive teaching
- Collaborative learning: working with others in group or partner activities; cross-curricular learning e.g. with other sciences, mathematics, social studies, technologies or religious, moral and philosophical studies; with organisations such as STEMNET
- Space for personalisation and choice: learners can choose what to observe or measure and their methodology
- Applying learning
- Embedding literacy and numeracy skills: researching, selecting, summarising and presenting information; evaluating; recording and displaying data; interpreting data; using technology.
Course Outline
The course provides a broad experiential introduction to Laboratory Skills.
Learners will explore a variety of industries and services, and career opportunities, in science laboratories locally, nationally, and globally. Throughout all units the course emphasises the employability skills and attitudes valued by employers which will help to prepare learners for the workplace.
Learners will review their own employability skills, and will seek feedback from others on their strengths and weaknesses
- Careers using Laboratory Skills
- Working in a Laboratory
- Practical Skills
- Practical Investigation
What will Lasswade High School offer?
Assessment
Assessment of the course is through a range of methods including learner folio of written and/or oral evidence, practical activities supported by assessor observation checklists as well as self- evaluation. There is no external exam for National 5 Laboratory Skills
Progression
Physics - National 4
Unit 1: Dynamics and Space
Unit 2: Electricity and Energy
Unit 3: Waves and Radiation
Added Value Unit: Assignment
What skills will my child develop?
- An understanding of the role of Physics in scientific issues and relevant applications of Physics in society and the environment
- Scientific inquiry, investigative, analytical and evaluative thinking skills in Physics and real life contexts
- The ability to use technology, equipment and materials
- Problem-solving skills in a Physics context
- Scientific literacy, in everyday contexts, to communicate ideas and issues
- An insight into the underlying nature of our world and its place in the universe
- An understanding of the processes behind scientific advances
- Information-handling skills
- Drawing valid conclusions
- An understanding the importance of accuracy
- The knowledge and skills for more advanced learning in Physics
What will my child experience during the course?
- Active and independent learning through self and peer evaluations, setting targets, making independent decisions, using feedback
- A blend of classroom approaches including experimental, practical and investigative approaches, whole class discussions and interactive teaching
- Collaborative learning: working with others in group or partner activities; intercurricular learning with other sciences, mathematics, technologies, religious and moral education; with organisations such as STEMNET
- Space for personalisation and choice: learners can choose what to observe or measure and their methodology; learners will choose the topic for their Added Value Unit (Assignment)
- Applying learning
- Embedding literacy and numeracy skills: researching, selecting, summarising and presenting information using a range of sources; evaluating; recording and interpreting data; using technology and data loggers
Course Outline
Scotland needs good scientists to go into research and develop new ideas and products for the wealth of the country.
Without Physics, many things that we accept today would just not exist, e.g. mobile telephones, television, computers, techniques used in medicine, electronics, lasers, atomic and nuclear Physics, particle Physics, astrophysics, travel, biophysics and physical chemistry
Electricity and Energy
- Conservation of energy
- Electrical charge carriers and electric fields
- Ohm’s law Practical electrical and electronic circuits
- Specific heat capacity Gas laws and the kinetic model
Wave and Radiations
- Nuclear radiation
- Light
- Electromagnetic spectrum
- Wave parameters and behaviours
Dynamics and Spaces
- Acceleration
- Newton’s laws
- Projectile motion
- Space exploration Cosmology
- Velocity–time graphs
Assessment
To gain National 4, learners must pass all Units. Units are assessed as pass or fail by the school/centre (following SQA external quality assurance to meet national standards).
Unit assessment (or ‘evidence of learning’) will ensure that learners can apply knowledge and understanding and scientific skills to an experiment or practical investigation. This may be evidenced in a portfolio of work.
The Added Value Unit (Assignment) will require learners to research a topical Physics issue during approximately 8 hours of class time
Progression
National 4 progresses onto National 5 Physics.
Physics - National 5
Unit 1: Dynamics and Space
Unit 2: Electricity and Energy
Unit 3: Waves and Radiation
What skills will my child develop?
- In-depth knowledge and understanding of Physics
- Applying this knowledge and understanding to new situations
- An understanding of the role of Physics in scientific issues and relevant applications of Physics in society and the environment
- Scientific inquiry, investigative, analytical and evaluative thinking skills in Physics and real life contexts
- The ability to use technology, equipment and materials
- Problem-solving skills and creativity in a Physics context
- Extended scientific literacy, in everyday contexts, to communicate ideas and issues
- An insight into the underlying nature of our world and its place in the universe
- A deeper understanding of the processes behind scientific advances
- Information-handling skills
- Drawing valid conclusions and formulating hypotheses
What will my child experience during the course?
- Active, collaborative and independent learning
- A blend of classroom approaches: practical tasks (experiments and open-ended investigations); whole class, small group or one to one discussions; direct interactive teaching
- Space for personalisation and choice
- Collaborative learning: partnerships with learners in other curriculum areas; links with businesses, employers, organisations
- Applying learning to new situations
- Embedding literacy skills: selecting and assessing information, presenting findings; evaluating; debating; listening; reading; writing
- Embedding numeracy skills: recording and displaying data in graphs/ tables; accuracy; interpreting and assessing data; using technologies
Course Outline
Scotland needs good scientists to go into research and develop new ideas and products for the wealth of the country.
Without Physics, many things that we accept today would just not exist, e.g. mobile telephones, television, computers, techniques used in medicine, electronics, lasers, atomic and nuclear Physics, particle Physics, Astro Physics, travel, Bio Physics and physical chemistry.
Electricity and Energy
- Conservation of energy
- Electrical charge carriers and electric fields
- Ohm’s law Practical electrical and electronic circuits
- Specific heat capacity Gas laws and the kinetic model
Wave and Radiations
- Nuclear radiation
- Light
- Electromagnetic spectrum
- Wave parameters and behaviours
Dynamics and Space
- Acceleration
- Newton’s laws
- Projectile motion
- Space exploration Cosmology
- Velocity–time graphs
Assessment
To gain National 5, learners must pass the Course Assessment (the Assignment and the Question Paper).
The Course Assessment consists of the Assignment (a research investigation on a key topic, its application and its impact on society/environment. This will be presented as a report, researched in advance and written up under controlled conditions with the pupil’s research/data available) and a Question Paper (exam). Both are marked by the SQA and will be graded A to D
Progression
A pass at National 5 progresses onto Higher Physics.
Physics - Higher
Unit 1: Our Dynamic Universe
Unit 2: Particles and Waves
Unit 3: Electricity
Unit 4: Researching Physics
What skills will my child develop?
- Apply knowledge and understanding of Physics
- Understand physic’s role in scientific issues and relevant applications of Physics, including the impact these could make in society and the environment
- Develop scientific inquiry and investigative skills
- Develop scientific analytical thinking skills, including scientific evaluation, in a Physics context
- Use technology, equipment and materials, safely, in practical scientific activities
- Develop planning skills
- Use scientific literacy to communicate ideas and issues and to make scientifically informed choices
- Develop the knowledge and skills for more advanced learning in Physics
What will my child experience during the course?
- Develop their interest in and understanding of the world
- Engage in a wide range of investigative tasks and develop important skills to become creative, inventive and enterprising
- Evaluate environmental and scientific issues, consider risk, and make informed choices
- Describe and interpret physical phenomena using mathematical skills
- Practise scientific methods of investigation from which general relationships are derived and explored
Course Outline
The Higher Physics course has been designed to provide a progression from the National 5 Physics course.
The course aims to assist students towards an understanding of the use of mathematical models and techniques for describing the behaviour of nature. The course seeks to illustrate and emphasise situations where the principles of physics are used and applied, in order to promote the student’s awareness that physics involves interaction between theory and practice.
Our Dynamic Universe
- Equations of motion
- Forces and Energy
- Collisions and Explosions
- Gravitation
- Special Relativity
- The Expanding Universe
Particles and Waves
- Standard Model of the Atom Nuclear Reactions
- Forces on Charged Particles
- Particles from space
- Wave Particle Duality
- Interference and Diffraction
- Refraction
- Spectra
Electricity
- AC
- Electrical circuits
- Internal Resistance
- Capacitors
- Semi Conductors
Researcing Physics
Assessment
To gain Higher Physics learners must pass the course assessment (Assignment and Question Paper). The Course Assessment consists of an Assignment and a Question Paper which is in two sections. These are marked externally by SQA
Progression
An A or B grade in Higher Physics progresses to Advanced Higher Physics.
Physics - Advanced Higher
Unit 1: Rotational Motion and Astrophysics
Unit 2: Quanta and Waves
Unit 3: Electromagnetism
What skills will my child develop?
- A critical understanding of the role of Physics in scientific issues and relevant applications, including the impact these could make on the environment/society
- Knowledge and understanding of Physics
- The skills to carry out complex practical scientific activities, including the use of risk assessments, technology, equipment and materials
- Scientific inquiry and investigative skills, including planning and experimental design
- Analytical thinking skills, including critical evaluation of experimental procedures in a Physics context
- Problem solving skills in a Physics context
- An understanding of scientific literacy using a wide range of resources in order to communicate complex ideas and issues and to make scientifically informed choices
- Skills of independent/autonomous working in Physics
What will my child experience during the course?
- Active, collaborative and independent learning
- A blend of classroom approaches: practical tasks (experiments and project work); whole class or small group discussions; direct interactive teaching
- Space for personalisation and choice
- Applying learning to new situations
- Embedding literacy skills: selecting and assessing information, presenting findings; evaluating; debating; listening; reading; writing
- Embedding numeracy skills: recording and displaying data in graphs/ tables; accuracy; interpreting and assessing data; using technologies
Course Outline
The Advanced Higher Physics course has been designed to provide a progression from the Higher Physics course.
The course aims to assist students towards an understanding of the use of mathematical models and techniques for describing the behaviour of nature. The course seeks to illustrate and emphasise situations where the principles of physics are used and applied, in order to promote the student’s awareness that physics involves interaction between theory and practice. An opportunity for engaging in some independent research is provided through the project
Rotational Motion and Astrophysics
- Equations of motion by calculus
- Angular motion
- Rotational motion
- Gravitation
- General relativity
- Stellar Physics
Quanta and Waves
- Introduction to quantum theory
- Particles from space
- Simple harmonic motion
- Waves
- Interference
- Polarisation
Electromagnetism
- Electric and magnetic fields
- Capacitors and inductors in a.c. and d.c. circuits
- Electro-magnetic radiation
Assessment
An experimental project must be undertaken, written up and sent for external assessment. This is worth 30 marks scaled to 40. There is a final exam, which is externally marked and is worth 155 scaled to 120 marks.
Progression
Advanced Higher progresses onto Higher Education courses (College and University).
Classical Studies - National 4
Section 1: Life in Classical Greece
Section 2: Classical Literature
Section 3: Life in the Roman World
The National 4 Classical Studies course introduces learners to an ancient world that continues to influence our daily lives. To do this, learners will use a mixture of myths, ancient history and archaeology, using sources written in English.
What skills will my child develop?
- Exploring, analysing, describing and explaining
- Developing a detailed knowledge and understanding of classical themes such as leadership, conflict and women in society
- Developing a detailed knowledge and understanding of religious, political, social, moral and cultural aspects of life in classical Greek and Roman societies
- Applying this knowledge and understanding to draw comparisons between the classical and modern worlds
- Evaluating the origin, purpose, content/context of historical sources
- Handling a variety of ancient primary and secondary sources e.g. letters, epic poems, ancient graffiti, ancient objects
- Drawing reasoned conclusions about universal ideas, themes and values
- Presenting information and views
- Researching, organising and analysing information
- Decision-making, problem-solving and thinking independently
What will my child experience during the course?
- Active and independent and collaborative learning
- A blend of classroom: whole class, small group or one to one discussions
- Space for personalisation and choice
- Collaborative learning: through discussion/debate, in groups (to research a topic and share findings with the class)
- Embedding literacy skills, selecting and assessing information, presenting findings, evaluating, debating, listening, reading, writing
What will Lasswade High School offer?
- The Greek topic, Life in Classical Greece, offers the opportunity to study and explore the role of myth in ancient religion, as well as studying how the foundations of citizenship and democracy were shaped by the daily lives of Athenians from the 5th-century BC
- The Classical Literature topic, which will focus on Homer’s Odyssey, offers the opportunity to explore how some of the greatest stories of ancient Greek mythology inform us both about the classical world and how we view the world today
- Through the Roman topic, Life in the Roman World, learners will use the unique evidence preserved by the eruption of Pompei to uncover how Romans both made a living and entertained themselves. The practice of Roman religion is also studied.
Assessment
- To gain National 4 Classical Studies, learners must pass all Units
- Units are assessed as pass or fail by the school (following SQA external quality assurance to meet national standards)
- Unit Assessment could be digital presentations, posters, leaflets, extended writing. Students may use these to build a portfolio to show their progress through the Units.
Classical Studies - National 5
Section 1: Life in Classical Greece
Section 2: Classical Literature
Section 3: Life in the Roman World
The National 5 Classical Studies course introduces learners to an ancient world that continues to influence our daily lives. To do this, learners will use a mixture of myths, ancient history and archaeology, using sources written in English.
What skills will my child develop?
- Exploring, analysing, describing and explaining
- Developing a detailed knowledge and understanding of classical themes such as leadership, conflict and women in society
- Developing a detailed knowledge and understanding of religious, political, social, moral and cultural aspects of life in classical Greek and Roman societies
- Applying this knowledge and understanding to draw comparisons between the classical and modern worlds
- Evaluating the origin, purpose, content/context of historical sources
- Handling a variety of ancient primary and secondary sources e.g. letters, epic poems, ancient graffiti, ancient objects
- Drawing reasoned conclusions about universal ideas, themes and values
- Presenting information and views
- Researching, organising and analysing information
- Decision-making, problem-solving and thinking independently
What will my child experience during the course?
- Active and independent and collaborative learning
- A blend of classroom: whole class, small group or one to one discussions
- Space for personalisation and choice
- Collaborative learning: through discussion/debate, in groups (to research a topic and share findings with the class)
- Embedding literacy skills, selecting and assessing information, presenting findings, evaluating, debating, listening, reading, writing
What will Lasswade High School offer?
- The Greek topic, Life in Classical Greece, offers the opportunity to study and explore the role of myth in ancient religion, as well as studying how the foundations of citizenship and democracy were shaped by the daily lives of Athenians from the 5th-century BC
- The Classical Literature topic, which will focus on Homer’s Odyssey, offers the opportunity to explore how some of the greatest stories of ancient Greek mythology inform us both about the classical world and how we view the world today
- Through the Roman topic, Life in the Roman World, learners will use the unique evidence preserved by the eruption of Pompei to uncover how Romans both made a living and entertained themselves. The practice of Roman religion is also studied.
Assessment
- To gain National 5 Classical Studies, learners must pass two forms of assessment (the Assignment and Question paper)
- The Assignment is worth 20% - a report on a classical studies topic or issue of the students own choice. It is researched in advance and written up under exam conditions.
- There is also a Question Paper which is worth 80% of their overall grade
Geography - National 4
Unit 1: Physical Environment
- Glaciated Landscapes
- Coastal Landscapes
- Weather
Unit 2: Human Environments
Unit 3: Global Issues
- Environmental Hazards
- Health
What skills will my child develop?
- To be able to describe and explain our changing world and its human and physical processes
- To develop a geographical perspective on environmental and social issues
- An interest in, and concern for, the environment, leading to sustainable development and environmental stewardship
- To be able to use, interpret and explain a range of geographical information including maps and data
- The ability to investigate, research, critically evaluate and communicate information and findings through fieldwork
- An awareness of G.I.S (Geographical Information Systems) e.g. using ICT.
What will my child experience during the course?
- Active and independent learning through self and peer evaluations, reflecting on learning, setting targets, evaluating progress
- A blend of classroom approaches including practical and experiential learning through fieldwork; group work; whole class learning and teaching; discussion and debate; outdoor learning
- Collaborative learning: learners can work in groups; inter-curricular projects with the sciences and other social studies
- Space for personalisation and choice: learners may choose their Added Value Unit topic and methods of researching and presenting evidence, including field work
- Embedding literacy and numeracy skills: researching and presenting information; evaluating; communicating.
What will Lasswade High School offer?
- Teacher presentation of topic / skills
- Self & Peer assessment as well as teacher assessment
- Student presentations
- Films and documentaries regarding a variety of Geographical Issues
- Guest Speakers e.g. Heriot-Watt University
- A variety of fieldtrips in the local area to carry out fieldwork research for the Added Value Unit e.g. Edinburgh city centre
Assessment
- To gain National 4 students must pass all outcomes from each Unit
- The Added Value Unit will involve students selecting, researching and presenting findings on an issue of their choice by applying their knowledge and understanding to data they have collected during a fieldtrip
London Field Trip
- To gain National 4 students must pass all outcomes from each Unit
- The Added Value Unit will involve students selecting, researching and presenting findings on an issue of their choice by applying their knowledge and understanding to data they have collected during a fieldtrip.
The trip includes return train fair, accommodation at a YHA Youth Hostel, visits to Bletchley Park, the Queen Elizabeth Olympic Park, the Houses of Parliament, the Natural History Museum and a West End show.
Geography - National 5
Unit 1: Physical Environment
- Glaciated Landscapes
- Coastal Landscapes
- Weather
Unit 2: Human Environments
Unit 3: Global Issues
- Environmental Hazards
- Health
What skills will my child develop?
- To be able to describe and explain our changing world and its human and physical processes
- To develop a geographical perspective on environmental and social issues
- An interest in, and concern for, the environment, leading to sustainable development and environmental stewardship
- To be able to use, interpret and explain a range of geographical information including maps and data
- The ability to investigate, research, critically evaluate and communicate information and findings through fieldwork
- An awareness of G.I.S (Geographical Information Systems) e.g. using ICT.
What will my child experience during the course?
- Active and independent learning through self and peer evaluations, reflecting on learning, setting targets, evaluating progress
- A blend of classroom approaches including practical and experiential learning through fieldwork; group work; whole class learning and teaching; discussion and debate; outdoor learning
- Collaborative learning: learners can work in groups; inter-curricular projects with the sciences and other social studies
- Space for personalisation and choice: learners may choose their Added Value Unit topic and methods of researching and presenting evidence, including field work
- Embedding literacy and numeracy skills: researching and presenting information; evaluating; communicating.
What will Lasswade High School offer?
- Teacher presentation of topic / skills
- Self & Peer assessment as well as teacher assessment
- Student presentations
- Films and documentaries regarding a variety of Geographical Issues
- Guest Speakers e.g. Heriot-Watt University
- A variety of fieldtrips in the local area to carry out fieldwork research for the Added Value Unit e.g. Edinburgh city centre
Assessment
- To gain National 5 Geography, learners must pass two forms of assessment (the Assignment and Question Paper)
- The Assignment is worth 20% – a report on a geographical issue from fieldwork carried out during a fieldtrip to Edinburgh city centre It is researched in advance and written up under exam conditions
- There is also a Question Paper which is worth 80% of their overall grade
- Both are marked externally by the SQA and will be graded A-D or as No Award
London Field Trip
- To gain National 4 students must pass all outcomes from each Unit
- The Added Value Unit will involve students selecting, researching and presenting findings on an issue of their choice by applying their knowledge and understanding to data they have collected during a fieldtrip.
The trip includes return train fair, accommodation at a YHA Youth Hostel, visits to Bletchley Park, the Queen Elizabeth Olympic Park, the Houses of Parliament, the Natural History Museum and a West End show.
Progression
National 5 progresses onto Higher Geography
Geography - Higher
Unit 1: Physical Environments
- Biosphere
- Lithosphere
- Hydrosphere
- Atmosphere
Unit 2: Human Environments
Unit 3: Global Issues
- River Basin Management
- Development and Health
Unit 4: Application of Geographical Skills
What skills will my child develop?
- Use a wide range of geographical skills and techniques
- Understand the complexity of ways in which people and the environment interact in response to physical and human processes on local, national, international and global scales
- Understand spatial relationships and the complexity of the changing world in a balanced, critical and sympathetic way
- Develop a geographical perspective on environmental and social issues and their significance
- Develop an interest in, understanding of, and concern for the environment and sustainable development
What will my child experience during the course?
- Active and independent learning through self and peer evaluations, reflecting on learning, setting targets, evaluating progress
- A blend of classroom approaches including practical and experiential learning through fieldwork; group work; whole class learning and teaching; discussion and debate; outdoor learning and lectures
- Collaborative learning: learners can work in groups; inter-curricular projects with the sciences and other social studies
- Space for personalisation and choice: learners may choose their Assignment topic and research methodology, including field work
- Embedding literacy and numeracy skills: researching and presenting information; evaluating; communicating
What will Lasswade High School offer?
- Films and documentaries with a variety of Geographical Issues
- Engaging lessons
- Guest Speakers from Universities and industry
- Outdoor Learning
- Coastal fieldwork in North Berwick
Urban fieldwork in Bonnyrigg/Edinburgh
Assessment
- To gain Higher Geography, learners must pass all three units (Physical Environments, Human Environments and Global Issues) and the course assessments. The course assessment consists of two question papers and an assignment
- Question paper one (100 marks) will assess students’ knowledge of the topics of Physical Environments and Human Environments
- Question paper two (60 marks) will assess students’ knowledge of the topics of Global Issues and their map reading and decision making skills
- The Assignment is a fieldwork research project (30 marks) which is based on fieldwork data collected from during either a fieldtrip to the coast or to local urban areas and then produced in exam conditions
- Higher Geography is graded from A to D or No Award
Progression
Higher progresses onto Advanced Higher Geography
Geography - Advanced Higher
What skills will my child develop?
- Learners will develop a wide range of geographical methods and techniques including mapping skills, graphical techniques and a range of statistical techniques for analysing and interpreting geographical data
- Learners will develop a wide range of investigating skills while undertaking independent research such as scoping or identifying appropriate research topics; how to plan and manage a complex programme of research; techniques to source, collect and record appropriate and reliable primary and secondary information; methods of independent fieldwork; techniques to present findings using appropriate conventions; and how to evaluate research methodology
What will my child experience during the course?
- Teacher presentation of topic / skills
- Seminar/Tutorials – student led
- Student presentations
- Class debates
- Creative activities
- ICT (iPads and journal articles)
- Collaborative learning
- Skills practice – scaffolding
- Self & Peer assessment as well as teacher assessment
Course Outline
What will Lasswade High School offer?
Assessment
Component 1: Question Paper
This question paper will give learners an opportunity to demonstrate the following skills and knowledge and understanding:
- Knowledge of a wide range of geographical methods and techniques and understanding of the contexts in which they ought to be used
- Application of a wide range of geographical methods and techniques including mapping skills, research/fieldwork skills, graphical techniques and statistical techniques for analysing and interpreting geographical data
- 3 sections: Map Interpretation, Data-gathering and processing techniques and Geographical data-handling
Worth 50 marks exam duration 2hrs 30 minutes
Component 2: Project folio
Section A: Geographical Study; Fieldwork 60 marks
Section B: Geographical Issue; Essay: 40 marks
- The purpose of this project folio is to demonstrate challenge and application by demonstrating skills, knowledge and understanding through undertaking independent research into a geographical study and a current complex geographical issue
- The project folio is geared towards independent choice of topic and location for the Geographical Study and topical issue for the Geographical Issue
- Topics for the Geographical Study could include;
- Coasts, Rivers, Glaciation, Urban or Rural
- Previous topics for the Geographical Issue were;
- ‘Over population; too big a problem to ignore?’
- ‘GM Food; is this the solution to world hunger?’
- ‘Has the Ebola Outbreak affected the actions of fighting Malaria in Western Africa?’
Progression
The academic skills of self directed research, synthesis , analysis and evaluation of source material acquired in this courses provides valuable training for a wide range of occupations such as law, accountancy, librarian, teacher, civil service, banking, politics, journalism, archaeology, Historic Scotland, museums, media, publishing, human resource management, archivist, insurance, intelligence work and police.
History - National 4
Unit 1 (Scottish) : The Era of the Great War, 1900-1928
Unit 2 (European & World): Hitler and Nazi Germany, 1919 - 1939
Unit 3 (British): The Atlantic Slave Trade 1770 - 1807
What skills will my child develop?
- Applying skills, knowledge and understanding of historical events
- Exploring, analysing, evaluating historical information
- The ability to comment on the origin and content of historical sources
- Researching and using information collected from a wide range of historical sources and presenting findings
- Explaining historical events and drawing straightforward conclusions
- Investigating factors contributing towards historical developments
- Explaining the impact of historical events
- Decision making and problem solving
What will my child experience during the course?
- Active and independent and collaborative learning
- A blend of classroom: whole class, small group or one to one discussions
- Space for personalisation and choice
- Collaborative learning: through discussion/debate, in groups (to research a topic and share findings with the class)
- Embedding literacy skills, selecting and assessing information, presenting findings, evaluating, debating, listening, reading, writing
What will Lasswade High School offer?
- The Scottish topic, Scotland and the Great War, offers the opportunity to study and explore Scots experiences on the Western Front, as well as studying life for people at home
- The European and World topic, Hitler and Nazi Germany, offers a study of attempts to establish democracy in Weimar Germany, the reasons for its collapse, the rise of Hitler and features of the Nazi State
- Through the British topic, The Atlantic Slave Trade, learners explore the nature of the slave trade in the late eighteenth century, changing attitudes towards it in Britain and the pressures which led to its abolition
- History Fieldtrips include the World War 1 Battlefields trip
- Study support is also available
Assessment
- To gain National 4, students must pass all Units
- Units are assessed as pass or fail by the school (following SQA external quality assurance to meet national standards)
- Unit Assessment could be digital presentations, posters, leaflets, extended writing. Students may use these to build a portfolio to show their progress through the Units.
Progression
National 4 progresses onto National 5 History.
History - National 5
Unit 1 (Scottish): The Era of the Great War, 1900- 1928
Unit 2 (European & World): Hitler and Nazi Germany, 1919 - 1939
Unit 3 (British): The Atlantic slave trade 1770 - 1807
What skills will my child develop?
- Exploring, analysing, describing and explaining
- Developing a detailed knowledge and understanding of historical themes and events
- Evaluating the impact of historical developments
- Evaluating the origin, purpose, content/context of historical sources
- Handling a variety of primary and secondary sources e.g. print, photographs, newspaper archives, oral recordings
- Drawing reasoned conclusions
- Presenting information and views
- Researching, organising and analysing information
- Decision-making and problem-solving
- Communicating for different purposes
- Thinking independently
What will my child experience during the course?
- Active and independent and collaborative learning
- A blend of classroom: whole class, small group or one to one discussions
- Space for personalisation and choice
- Collaborative learning: through discussion/debate, in groups (to research a topic and share findings with the class)
- Embedding literacy skills, selecting and assessing information, presenting findings, evaluating, debating, listening, reading, writing
What will Lasswade High School offer?
- The Scottish topic, Scotland and the Great War, offers the opportunity to study and explore Scots experiences on the Western Front, as well as studying life for people at home as the war began to impact every aspect of life during and after the war
- The European and World topic, Hitler and Nazi Germany, offers a study of attempts to establish democracy in Weimar Germany, the reasons for its collapse, the rise of Hitler and features of the Nazi State
- Through the British topic, The Atlantic Slave Trade, learners explore the nature of the slave trade in the late eighteenth century, changing attitudes towards it in Britain and the pressures which led to its abolition. Themes of rights, exploitation and culture are studied
- History Fieldtrips – World War 1 Battlefields
- Supported study
Assessment
- To gain National 5 History, learners must pass two forms of assessment (the Assignment and Question Paper)
- The Assignment is worth 20% – a report on a historical issue of the student’s own choice. It is researched in advance and written up under exam conditions
- There is also a Question Paper which is worth 80% of their overall grade. Both are marked externally by the SQA and will be graded A-D or as No Award
Progression
National 5 progresses onto Higher History.
History - Higher
Unit 1: Scottish History Unit 2: British History Unit 3: European and World History
What skills will my child develop?
- Develop a conceptual understanding of the past and an ability to think independently
- Apply a detailed historical perspective in a range of contexts
- Analyse various interpretations of historical sources and critically evaluate a variety of views
- Understand the relationship between factors contributing to, and the impact of, historical events
- Analyse, evaluate and synthesise historical information
- Research complex historical issues, drawing well-reasoned conclusions.
What will my child experience during the course?
- Develop a coherent and balanced understanding of Scottish, British, European and World history
- Develop thinking skills
- Develop skills in literacy through using and synthesising information in a variety of ways
- Research and investigate themes and events
- Synthesise information from a wide range of sources to produce detailed and reasoned lines of argument
What will Lasswade High School offer?
- Unit 1: Migration and Empire, 1830-1939
- Unit 2: Britain, 1850-1950
- Unit 3: USA, 1918-1969
- Assignment: Student choice
Assessment
- To gain Higher History, learners must pass all three units and the course assessments. The course assessment consists of two question papers and an assignment
- Question paper one will assess students’ knowledge of the British and European and World topics and their essay writing skills
- Question paper two will assess students’ knowledge of the Scottish topic and their source handling skills
- The Assignment is a research project which is prepared for and then produced in exam conditions
- Higher History is graded from A to D or No Award.
Progression
Higher History progresses onto Advanced Higher History.
History - Advanced Higher
Historical Study Unit:
Russia: from Tsarism to Stalinism, 1914-1945
Pupils will have the opportunity to study one of the most fascinating periods and countries in world history. Few countries have such a colourful and vivid history as Russia. This unit will allow pupils to study social, economic, political and military history within one in-depth area of study.
Historical Research Unit:
Dissertation
Pupils will choose, research, plan and write a 4000 word dissertation on an issue within Russian History. This is an excellent opportunity for young people to develop the essential skills required for further or higher education.
What skills will my child develop?
History has been highlighted as developing skills required for further education, higher education, training or employment. Skills which will be developed in Advanced Higher History include:
- Evaluating a wide range of historical sources which have some complex features, taking into account their provenance, content and historical and historiographical contexts
- Engaging with the views of a range of historians
- Sustaining a coherent line of argument
- Drawing well-reasoned conclusions supported by detailed evidence
- Identifying appropriate research issues
- Planning and managing a complex programme of research
- Sourcing, collecting and recording appropriate and reliable information
- Evaluating, analysing and synthesising evidence
- Understanding how to organise, present and reference findings using appropriate conventions
- Literacy skills through extended writing
- Cooperative skills through working in pairs and in groups in order to complete activities and projects
- Independent learning skills
What will my child experience during the course?
- Teacher presentation of topic / skills
- Seminar/Tutorials – student led
- Student presentations
- Class debates
- Detective work
- Creative activities
- ICT (iPads and journal articles)
- Collaborative learning / circle time
- Skills practice – scaffolding
- Self & Peer assessment as well as teacher assessment
Assessment
Each Unit will be assessed where the learner must display evidence or ability to:
- Draw on factual and theoretical knowledge and Understanding of complex historical issues
- Critically analyse a range of historical sources
- Critically evaluate the causes or impact of complex historical developments
- The ability to carry out independent research on complex historical issues
Progression
The academic skills of self directed research, synthesis , analysis and evaluation of source material acquired in this course provides valuable training for a wide range of occupations such as law, accountancy, librarian, teacher, civil service, banking, politics, journalism, archaeology, Historic Scotland, museums, media, publishing, human resource management, archivist, insurance, intelligence work and police
RMPS - National 4
Unit 1: World Religion
Unit 2: Morality and Belief
Unit 3: Religious and Philosophical Questions
What skills will my child develop?
- 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
- Straightforward factual knowledge and understanding of the impact and significance of religion today
- Expressing reasoned views about contemporary moral questions
- Critical thinking and philosophical enquiry
- Making comparisons
- Putting values or beliefs into action to benefit others
- Making informed moral decisions
- Researching and communicating findings on RMPS topics or issues
- Commenting on the meaning and context of sources
What will my child experience during the course?
- Active and independent learning by setting targets, reflecting on learning, evaluating progress
- A blend of classroom approaches including learning from each other, in partnership and in teams as well as through whole class learning
- Collaborative learning: working with others will enable learners to understand and respect the views and perspectives of others
- Space for personalisation and choice: learners select topics from one of the world’s six major religions and can choose their issue for their Added Value Unit (Assignment)
- Applying learning
- Embedding literacy skills: researching and presenting information; evaluating; discussing; listening; talking
- The Added Value Unit consists of an Assignment in which learners investigate an issue or topic of their choice in greater depth.
What will Lasswade High School offer?
This is a fascinating contemporary course. It looks at relevant moral issues in today’s society. It is particularly suited to students with philosophical and inquiring minds
Assessment
- To gain National 4, learners must pass all Units
- Units are assessed as pass or fail by the school/centre (following SQA external quality assurance to meet national standards)
- Unit assessment (or ‘evidence of learning’) could be digital or spoken presentations, posters, leaflets, extended writing, notes or podcasts. Learners may use these to build a portfolio to show their progress through the Units
- Pupils will need to complete an Assignment on a moral issue of their choice in order to achieve National 4
Progression
National 4 progresses onto National 5.
RMPS - National 5
Unit 1: World Religion Unit 2: Morality and Belief Unit 3: Religious and Philosophical Questions
What skills will my child develop?
- Detailed factual and abstract knowledge and understanding of beliefs, practices and sources related to world religions
- Detailed factual knowledge and understanding of religious, moral and philosophical questions and responses to them • detailed factual and theoretical knowledge and understanding of the impact and significance of religion today
- Expressing detailed and reasoned views about contemporary moral questions
- Critical thinking and philosophical enquiry
- Making comparisons
- Putting values or beliefs into action to benefit others
- Making informed moral decisions
- Researching, processing and analysing information in detail
- Commenting on the meaning and context of sources
What will my child experience during the course?
- A World Religion; we will study the beliefs and practices of Islam. This will include a visit to an appropriate Holy building or centre
- Medicine and the Human Body; Students will study issues such as euthanasia and embryo research
- Religious and Philosophical Questions; Students will consider aspects of Science and Religion such as the existence of God, The Big Bang and Darwin’s Theory of Evolution
What will Lasswade High School offer?
- This is a fascinating contemporary course. It looks at relevant moral issues in today’s society. It is particularly suited to students with philosophical and inquiring minds
Assessment
- The first three units will be assessed in class as an open book task
- The assignment which is worth 20% of the final mark, will be written up as a report in exam conditions
- The final exam will be an external assessment based on the content of the first three units. This will be out of a total of 80 marks
Progression
National 5 progresses onto Higher Religious, Moral and Philosophical Studies.
RMPS - Higher
Unit 1: World Religion
Unit 2: Morality and Belief
Unit 3: Religious and Philosophical Questions
What skills will my child develop?
- Critically analyse, reflect on and express reasoned views about religious, moral and philosophical questions and their impact
- Investigate religious, moral and philosophical questions and responses
- Express detailed, reasoned and well-structured views
- Gain in-depth factual and abstract knowledge and understanding of beliefs, practices and sources related to world religions
- Gain in-depth factual and theoretical knowledge and understanding of religious, moral and philosophical questions and responses to them
What will my child experience during the course?
- Investigate and express detailed, reasoned and well-structured views about religious, moral and philosophical topics or issues
- Students will study Islam, beliefs and practices
- Enquire into and evaluate contemporary moral questions and responses. This will either focus on medical ethics or religion and justice
- Critically analyse religious and philosophical questions and responses, particularly in relation to the arguments for and against the existence of God
Assessment
- To gain Higher RMPS, learners must complete three units of study, an assignment and a final exam
- The course assessment consists of an Assignment and two Question Papers. The final exam and the assignment are both marked externally by the SQA. Higher RMPS is graded from A to D.
Progression
Higher progresses onto Advanced Higher Religious, Moral and Philosophical Studies.
Travel and Tourism - National 4
Unit 1: Employability
Unit 2: Customer Service
Unit 3: Scotland
Unit 4: UK and Worldwide
What skills will my child develop?
- Skills to become effective job-seekers and employees
- Skills to deal effectively with all aspects of customer care and customer service in travel and tourism
- The knowledge and understanding of the travel industry across Scotland and further afield alongside the ability to engage with a fast growing industry
What will my child experience during the course?
The Skills for Work: Travel and Tourism course is designed to provide an appropriate introductory qualification in travel and tourism for learners. This course will build on the initial skills required for the travel and tourism industry. The course will enable learners to experience, develop and reflect on general and specific practical skills, knowledge and understanding, together with employability skills and attitudes needed to work in the travel and tourism industry. In this course, and its component Units, there will be an emphasis on skills development and the application of those skills.
The specific aims of the course are:
- Prepare learners for work in the travel and tourism industry
- Develop customer care skills
- Understanding the importance of personal presentation
- Develop Skills to become effective job-seekers and employees in the Travel and Tourism Industry
- Develop a positive and responsible attitude to work and an understanding of the workplace
- Develop communication skills
- Develop detailed product knowledge and skills to deal effectively with customer enquiries
- Develop skills in reviewing and evaluating and planning for the future
- Prepare candidates for further learning, study and training opportunities in the Travel and Tourism industry
What will Lasswade High School offer?
- Active and independent learning through self and peer evaluations, setting targets
- A blend of classroom approaches including outdoor learning visits; teamwork approaches; whole class learning; staff-led questioning; discussion and debate
- Collaborative learning: in groups and with others locally, nationally and internationally
- Applying learning
- Embedding literacy and numeracy skills: researching and presenting information
Assessment
Assessment approaches will be proportionate, fit for purpose and will promote best practice, enabling learners to achieve the highest standards they can.
- To gain National 4, students must pass all Units
- Units are assessed as pass or fail by the school
- Unit assessment might include digital or oral presentations, recorded DVD/video, written work, podcasts, wall displays, and extended writing, recording of interview or a portfolio of work
Progression
Travel and Tourism National 4 progresses to National 5 Travel and Tourism, Geography, Higher Geography, Further Education, Training or employment in the Industry
Travel and Tourism - National 5
Unit 1: Employability
Unit 2: Customer Service
Unit 3: Scotland
Unit 4: UK and Worldwide
What skills will my child develop?
- Skills to become effective job-seekers and employees
- Skills to deal effectively with all aspects of customer care and customer service in travel and tourism
- The knowledge and understanding of the travel industry across Scotland and further afield alongside the ability to engage with a fast growing industry
What will my child experience during the course?
The Skills for Work: Travel and Tourism course is designed to provide an appropriate introductory qualification in travel and tourism for learners. This course will build on the initial skills required for the travel and tourism industry. The course will enable learners to experience, develop and reflect on general and specific practical skills, knowledge and understanding, together with employability skills and attitudes needed to work in the travel and tourism industry. In this course, and its component Units, there will be an emphasis on skills development and the application of those skills.
The specific aims of the course are:
- Prepare learners for work in the travel and tourism industry
- Develop customer care skills
- Understanding the importance of personal presentation
- Develop Skills to become effective job-seekers and employees in the Travel and Tourism Industry
- Develop a positive and responsible attitude to work and an understanding of the workplace
- Develop communication skills
- Develop detailed product knowledge and skills to deal effectively with customer enquiries
- Develop skills in reviewing and evaluating and planning for the future
- Prepare candidates for further learning, study and training opportunities in the Travel and Tourism industry
What will Lasswade High School offer?
- Active and independent learning through self and peer evaluations, setting targets
- A blend of classroom approaches including outdoor learning visits; teamwork approaches; whole class learning; staff-led questioning; discussion and debate
- Collaborative learning: in groups and with others locally, nationally and internationally
- Applying learning
- Embedding literacy and numeracy skills: researching and presenting information
Assessment
Assessment approaches will be proportionate, fit for purpose and will promote best practice, enabling learners to achieve the highest standards they can.
- To gain National 5, students must pass all Units
- Units are assessed as pass or fail by the school
- Unit assessment might include digital or oral presentations, recorded DVD/video, written work, podcasts, wall displays, and extended writing, recording of interview or a portfolio of work
Progression
Travel and Tourism National 5 progresses to National 5 Geography, Higher Geography, Further Education, Training or employment in the Industry
Modern Studies - National 4
Unit 1: Democracy in Scotland and the United Kingdom
Unit 2: Social Issues in the United Kingdom
Unit 3: International Issues
What skills will my child develop?
- Straightforward knowledge and understanding of the main democratic processes, institutions and organisations in Scotland and/or the UK
- Straightforward knowledge and understanding of the causes of crime, the impact of crime, the police, punishments, the legal system and the government in tackling crime
- Straightforward knowledge and understanding of a world power (The USA) focusing on the political system, its international relations and inequalities within the USA
- Straightforward knowledge of the Nuclear Threat, its causes and consequences, and attempts at resolution
- A range of research and information handling skills
- The ability to draw valid conclusions from evidence
- Critical thinking skills such as explaining, analysing, evaluating
What will my child experience during the course?
- Active and independent learning through self and peer evaluations, reflecting on learning, setting targets, learning logs
- A blend of classroom approaches including visits and real life contexts; teamwork approaches; whole class learning; staff-led questioning; discussion and debate
- Collaborative learning: in groups and with others locally, nationally and internationally
- Space for personalisation and choice: learners may choose their Assignment topic and their methods of researching and presenting evidence
- Applying learning
- Embedding literacy and numeracy skills: researching and presenting information; evaluating; communicating
What will Lasswade High School offer?
- Democracy in Scotland and the UK
- Crime and the Law
- The Nuclear Threat or the USA
Assessment
- To gain National 4, learners must pass all Units
- Units are assessed as pass or fail by the school/centre (following SQA external quality assurance to meet national standards)
- Unit assessment (or ‘evidence of learning’) might include digital or oral presentations, recorded DVD/video, written work, podcasts, wall displays, and extended writing. A portfolio of work may be prepared
- The Added Value Unit (Assignment) will involve learners in selecting, researching and presenting findings on an issue of their choice, applying their knowledge and understanding
Progression
National 5 progresses onto Higher Modern Studies.
Modern Studies - Nat 5
Unit 1: Democracy in Scotland and the United Kingdom
Unit 2: Social Issues in the United Kingdom
Unit 3: International Issues
What skills will my child develop?
- Detailed knowledge and understanding of the main democratic processes, institutions and organisations in Scotland and/or the UK
- Detailed knowledge and understanding of causes of crime, the impact of crime, the police, punishments, the legal system and the government in tackling crime
- Detailed knowledge and understanding of a world power (The USA) focusing on the political system, its international relations and inequalities within the USA
- Detailed knowledge of the Nuclear Threat, its causes and consequences, and attempts at resolution
- A range of research and information handling skills
- The ability to draw valid conclusions from evidence
- Critical thinking skills such as explaining, analysing, evaluating
What will my child experience during the course?
- Active and independent learning through self and peer evaluations, reflecting on learning, setting targets, and progress tracking
- A blend of classroom approaches including visits and real life contexts; teamwork approaches; whole class learning; staff-led questioning; discussion and debate
- Collaborative learning: in groups and with others locally, nationally and internationally
- Space for personalisation and choice: learners may select topics within units, choose their Assignment topic and their methods of researching and presenting evidence
- Applying learning
- Embedding literacy and numeracy skills: researching and presenting information including statistics; evaluating; communicating
What will Lasswade High School offer?
- Democracy in Scotland and the UK
- Crime and the Law
- The Nuclear Threat or USA
Assessment
- To gain National 5, learners must pass the Course Assessment (Assignment and Question Paper)
- The Course Assessment consists of an Assignment and a Question Paper
- During the Assignment Learners will research a topical issue and write up their findings (in timed conditions of one hour)
- The Question Paper consists of 9 knowledge based questions and 3 skills based questions
- The Course Assessment will be marked by the SQA and graded A to D
- The Assignment is worth 20% of the overall grade
- The Question Paper is worth 80% of the overall grade
London Trip
This is open to all Senior students especially those studying Geography, History and/or Modern Studies. This trip is planned to take place in June 2023 and will cost approx. £300 each. The trip includes return train fare, accommodation at a YHA Youth Hostel, visits to Bletchley Park, the Queen Elizabeth Olympic Park, the Houses of Parliament, the Natural History Museum and a West End show. More details to follow.
Visit
The course includes a visit from our Community Police officer and MP.
Progression
National 5 progresses onto Higher Modern Studies
Modern Studies - Higher
Unit 1: Democracy in Scotland and the United Kingdom
Unit 2: Social Issues in the United Kingdom
Unit 3: International Issues
What skills will my child develop?
- Develop a range of research and evaluation skills
- Understand the democratic process and complex political issues
- Understand complex social and economic issues at local, Scottish, national and international levels
- Understand different views about the extent of state involvement in society
- Understand the nature and processes of conflict resolution
- Understand the importance of human and legal rights and responsibilities and their application in different societies.
What will my child experience during the course?
- Achieve an understanding of contemporary society and their place in it
- Research, understand and use a wide range of evidence on contemporary issues
- Evaluate, analyse and synthesise evidence in order to detect and explain the degree of objectivity
- Make and justify decisions and draw. conclusions with supporting evidence
- Construct complex arguments in a balanced and structured way
- Communicate, by a variety of means, views, opinions, decisions and conclusions based on evidence.
What will Lasswade High School offer?
- Section One: Democracy in Scotland and the United Kingdom
- Section Two: Social inequalities – wealth and health
- Section Three: South Africa
- Assignment – own choice of an issue
Assessment
- The Course Assessment consists of two. Question Papers and an Assignment. These are marked externally by the SQA
- Higher Modern Studies is graded from A to D or as No Award.
Visit
- We visit the Scottish Parliament and have an opportunity to meet MSPs.
London Trip
- This is open to all Senior students especially those studying Geography, History and/or Modern Studies.
- This trip is planned to take place in June 2023 and will cost approx. £300 each.
The trip includes return train fare, accommodation at a YHA Youth Hostel, visits to Bletchley Park, the Queen Elizabeth Olympic Park, the Houses of Parliament, the Natural History Museum and a West End show. More details to follow.
Progression
Higher Modern Studies progresses onto Advanced Higher Modern Studies or other social studies courses.
Modern Studies - Advanced Higher
Modern Studies: Contemporary Issues
In this Unit, learners will develop an in-depth knowledge and understanding of contemporary political/social issues in the United Kingdom and adopt an international comparative approach to their study. Learners will develop skills to critically evaluate a range of sources of information and social science research methods.
Modern Studies: Researching Contemporary Issues
In this Unit, learners will develop skills of: justifying appropriate research issues; planning a programme of research; researching, collecting and recording information; explaining approaches to organising, presenting and referencing findings; and using an appropriate referencing system .
What skills will my child develop?
The main aims of this Course are to enable learners to:
- Analyse the complex political and social processes that lead to an understanding of contemporary society
- Understand and analyse complex political or social issues in the United Kingdom and adopt an international comparative approach
- Develop a range of independent practical research skills leading to carrying out research into a contemporary issue
- Present complex ideas in a range of ways
- Analysing, evaluating, and synthesising a range of sources relating to complex issues
- Develop a knowledge and understanding of social science research methods
- Apply a multidisciplinary approach drawing on analysis from a range of social sciences.
What will my child experience during the course?
- Applying knowledge and understanding of complex political or social issues in the United Kingdom and adopting an international comparative approach
- Analysing complex political/social issues
- Evaluating, analysing and synthesising a wide range of evidence
- Structuring and sustaining detailed lines of argument, leading to reasoned conclusions
- Evaluating the trustworthiness of sources of information
- Critically evaluating research methods
- Justifying appropriate complex, contemporary political/social issue research issues
- Planning a programme of research
- Researching, collecting and recording information
- Explaining approaches to organising, presenting and referencing findings
- Using an appropriate referencing system
- Evaluating research methodology
- Using a wide range of sources of information
- Analysing the issue
- Evaluating arguments and evidence
- Synthesising information to develop a sustained and coherent line of argument, leading to a conclusion, supported by evidence
- Organising, presenting and referencing findings using
- Appropriate conventions
What will Lasswade High School offer?
Social issues: law and order
Within this context, learners will study a range of complex social issues relating to law and order in the United Kingdom (including Scotland). Throughout their study, an international comparative approach should be adopted. Centres and learners have flexibility in the international comparisons they make. It is not required that the countries chosen for comparative study have significantly different political systems, structures or issues from those in the United Kingdom.
Centres and learners may choose to complete a case study of one or more comparator countries; or to focus on different comparator countries for each issue or topic within an area of study.
Assessment
Modern Studies: Contemporary Issues
In this Unit, the learner will be required to give evidence of the ability to:
- Draw on knowledge and understanding to analyse complex political or social issues in the United Kingdom
- Draw well-reasoned conclusions about a complex political or social issue
- Critically evaluate social science research.
Modern Studies: Researching
In this Unit, the learner will be required to give evidence of the ability to
- Develop independent research skills in the context of complex political or social issues.
Course assessment
This will be assessed through a combination of a question paper and a project. The question paper will require demonstration of knowledge, understanding and skills from across the Course. The project will require learners to extend and apply their knowledge and skills and will be sufficiently open and flexible to allow for personalisation and choice.
Visit
The highlight of the course is a visit to Saughton Prison Edinburgh and a workshop in school with the prison governor.
People and Society - National 4 S4 Only
National 4 qualifications build on the learning undertaken within the Broad General Education. These Units require learners to develop:
- Basic knowledge and understanding of the subject
- Apply skills to a range of simple tasks in familiar contexts, with guidance from teachers.
What skills will my child develop?
- Active and independent learning by setting personal targets, reviewing and reflecting on progress and deciding next steps; self and peer evaluation
- A blend of classroom approaches including whole class, small group or one to one discussions; direct interactive teaching; fieldwork, visits or trips; application of skills and knowledge to real-life situations
- Collaborative learning: in groups or pairs to encourage teamwork; with learners in other curricular areas to reinforce and transfer skills; with external partners, as appropriate
- Space for personalisation and choice
- Embedding literacy and numeracy skills: information-handling; presenting findings; evaluating; talking, listening, reading, writing; using IT; gathering data.
What will my child experience during the course?
- Active and independent learning through self and peer evaluations, reflecting on learning, setting targets, evaluating progress
- A blend of classroom approaches including practical and experiential learning through fieldwork; group work; whole class learning and teaching; discussion and debate; outdoor learning
- Collaborative learning: learners can work in groups; inter-curricular projects with the sciences and other social studies
- Space for personalisation and choice: learners may choose their Added Value Unit topic and methods of researching and presenting evidence, including field work
- Embedding literacy and numeracy skills: researching and presenting information; evaluating; communicating.
Assessment
- Learners must pass all Units: 1. Compare and Contrast 2. Making Decisions 3. Investigating Skills 4. Added Value Unit
- Units are assessed as pass or fail by the school/centre (following SQA external quality assurance to meet national standards)
- Unit assessment (or ‘evidence of learning’) might include digital or oral presentations, recorded DVD/video, written work, podcasts, wall displays, extended writing. A portfolio of work may be prepared.
Politics - Higher
Unit 1: Political Theory: Power, Democracy and Political Ideologies
Unit 2: Political Systems: UK and USA Political Systems
Unit 3: Political Parties and Elections: Ideas within Political parties, Political Campaign Management and Voting Behaviour
What skills will my child develop?
Politics has been highlighted as developing skills required for further education, higher education, training or employment. Skills which will be developed in Higher Politics include:
- Evaluating a wide range of sources which have some complex features and drawing conclusions from them
- Engaging with theories and concepts
- Sustaining a coherent line of argument
- Drawing well-reasoned conclusions supported by detailed evidence
- Identifying appropriate research issues
- Planning and managing a complex programme of research
- Sourcing, collecting and recording appropriate and reliable information
- Evaluating, analysing and synthesising evidence
- Understanding how to organise, present and reference findings using appropriate conventions
- Literacy skills through extended writing
- Cooperative skills through working in pairs and in groups in order to complete activities and projects
- Independent learning skills
What will my child experience during the course?
- Teacher presentation of topic / skills
- Seminar/Tutorials – student led
- Student presentations
- Class debates
- Investigative work
- Creative activities
- ICT (iPads and journal articles)
- Collaborative learning
- Skills practice – scaffolding
- Self & Peer assessment as well as teacher assessment.
Assessment
- The Course Assessment consists of two Question Papers and an assignment. These are marked externally by the SQA.
- Higher Politics is graded from A to D or as No Award.
- It would be beneficial to have passed Higher Modern Studies
Psychology - Higher
Psychology Higher will teach you how to explore the human mind and behaviour in a range of contexts. You will learn about some of the ways that thoughts and emotions can affect how we feel and behave. This course will show you how to study and explain human behaviour through academic evidence as well as enhance your employability skills.
What skills will my child develop?
Throughout the course pupils will develop their ability to:
- Analyse and evaluate psychological concepts, theories, and evidence
- Apply knowledge and understanding of psychology to analyse and explain human behaviour
- Understand the research process in psychology, including the ability to evaluate methods and explain ethical and scientific standards
- Use research skills to generate, select, organise, interpret, analyse and evaluate information
What will my child experience during the course?
- Teacher presentation of topics
- Student led discussion
- Investigative work
- Creative activities
- Research
- Carrying out Psychology experiments and surveys
- ICT
- Collaborative learning
- Self & Peer assessment as well as teacher assessment.
What will Lasswade High School offer?
Individual behaviour Candidates analyse individual behaviour, investigate topics and learn how these topics can be explained using psychological theories and research evidence. Candidates evaluate and apply theories to show an understanding of individual human behaviour. They will learn about the different studies and theories which explore why we sleep and dream. Social behaviour Candidates analyse how interaction with others shapes social behaviour. They investigate psychological explanations for social behaviour, and use research evidence to analyse how the thoughts, feelings and behaviours of individuals are influenced by their social environment. Candidates apply psychological knowledge and understanding to explain examples of everyday social behaviour. They will explore why we conform to a group and obey authorities.
Assessment
- Question paper - 2 hours and 40 minutes (80 marks)
- Research assignment – coursework (40 marks)
Sociology - National 5
Unit 1: Human Society
Unit 2: Culture and Identify
Unit 3: Social Issues
The National 5 Sociology course develops candidates’ sense of themselves as part of society. Candidates develop an understanding of society that goes beyond personal experience and they learn to think about human society, social issues, culture and identity from different theoretical points of view.
What skills will my child develop?
Throughout the course pupils will develop their abilities to:
- Identify and describe basic differences between sociological and common-sense explanations of human social behaviour
- Understand society by describing sociological perspectives, theories and concepts
- Describe the sociological significance of relationships among individuals, groups and institutions
- Use investigation skills to find appropriate sources of information
- Organise and interpret information
- Describe the main research methods used in sociology
- Use knowledge and understanding of research and evidence to support explanations
What will my child experience during the course?
- Teacher presentation of topics
- Student led discussion
- Student presentations
- Investigative work
- Creative activities
- ICT
- Collaborative learning
- Self & Peer assessment as well as teacher assessment.
What will Lasswade High School offer?
Human society
Candidates develop an understanding of the sociological approach to studying human societies. They will develop their analytical skills to investigate sociological approaches to studying society and the research methods used. Furthermore, they will consider the relationships that exist among individuals, groups and institutions, as viewed from different sociological perspectives.
Culture and identity
Candidates develop a basic ability to use sociological concepts, theories and research to investigate features of culture and identity in a changing social world. They consider their own and others’ culture, as well as the role of subcultures, to develop an understanding of cultural identity and diversity within societies.
Social issues
Candidates develop a sociological understanding of contemporary social issues such as differential educational achievement and crime. They develop knowledge of sociological theories and the terminology used to explain social issues. They also develop skills in using a range of sources, including research evidence, to justify points of view.
Assessment
The course assessment consists of a question paper and an assignment. These are marked externally by the SQA. The Question Paper takes 2 hours (70 marks) and Assignment is written up over a period of time (30 marks)
Requirements
There is no National 3 or National 4 in Sociology therefore, if taking sociology it would be beneficial to have been recommended for N5 level in English or another of the Social Studies subjects.
Progression
National 5 progresses onto Higher Sociology or other Social Studies courses.
Sociology - Higher
Unit 1: Human Society
Unit 2: Culture and Identify
Unit 3: Social Issues
The Higher Sociology course develops student’s sense of themselves as part of society. The course encourages students to ask questions about the social world in which we live, to challenge common sense views in society and to analyse social interactions through the lens of different theoretical perspectives.
What skills will my child develop?
Throughout the course pupils will develop their ability to:
- Explain sociological perspectives, theories and concepts
- Explain and evaluate research methods
- Use sociological theories to analyse and explain human social behaviour
- Use knowledge and understanding to evaluate research and provide evidence to support explanations
- Explain the sociological significance of topics
- Analyse and evaluate information including published research
- Communicate sociologically-informed views
What will my child experience during the course?
- Teacher presentation of topics
- Student led discussion
- Student presentations
- Investigative work
- Creative activities
- ICT
- Collaborative learning
- Self & Peer assessment as well as teacher assessment.
What will Lasswade High School offer?
Human Society
Candidates develop an understanding of the sociological approach to studying human societies. They investigate the research methods used in sociology and describe relationships that exist among individuals, groups and institutions from different sociological perspectives including Functionalism, Marxism, Feminism, Symbolic Interactionism and Weberism.
Culture and Identity
Candidates develop their knowledge and understanding of how to use sociological concepts to explain culture and identity. They investigate and explain the relationship between culture and identity through examining different cultures and sub-cultures and develop skills in collecting, using and communicating information from a range of sources. They also develop an awareness of diversity within societies.
Social issues
Candidates develop the ability to evaluate and apply sociological theories and to use research evidence to develop sociological understanding of contemporary social issues such as social mobility and differential educational achievement. They also develop skills in using a range of sources, including research evidence, to justify points of view.
Assessment
The Course Assessment consists of a question paper and an assignment. These are marked externally by the SQA. The Question Paper takes 2 hours 40 minutes (80 marks) and Assignment is written up over a period of time (30 marks).
Requirements
It would be beneficial to have a N5 qualification in any of the Social Studies but particularly in N5 Sociology or Modern Studies
Progression
Higher Sociology could provide a pathway to Advanced Higher Modern Studies or Highers in any of the other Social Studies
Leadership Events Management - Level 6
Unit 1: 1 x 20 hour unit: Leadership and introduction
Unit 2: 1 x 40 hour unit: Leadership in practice
What skills will my child develop?
- Research skills
- Leadership skills
- Employability skills
- Teamwork skills
- Literacy skills
- Critical reflection skills
What will my child experience during the course?
- In Leadership (Event Management), students carry out research so they can find out about leadership (different styles, the skills and qualities found in effective leaders) and produce a report on their findings. They will then evaluate their own potential for leadership
- In Leadership in Practice, students will take a leading role in organising and leading an event. They will prepare to carry out the event by thinking about all the factors involved (resources, people, time, risk etc). Then they will carry out the event, monitoring progress and making changes as needed. At the end, they will review the experience, and draw conclusions about themselves as a leader.
- With regards to the Events Management element, this will focus on:
- Organising and running events that will focus on how to benefit our students and wider community.
- e.g. Talent Shows, Careers Events, Raising Awareness Weeks, etc.
What will Leadership look like in Lasswade?
- Delivery of the Award takes account of the needs and aspirations of each individual student
- Students will have different levels of experience in relation to leadership and therefore their ability to take on a leading role will vary
- Methods of delivery will include class teaching, class discussion, debate, group activities, research, practical and project work
Assessment
- This award has no final exam. Evidence is gathered throughout the year to show that students have successfully completed all the tasks within the Units. Evidence can be included in a single folio of work relating to each task for each Unit
- The assessment evidence can be presented in any form appropriate to the student and the activity undertaken. Written and/or recorded oral evidence may be produced in a variety of formats.
Progression
Students who undertake this Award could expect increased employment opportunities following on from the transferable skills and knowledge developed within this Award. This qualification provides progression routes to further education, training or employment.
School College Partnership - Level 4, 5, 6
What skills will my child develop?
- Communication skills
- Practical and problem solving
- Independence
- Workplace and employability skills
What will my child experience during the course?
The different courses offer the opportunity to study something of interest at college, whilst still attending senior school. Many of the courses have an emphasis on practical skills.
What else will college courses offer
SQA/SCQF qualifications and possible progression onto relevant courses at Edinburgh College or into industry.
What will Edinburgh College offer?
A variety of courses are available at SCQF levels 4, 5 and 6 across a range of faculties.
Useful Notes
The SCP courses usually run on a Tuesday and Thursday afternoon.
Some courses run on different days and times, including Friday afternoons, so students must be prepared to attend at these times.
Transport to Granton Campus on a Tuesday and Thursday afternoon may not be possible.
Students should be prepared that a place at a Granton based course may not be feasible and should choose courses based in the other campuses where appropriate.
For more information see: https://www.edinburghcollege.ac.uk/courses/for-school-pupils
Foundation Apprenticeships
These courses are available for students entering S5 only (or S6 if selecting the 1 year Business Skills option).
Foundation Apprenticeships offer a fantastic opportunity for students entering S5 to gain a Level 6 qualification alongside accessing vocational training whilst still at school. They are a 2 year course with the work placement element featuring most prominently in year 2.
Follow the links below to find out more about the FAs on offer in Midlothian:
What is a Foundation Apprenticeship?
Click HERE for more information
What Foundation Apprenticeships are available and what will I learn?
Click HERE for more information
Early Childcare and Education - National 4
Unit 1: Development and Wellbeing of Children and Young People
Unit 2: Play in Early Learning and Childcare
Unit 3: Working in Early Learning and Childcare
Optional Units - One will be selected
Unit 4: Contemporary Families
Unit 5: Introduction to First Aid
Unit 6: care and feeding of Children and Young People
Unit 7: Children and Young People: Rights and Protection
What skills will my child develop?
- Principles of child development from 0-16 years
- Sequences and patterns in child development
- Health needs of children and how health factors may affect the development of children
- Understanding of the benefits of a variety of types of play to children ages 0-12 years
- Students will learn how children benefit from a range of play experiences through planning, setting up and reviewing play experiences in their placement settings
- Develop and understanding of the early education and childcare sector
- Look at career options within the sector e.g. Nursery Nurse, teacher etc
- Understanding of the role of a parent
- Investigate support available to parents from the family and community
What will my child experience during the course?
- Practical hands on experience in an Early Years and Childcare setting – setting up resources and play opportunities, observing children’s progress and development and recording this information, communicating with the team, maintaining a safe and secure environment
- This practical learning will be supported by theoretical classroom sessions which will include – opportunities to develop skills and knowledge in a relevant setting, communication, being a parent, managing behaviour, play and emotional literacy
What will Lasswade High School offer?
- Classroom based sessions exploring the knowledge and principle of Early Education and Childcare
- Liaise with early year providers for placement opportunities
- Liaise with specialist professional early years workers to give talks on specific areas of work
Assessment
- Assessment strategies used in this course will allow the students to demonstrate competency in knowledge, skills and attitudes required to be employed in the early education and childcare sector. These include communication, self-evaluation and reflection, the qualifications required to work in the early education and childcare setting, using a variety of research methods.
- Assessment will compromise open book written tasks and practical assessments.
Entry Requirement
There will be an interview process for this course as spaces are limited.
Early Childcare and Education - National 5
Unit 1: Development and Wellbeing of Children and Young People
Unit 2: Play in Early Learning and Childcare
Unit 3: Working in Early Learning and Childcare
Optional Units - One will be selected
Unit 4: Contemporary Families
Unit 5: Introduction to First Aid
Unit 6: care and feeding of Children and Young People
Unit 7: Children and Young People: Rights and Protection
What skills will my child develop?
- Principles of child development from 0-16 years
- Sequences and patterns in child development
- Health needs of children and how health factors may affect the development of children
- Understanding of the benefits of a variety of types of play to children ages 0-12 years
- Students will learn how children benefit from a range of play experiences through planning, setting up and reviewing play experiences in their placement settings
- Develop and understanding of the early education and childcare sector
- Look at career options within the sector e.g. Nursery Nurse, teacher etc
- Understanding of the role of a parent
- Investigate support available to parents from the family and community
What will my child experience during the course?
- Practical hands on experience in an Early Years and Childcare setting – setting up resources and play opportunities, observing children’s progress and development and recording this information, communicating with the team, maintaining a safe and secure environment
- This practical learning will be supported by theoretical classroom sessions which will include – opportunities to develop skills and knowledge in a relevant setting, communication, being a parent, managing behaviour, play and emotional literacy
What will Lasswade High School offer?
- Classroom based sessions exploring the knowledge and principle of Early Education and Childcare
- Liaise with early year providers for placement opportunities
- Liaise with specialist professional early years workers to give talks on specific areas of work
Assessment
- Assessment strategies used in this course will allow the students to demonstrate competency in knowledge, skills and attitudes required to be employed in the early education and childcare sector. These include communication, self-evaluation and reflection, the qualifications required to work in the early education and childcare setting, using a variety of research methods.
- Assessment will compromise open book written tasks and practical assessments
Entry Requirement
There will be an interview process for this course as spaces are limited.
Prince's Trust - Level 4
What skills will my child develop?
- Planning, researching and decision making
- Effective questioning and reflection
- Communicating ideas, views, feelings and information orally and in writing with technical accuracy
- Interpersonal skills, working with others
- Self awareness and self evaluation skills
- Task management skills
- Using technology to communicate
What will my child experience during the course?
- Active and independent learning by setting targets, reflecting on learning, evaluating progress
- A blend of classroom approaches including learning from each other, in partnership and in teams as well as through whole class learning
- Collaborative learning: working with others will enable learners to understand and respect the views and perspectives of others
- Space for personalisation and choice: learners select an area of their community to investigate in greater depth that interests them to investigate in details
- Applying learning
- Embedding literacy skills: researching and presenting information; evaluating; discussing; listening; talking
Course Outline
Unit 1: Community Project
Learners will aim to improve their self-reliance and confidence. They will develop their interpersonal skills as they work with others to participate in a group project in the context of one or more communities.
Unit 2: Planning for Personal Development
Learners will aim to improve their self-reliance and confidence by evaluating their own skills and setting targets to improve their employability skills.
Unit 3: Work Experience
Learners will aim to improve their self-reliance and confidence by completing a Voluntary Work placement in a career of their choice.
Unit 4: Managing Money
Learners will aim to build confidence of budgeting their own money and raising awareness of financial services available.
Unit 5: Additional Unit
Will be selected depending on requirements of Group
What will an Award in Personal Development look like in Lasswade High School?
In Lasswade High School learners will have the opportunity to work with a wide range of outside agencies and local employers to develop their self-reliance and confidence and learn skills for life and work
Assessment
- To gain Level 4, learners must pass all Units
- Units are assessed as pass or fail by the school/centre (following Prince’s Trust external quality assurance to meet national standards)
- Unit assessment (or ‘evidence of learning’) could be; leading groups, practical activities, digital or spoken presentations, posters, leaflets, extended writing, notes or podcasts. Learners may use these to build a portfolio to show their progress through the Units
Prince's Trust - Level 5
What skills will my child develop?
- Planning, researching and decision making
- Effective questioning and reflection
- Communicating ideas, views, feelings and information orally and in writing with technical accuracy
- Interpersonal skills, working with others
- Self awareness and self evaluation skills
- Task management skills
- Using technology to communicate
What will my child experience during the course?
- Active and independent learning by setting targets, reflecting on learning, evaluating progress
- A blend of classroom approaches including learning from each other, in partnership and in teams as well as through whole class learning
- Collaborative learning: working with others will enable learners to understand and respect the views and perspectives of others
- Space for personalisation and choice: learners select an area of their community to investigate in greater depth that interests them to investigate in details
- Applying learning
- Embedding literacy skills: researching and presenting information; evaluating; discussing; listening; talking
Course Outline
Unit 1: Community Project
Learners will aim to improve their self-reliance and confidence. They will develop their interpersonal skills as they work with others to participate in a group project in the context of one or more communities.
Unit 2: Planning for Personal Development
Learners will aim to improve their self-reliance and confidence by evaluating their own skills and setting targets to improve their employability skills.
Unit 3: Work Experience
Learners will aim to improve their self-reliance and confidence by completing a Voluntary Work placement in a career of their choice.
Unit 4: Managing Money
Learners will aim to build confidence of budgeting their own money and raising awareness of financial services available.
Unit 5: Additional Unit
Will be selected depending on requirements of Group
What will an Award in Personal Development look like in Lasswade High School?
In Lasswade High School learners will have the opportunity to work with a wide range of outside agencies and local employers to develop their self-reliance and confidence and learn skills for life and work
Assessment
- To gain Level 5, learners must pass all Units
- Units are assessed as pass or fail by the school/centre (following Prince’s Trust external quality assurance to meet national standards)
- Unit assessment (or ‘evidence of learning’) could be; leading groups, practical activities, digital or spoken presentations, posters, leaflets, extended writing, notes or podcasts. Learners may use these to build a portfolio to show their progress through the Units
Leadership Equity and Supporting Our Students - Level 6
Unit 1: Leadership an Introduction
Unit 2: Leadership in Practice
What skills will my child develop?
- Research skills
- Leadership skills
- Employability skills
- Teamwork skills
- Literacy skills
- Critical reflection skills
What will my child experience during the course?
- In Leadership – Equity and Supporting our Students, pupils carry out research so they can find out about leadership (different styles, the skills and qualities found in effective leaders) and produce a report on their findings. They will then evaluate their own potential for leadership. In Leadership in Practice, students will take a leading role in organising and leading an event. This is an equity driven leadership programme which aims to support students who are disadvantaged and/or facing poverty.
- Students will organise and run these supports for the year, monitoring progress and making changes as needed. There will be a significant amount of partnership working across sectors which will require students to form positive relationships with companies, charities and external agencies. At the end, they will review the experience, and draw conclusions about themselves as a leader.
- Examples of supports currently being offered:
- Lasswade Uniform Swap Shop – students will ensure there is uniform available for every student in LHS
- Stationary boxes – Pens, pencils, sharpeners etc will be available for every student
What will Leadership look like in Lasswade High School offer?
- Delivery of the Award takes account of the needs and aspirations of each individual student
- Students will have different levels of experience in relation to leadership and therefore their ability to take on a leading role will vary
- Methods of delivery will include class teaching, class discussion, debate, group activities, research, practical and project work
Assessment
- This award has no final exam. Evidence is gathered throughout the year to show that students have successfully completed all the tasks within the Units. Evidence can be included in a single folio of work relating to each task for each Unit.
- The assessment evidence can be presented in any form appropriate to the student and the activity undertaken. Written and/or recorded oral evidence may be produced in a variety of formats.
Progression
Students who undertake this Award could expect increased employment opportunities following on from the transferable skills and knowledge developed within this Award. This qualification provides progression routes to further education, training or employment.
Volunteering Award - Level 5
Unit 1: Preparing to Volunteer - Learners will aim to learn about the context of volunteering and then plan a volunteering experience that meets their individual needs and aspirations
Unit 2: Volunteering Experience - Learners will aim to undertake a minimum of 20 hours of volunteering in either one placement or across a number of placements depending on their individual needs and aspirations
Unit 3: Volunteering: Investigative Project - Learners will aim to reflect on their performance after their volunteering experience. They will review the impact of their experience on their personal development.
What skills will my child develop?
- Interpersonal skills, working with others
- A step into life beyond school and perhaps aiding career choices
- Planning, Researching and Decision Making
- Effective questioning and reflection
- Communicating ideas, views, feelings both written and verbally
- Self-awareness, self-improvement and self-evaluation skills
- Task management skills and prioritising
What will my child experience during the course?
- Collaborative learning: working with others will enable learners to learn, understand and respect the views and perspectives of others
- Space for personalisation and choice: learners select an area of their community to volunteer and investigate in greater depth
- Active and independent learning by setting targets, reflecting on learning and evaluating progress
- A blend of classroom approaches including learning from each other, in partnership and in teams as well as through whole class learning
- Embedding literacy skills: researching and presenting information; evaluating; discussing; listening and talking
What will Lasswade High School offer?
In Lasswade High School learners will have the opportunity to work with a wide range of outside agencies and local Volunteering Involving Organisations, to develop their self-reliance and confidence and learn skills for life and work through volunteering in their community.
Assessment
- Learners must pass all units
- Units are assessed as pass or fail by the school/centre (following SQA external quality assurance to meet national standards)
- Unit assessment (or “evidence of learning”) could be digital or spoken presentations, posters, leaflets, extended writing, notes or podcasts. Learners may use these to build a portfolio to show their progress through the units
- The Awards could also facilitate progression into more specialist qualifications such as the National Progression Awards in Organising Volunteering Events in Sport and Working as a Volunteer to Support a Community Project
For more detailed course information: https://www.sqa.org.uk/sqa/47598
