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Courses Available in S3 – S4                  1       Geography                                           14

The S3 – S4 Curriculum                        1       German                                              15

S3 Course Sheet                               2       History                                             15

SQA Assessment                                3       Home Economics                                      16

DEPARTMENTAL INFORMATION                              Mathematics                                         17

Art and Design                                4       Modern Studies                                      18

Biology                                       5       Music                                               19

Business Studies                              6       Physical Education                                  20

Chemistry                                     9       Physics                                             20

Computing Studies                            10       Religious Education/Studies                         21

Craft, Design and Technology                 11       Social Education                                    22

Drama                                        12       Social and Vocational Skills                        23

English                                      13       Spanish                                             23

French                                       14       SUBJECT CHOICE AND CAREERS                          24

                                                      SUMMARY OF STANDARD GRADE                           25

                                   EXAMINATION BOARD AWARDS

SQA                        Scottish Qualifications Authority (responsible for administration of all SCE
                           examinations) Standard Grade courses, Intermediate 1 courses and SQA units
                                                S3 AND S4

At or near the end of S2, each pupil is asked to select his/her course mainly from a range of two-year options
which lead to examinations at Standard Grade or Intermediate Level.

When the choice of subjects has to be considered, this booklet of information about subjects and courses is
distributed and advice is available from Principal Teachers Pupil Support, Subject Teachers and the Careers
Adviser attached to the school.

The S2 Parents’ Interviews are timed to allow advice and decisions to be co-ordinated and every care is taken to
ensure that each pupil makes an informed choice to correlate with interests, abilities and future intentions.

                                        THE S3/4 CURRICULUM

For most pupils the curriculum is designed to include options from each of the groupings or ‘modes’ defined

                   MODE                                           SHORT DESCRIPTION

Language and Communication                      Reading, writing, speaking and listening skills; linguistic
                                                resourcefulness; study of literature and the media; study of a
                                                second language.
Mathematical Studies and Applications           Numerical skills; mathematical understanding; problem-
                                                solving; practical and everyday applications.
Scientific Studies Applications                 Scientific observation and experiment; problem identification
                                                and solving; practical applications.
Social and Environmental Studies                Knowledge, understanding and investigation of aspects of the
                                                community, society and the environment past and present;
                                                economic awareness.
Technological Activities and Applications       Development of technological and practical skills; designing,
                                                making and using artefacts; practical problem-solving and
Creative and Aesthetic Activities               Aesthetic appreciation; design; expressive, practical and
                                                creative activities.
Physical Education                              Physical activities; health and well-being; movement; leisure
                                                skills and interests.
Religious and Moral Education                   Study of religion; religious awareness; moral development;
                                                human conduct; related personal and social issues.

                                                     Page 1
Page 2

STANDARD GRADE              -      Standard Grade courses in S3 and S4 are available at up to three levels and
                                   are assessed on a seven-point scale:

                                   LEVEL                                            GRADES

                                   Credit (C)                                             1
                                   General (G)                                            3
                                   Foundation (F)                                         5
                                   (Course completed                                      7)

As well as the overall grade, each course will be broken down into ‘elements’ which indicate the important
aspects of each subject. The certificate awarded will also give grades for each of these elements. Some elements
are assessed by national examinations at the end of S4, and some by continuous assessment throughout the


SQA units are assessed internally on a Pass/Fail basis. The SQA moderates school assessments before awards
are made.


These National Qualification Courses are organised in a series of three units which are internally assessed on a
pass/fail basis. On successful completion of three units and a formal external exam, pupils are awarded the
course qualification at Intermediate 1 or Intermediate 2 level.

                                                     Page 3
                                             ART AND DESIGN


The Art and Design course offers pupils the opportunity to express their own ideas and feelings in a range of
media, to create designs to meet a purpose or solve a problem, and to appreciate the work of artists and designers.

These three areas – Expressive Activity, Design Activity and Critical Activity – are set in the context of pupils’
daily life and experiences.

In each of these two years of the course, there will be work concerned with both Expressive Activity and Design
Activity. The pupils’ Critical Abilities will be developed through these.

Pupils undertaking this course will have the opportunity to work in several of the following Art and Design
disciplines – graphic, design, theatre design, textile design, video and film-making, photography, model-making,
product design, ceramics, sculpture, print-making, computer graphics, portrait, landscape and still life painting.
Drawing, using an extensive range of media, is used as a means of communication throughout the course.

Grades will be given for three Activities. For Expressive Activity, topics for investigation will be specified in
advance of the external examination. Pupils will be given time to do preparatory work which they can later use
during the examination itself. In the examination, they will be allowed to use drawing, painting, sculpture, print-
making, fabric craft, 3-dimentional work or photography to interpret their chosen topic.

Design Activity will be assessed in the school, on the basis of a folio which will show how a design brief is
investigated, the possible solutions considered, the final design solution and an evaluation of the design. The
school’s internal assessment may be moderated by an external moderator.

Critical Activity will be externally assessed on the basis of work from two units – one Expressive and one Design
– normally done during the Fourth Year.

The final award which will appear on the SCE certificate will be an aggregate of the three grades achieved.

We recommend the Standard Grade course to all pupils. We believe it provides a challenging, enjoyable and
rewarding experience. Pupils undertaking this course should develop skills, make decisions and judgements, and
develop an understanding of the unique nature and value of the Visual Arts. Pupils considering a career in any of
the following fields are advised to follow a Standard Grade Art and Design course in S3 and S4.

Artist, art teacher, picture restorer, exhibition organiser, community arts officer, gallery assistant, printmaker,
sculptor, potter, jeweller, weaver, stained glass artist, furniture designer, antique dealer, fashion designer, theatre
designer, costume designer, film maker (director, producer, cameraman, set designer, special effects, animator),
photographer, model, graphic designer, product designer, model maker, architect, interior designer, town planner,
car designer, printer, typographer, computer games designer.

                                                        Page 4


The Standard Grade course in Biology aims to contribute to pupils’ general education by involving them in the
processes of scientific investigation. Objectivity and an analytical approach to problems are fostered. Like other
sciences, a good award in Biology is regarded highly in many fields of employment, Further Education and
Higher Education.

In Standard Grade Biology, living things and their relationships with the environment are studied. The scope of
Biology, which is rapidly extending, is extremely wide and varied. It includes the traditional studies of plants
and animals as well as molecular biology, genetics and biotechnology which have clear relevance to modern

The Standard Grade course is divided into seven topics:

1.            The Biosphere             5.   The Body in Action
2.            The World of Plants       6.   Inheritance
3.            Animal Survival           7.   Biotechnology
4.            Investigating Cells

The course is only offered at General and Credit levels which all pupils will undertake. There are three elements
which are assessed and awarded a grade; Knowledge and Understanding, Problem Solving and Practical
Abilities. The first two are assessed through End of topic tests, homework and a formal estimate examination in
S4. They are also assessed in an external examination at the end of the course. Practical Abilities are assessed
internally by the school.

Entry Requirements

Biology is regularly amongst the hardest Standard Grades in which to achieve a good pass. The nature of the
difficulty is not only in the understanding of content but in the volume of information which must be learned.
Pupils not prepared to commit themselves to hard study throughout the duration of the course will find it difficult
to achieve a good grade.

S2 pupils will be advised by their Biology teacher whether or not they have the abilities required to study
Biology at Standard Grade. Generally, attainment of level E or F in KU and Investigative Skills.



The course provides a broad-based biology experience designed to stimulate interest in a range of applied and
vocational areas of biology. The areas selected for study are those of economic, vocational and social
importance. Intermediate 1 Biology is intended to broaden the experience of science for those candidates not
intending to pursue a career in science and it will also allow candidates who do wish to progress in a biology-
related occupation to make informed choices. The course also develops an understanding of the importance of
biological issues facing the individual and society.

The course provides opportunities for candidates to acquire:

    Knowledge and understanding of biological principles and facts and their applications
    Appreciation of the relevance of biology to themselves and to society and industry
    Skills in problem solving.

                                                      Page 5
Biology (contd.)

Course Details

The course has three mandatory units, with an additional 40 hours included for induction, extending the range of
learning and teaching approaches, remediation, consolidation; integration of learning and preparation for external

Unit Title                                              Duration

Health and Technology (Int 1)                           40 hours
Biotechnological Industries (Int 1)                     40 hours
Growing Plants (Int 1)                                  40 hours


Students who achieve Intermediate 1 Biology may progress to:

   Other units and course in science in Int 1.
   Intermediate 2 Biology.

                                           BUSINESS STUDIES

For session 2008/2009 the Business Studies Department is offering three SEPARATE courses:

Accounting & Finance                                       Standard Grade

Administration                                             Intermediate 2

Business Management                                        Standard Grade

The main aims of the course are:

         to give pupils sufficient knowledge of Accounting & Finance to help them to deal with their personal

         to show the importance, to business, of correct Accounting procedures;

         to develop an understanding of the various types of business organisation;

         to develop an understanding of the sources of finance available to business;

         to develop an understanding of the need for accuracy in the recording of transactions;

         to develop in pupils the skills of problem solving and decision making;

         to develop in pupils good working habits relating to neatness and presentation;

                                                      Page 6
Business Studies (contd.)

         to enable pupils to understand the role of microcomputers in the handling of financial information and
         their role in carrying out routine tasks.

The course will be taught in as practical a manner as possible with elements of the course being carried out on
the school computer network.

This course does require a degree of basic mathematical knowledge – the most difficult of which will be
calculating percentages. I would expect, therefore, that those choosing this subject are capable of undertaking a
mathematics course at least at General level.

The course is assessed under the three following headings

         Knowledge and Understanding              -            External assessment
         Handling Information                     -            External assessment
         Practical Abilities Project*             -            Internal assessment

* The project will take place during late S4 and will be classroom-based.


We offer Intermediate 2 Administration next session as we believe:

   This course is more in line with providing the ICT requirements expected by industry for the 21st century.
   It is a more interesting and challenging course.
   It prepares pupils better for the new Higher Administration course than the existing Standard Grade
    Administration course does.

The course is a mixture of practical and theoretical work and makes substantial use of the school's computer

The main aims of the course are:

   To develop a high Information and Communications Technology skill level among pupils.
   To equip participants with knowledge of a wide range of business software.
   To develop an understanding in pupils as to the role of Administration in business.
   To provide the skills necessary to support decision making in business.
   To understand the functions of Administration.
   To develop communication and team work skills.
   To develop problem solving skills.

The course is assessed by:

   The completion of a series of internal assessments.
   An end of course, external examination.

Since the course requires a pass in both an IT & theory paper a good level of English will be required.

                                                      Page 7
Business Studies (contd.)


The general aim of the course is to develop the skills and knowledge, which will allow students to understand
and contribute to a business environment.

More specifically, the main aims of the course are:

         to develop an understanding of the role that different departments play

         to develop an understanding of the role and importance of business in society

         to develop an understanding of how businesses are financed

         to develop an understanding of what an individual can do in a business environment

         to develop decision-making skills

         to use information and communications technologies (ICT) as an aid to decision-making

         to develop teamwork skills.

The course will make use of the wide range of ICT available in the department to give the students the
opportunity to acquire the skills to handle, present and interpret data in realistic business situations. This course
should not however, be seen as one which will enhance ICT skills but as one which will illustrate their use within
the business environment. The course is such that pupils will be expected to do a considerable amount of
reading, not only of case notes and textbooks, but also of newspapers etc.

The assessable elements of the course are:

         Knowledge and Understanding                  -        External assessment
         Decision Making                              -        External assessment
         Practical Abilities                          -        Computer based internal assessment (completed late S4)

The course will be taught in such a manner as to make the acquisition of skills more important than the
acquisition of facts. Pupils will be encouraged to experience the aims of the course rather than simply learn what
business is about. The pupils will, where possible, take part in realistic business simulations.

                                                          Page 8



The Standard Grade Chemistry course aims to make pupils aware of the chemical basis of the world around them
and the contribution of Chemistry to their everyday lives.

The experience of studying Chemistry will provide the pupil with opportunities to acquire:

    Knowledge and understanding of scientific facts, ideas and theories.
    Skills or observation and problem solving.
    Skills associated with experimental and investigative work.

Recommended Entry

Good overall grades in S2 Science and recommended to do so by class teacher/PT.

Course Details

The two year General/Credit Course has 15 topics:

    Atoms and how they combine
    Chemical Reactions
    Fuels and compounds of carbon and hydrogen
    Acids and alkalis
    Metals and corrosion
    Plastics and fertilisers

There are three elements associated with course:

1.     Knowledge and Understanding             External
2.     Problem Solving                         External
       Two 1½ hour external papers are offered:
                                              General             Grades 3 and 4
                                              Credit              Grades 1 and 2
       The number of questions in each paper will be evenly distributed between Knowledge and Understanding
       and Problem Solving.
3.     Practical Abilities                   Internal/External Moderation
       The overall grade awarded for the course is derived from the mean of the three element grades with a
       weighting of 2:2:1 in favour of the externally assessed elements.

Progression Route

Standard Grade Chemistry in S4 Credit 1/2 leads to Higher chemistry in S5
Standard Grade Chemistry in S4 General 3/4 leads to Intermediate 2 Chemistry in S5
Intermediate 2 Chemistry in S5 leads to Higher Chemistry in S6.

                                                      Page 9
                                          COMPUTING STUDIES



The Standard Grade Computing Studies syllabus aims to develop:

-       knowledge and understanding of the use of computers, how they operate, and their effect on the individual
        and society;
-       the ability to apply knowledge and understanding of computing facts in order to find solutions to
-       practical abilities in the use of computers and computer software in order to solve practical problems.

In addition, it aims to provide a suitable basis for further study of the subject.


As a result of pursuing the above aims in a computing environment, candidates should be able to demonstrate the
ability to:

-       recall, describe and explain computing facts and concepts;
-       analyse, outline, refine and discuss approaches to finding solutions to problems;
-       obtain relevant information and computer hardware and software in implementing practical solutions to
-       identify and rectify errors in practical solutions to problems;
-       discuss progress, assess adequacy, consider implications and suggest improvements to the solutions of

Assessable Elements

The abilities identified by the above objectives are grouped into three assessable elements, namely:

    -   Knowledge and Understanding;
    -   Problem Solving;
    -   Practical Abilities.

These are weighted 1: 2: 2.

Practical Abilities will be internally assessed from practical courseworks and a project. There are three broad
areas of content: Computer Applications; Computer Systems; Computer Programming.

Curricular pathways in Computing for 2006

SQA                                      SQA
Standard Grade                           Higher
Award 1                                  Computing

SQA                                      SQA                                          SQA
Standard Grade                           INT 2                                        Higher
Award 2/3/4                              Computing                                    Computing

                                                        Page 10
                                   CRAFT, DESIGN and TECHNOLOGY

This department offers one                         S1+ S2                                 S3 + S4                        S5 + S6
independent      Standard Grade
course and one practical based
                                                                                                                    Apprenticeship in
course. Each of these may be                                                           Practical Craft              construction /
further studied through the                                                           Skills / woodwork             further education
"Higher Still" options in S5 and
S6 or out with school in further                  Craft, Drawing
education     or     apprenticeship               and Technology                                                    Ad Higher,
schemes.                                                                             Graphic                        Higher Graphic
                                                                                     Communication                  Communication
Progression through the department
is illustrated in the diagram on the
right.                                                                                                                Higher / Int 2
                                                                                                                    Product Design
Pupils may elect to study any
number of these courses.

Graphic Communication                                                          Course Structure
This subject teaches pupils to interpret and present
information in many of the graphical forms used in                      During                            During
the worlds of Education, Business, Advertising,                           S3                                S4
Manufacturing and Construction.

Pupils will acquire skills in :                                     Learn manual                     Revising
 presenting ideas using preliminary sketches;                      drawing board                    drawing
                                                                    skills and various
 technical drawing techniques;                                     drawing
                                                                                                     techniques in
                                                                                                     preparation for
 presentational and promotional drawings;                          techniques.                      final exam.
 computer-aided graphics;
 presenting scientific and statistical information.                                                                                   Exam
                                                                    Learn manual and
These skills are indispensable in the many fields of                computer aided
human activity where the written word alone is                      graphic skills in                Graphics
insufficient to communicate ideas and detailed                      the production of a              Portfolio in
information.                                                        portfolio.                       S3 & S4

The purchase of drawing board, Tee-square etc will
be needed to complete homework exercises. They                      Build up knowledge &
would also benefit by having their own text book                    interpretation of a variety of
which we use in class. Details of this are given at the             drawing techniques and
start of S3.                                                        technical terminology used
                                                                    within this subject.

Course details and resources can be found at:
www.grammar.org.uk/cdt                                        Note: The portfolio is worth 40% of the overall course award.

                                                          Page 11
CDT (contd.)

Practical Craft Skills
This course is offered at Intermediate 1 & 2 levels and provides pupils with an opportunity to build a range of
artifacts in wood and metal.

It is a practical course designed to allow pupils to develop craft skills in a workshop environment.

Pupils learn how to read working drawings and build items to meet given specifications.

This is not a Standard Grade course and does not have a follow on Higher, but could link to further study at
college or a place on an apprenticeship scheme within the construction industry at the end of S4.



This two-year course is available to all pupils and is certificated at all three levels – Foundation, General and
Credit. The course may appeal to those pupils who have either gained good grades or particularly enjoyed
Drama in S1 and S2. However, this course also aims to assist pupils improve their self-confidence and,
therefore, can play a vital part in the personal and social growth of a pupil regardless of their performance ability
in Drama. Progression from the Standard Grade course is available in S5 and S6 to Intermediate and Higher

The course is made up of twelve units which each last about six weeks.

         1       Induction                                 7     Emotion
         2       Fear                                      8     Dreams
         3       Old Age                                   9     Relationships
         4       Jackie                                   10     Stimulus 2 (Estimate Exam)
         5       Movement                                 11     Themes & Issues
         6       Stimulus 1 (S3 Exam)                     12     Stimulus 3 (Final Exam)

Please note: These units are under review at the moment, hence, there may be some changes before next session

In Drama, pupils are expected to work as group members for a large proportion of the course. This encourages
qualities such as self-discipline, mutual respect and the ability to compromise. Much of the work involves group
decision-making and planning but more traditional methods of teaching are also employed over the two years.
Pupils are given regular feedback about their work in each of the twelve units and, through discussion with the
teacher, are shown how to improve.
                                                      Page 12
Drama (contd.)

The course has three assessable elements – Creating, Presenting and Knowledge and Understanding.

Creating:               In this element, pupils have to work co-operatively with others, responding to a variety of
                        stimuli to create pieces of drama.

Presenting:             In this element, pupils plan how to present drama using technology such as stage lighting
                        and set design and other theatre arts. Evaluating their own contributions and the
                        contributions of others, which includes theatre evaluations, is central to this part of the

                        Failure to complete the required written evaluations will result in a Grade 7 for the
                        element of Presenting.

Knowledge and           In this element, pupils are expected to use what they have learned in the Creating and
Understanding:          Presenting elements and apply their knowledge to a variety of situations.

These three elements have an equal weighting within the course. Creating and Presenting are internally assessed
and Knowledge and Understanding is assessed externally by means of a written examination.


All pupils in the present S2 will follow a two-year Standard Grade course starting in S3 for presentation at the
end of S4 in 2008.

Pupils will be set in broad banded sections according to their ability.

Options will remain open, however, until January 2008, and all pupils will still have the opportunity of gaining
Credit awards provided they show sufficient improvement and commitment.

The Standard Grade course, which is constructed according to National Guidelines, is intended to encourage
improvement in the skills of Reading, Writing, Talk and Discussion. The study of literature across the genres,
plays, poems, novels, short stories etc., is central to this and the course will consist of units of varying length and
purpose tailored to the needs of the pupils.

The grades are awarded for the separate elements of Reading, Writing and Talk/Discussion.

The grades for Reading and Writing are based on an external examination set by the Scottish Qualifications
Authority and on an externally marked Folio. Each folio consists of two pieces of Writing and three extended
writing responses to Literature. This work has to be the pupil’s own work and evidence of external input can
result in the school refusing to submit the folio to the S.Q.A. The element of Talk and Discussion is assessed
internally by the school but subject to external moderation to ensure that national standards are maintained.

Folios will be completed by Christmas of S4. Thereafter, pupils will be introduced to materials which will
prepare them for the Standard Grade Exam and which will also allow a gradual move towards work at Higher
and Int 2.

The work produced will help to indicate the appropriate level of study in S5.

                                                       Page 13

S3 – Column F

The French course in S3 will lead to presentation for the SQA Standard Grade examination. Pupils will be
prepared for the Foundation, General and Credit Levels. The skills of Listening, Speaking, Reading and
Writing will be compulsory for all pupils.

Listening and Reading are assessed by External examinations. Speaking is assessed by the class teacher with
external moderation. Writing will be assessed by means of a folio of 3 pieces of work generated internally,
written under controlled conditions and marked externally by the SQA.

It is highly recommended that all pupils in S3/4 courses purchase their own dictionary for use at home and for

Access 3 course may also be available if required.



Pupils opting for Geography in S3 will undertake a two-year Standard Grade course. Progress will be
continually assessed to ensure that the work attempted is at the correct level. Classes are broadly set into
Credit/General and Foundation/General Sections; however, there is a degree of flexibility whereby pupils can
move from one level to another depending on their progress in the course.

Following the Estimate Exams in December of 4th year, S4 pupils will choose, after due consultation, the two
levels (Credit/General or Foundation/General) that they wish to sit in their Standard Grade examination.

The aim of the Standard Grade Geography course is to give pupils a knowledge and understanding of the main
ideas of Geography and to develop a range of enquiry skills. Pupils will learn to work on their own and handle
information, and so develop initiative and a sense of personal responsibility.

The Course has three main themes which cover the following topics:

1)   The Physical Environment                  • the formation of natural landscapes which includes rivers and
                                                  their valleys and glaciated mountain landscapes
                                               • weather and weather forecasting which affects Western Europe
                                               • the climate and environment of the Equatorial Rainforests, Hot
                                                  Deserts, Mediterranean and Tundra regions
                                               • landscapes and how they influence human activities
                                               • issues of conservation which range from concern about cities
                                                  continuing to grow and expand, to the disappearing rainforests
                                                  and the misuse of the world’s oceans

2)   The Human Environment                     • the site, situation and functions of towns and cities
                                               • changes taking place within cities and the problems they create
                                               • farming systems in the UK, the effect of the EU on farming and
                                                  farmers viewed as decision makers
                                               • industrial landscapes and the changes which are taking place
                                                  within them

                                                      Page 14
Geography (contd.)

3)   International Issues                     • world population – where people live, gathering information
                                                about people i.e. census surveys

                                              • indicators of development – making comparisons between
                                                 ELDC's and EMDC's
                                              • movement of people from country to country
                                              • international relations and trade
                                              • international aid

Grades will be given for two elements – Knowledge and Understanding and Enquiry Skills which are externally
examined by the Scottish Qualifications Authority.

A practical element of the Enquiry Skills is incorporated into the course when S3 and S4 pupils are involved in
carrying out locally based fieldwork exercises. Fieldwork studies include interviewing shoppers, carrying out a
traffic and pedestrian census, land-use recording and an appraisal of building and environmental quality.

In the autumn term of S4 there is an optional fieldwork weekend at an outdoor centre near Meigle, Perthshire
where during the day surveys are done in Blairgowrie and the River Isla. Friday and Saturday evenings are spent
at the centre doing various activities such as pole climb and the flying fox.


S3 - Column F
The German course in S3 will lead to presentation for the SQA Standard Grade Examination. Pupils will be
prepared for the Foundation, General and Credit levels. The skills of Listening, Speaking, Reading and
Writing will be compulsory for all pupils.

Listening and Reading are assessed by External examinations. Speaking is assessed by the class teacher with
external moderation. Writing will be assessed by means of a folio of 3 pieces of work generated internally,
written under controlled conditions and marked externally by the SQA.

It is highly recommended that all pupils in S3/4 courses purchase their own dictionary for use at home and for
German (contd.)

S3 Beginners – Column E

There is an allocation of 3 periods per week for pupils who wish to take German as a second language. It is
advisable for French and Spanish pupils in S2 to have shown a fair degree of linguistic aptitude before
embarking on what is virtually a ‘crash’ course. They should consult their Language Teacher and the
Principal Teacher before opting for a second language.


Pupils who opt to study History in S3 will follow a course which will lead to presentation for Standard Grade at
the end of S4. The course seeks to develop pupils’ abilities to find, select and use information, to think about
evidence from the past to communicate effectively and to think about people in the past and the changes that
shaped their lives and societies. The units of study have been selected with pupils’ interests in mind.

                                                    Page 15
History (contd.)

At Standard Grade the units studied are:

1.     Changing Life in Scotland and Britain 1830s – 1930s Changes in farming and working conditions on
       the land. Population growth and distribution. The development of railways. Changes in employment and
       working conditions in coal mines. The effect of changing technology on mining. Changes in health and
       housing in towns and the countryside. Parliamentary Reform and the women’s suffrage movement.

2.     International Co-operation and Conflict – The War 1890s – 1920s The great powers and their
       alliances 1894-1914. Tensions caused by the Naval Arms Race 1906-14, the Balkans 1908-13 and
       Sarajevo and the outbreak of war. The experience of war for soldiers on the Western Front. The
       experience of war for civilians in Britain and Germany. The Treaty of Versailles 1919 and the treatment
       of Germany. The search for security through the League of Nations 1919-1928.

3.     People and Power – Germany 1919 – 1939 The effects of the First World War and peace settlement on
       Germany. The formation and government of the Weimar Republic. Attempts to overthrow the Weimar
       Republic – Spartacist Revolt 1919 and Beer Hall Putsch 1923. Economic problems of the Weimar
       Republic 1919 – 33. The rise to power of the Nazis. Formation and characteristics of the Nazi
       government. The Nazis in power – treatment of the Jews, youth movements and education, intimidation,
       militarism. Opposition to the Nazis by socialists, communists and the churches.

The course is offered at all three levels – Credit, General and Foundation.

Assessment – there are two assessable elements in Standard Grade History. These are:

                            Knowledge and Understanding                       Enquiry Skills

Both will be assessed by an external exam set by the Scottish Qualifications Authority. Pupil performance in
these two elements is monitored throughout the course by continual assessment and the Estimate Examination.

                                           HOME ECONOMICS

Home Economics is concerned with using and managing resources for the benefit of individuals, the family and

All courses offer technological and creative and aesthetic experiences for all students regardless of ability or

The department offers two separate courses:

National Courses

Home Economics                                           Standard Grade at Foundation, General and Credit Levels

Hospitality Practical Cookery                            Intermediate 1


This course aims to build on skills gained in S2. Emphasis is placed on learning through problem solving and
students are encouraged to apply their organisational skills to home, family and community problems.
Throughout the course four topics of varying lengths are covered with the link between food and health
highlighted. Consumer skills are developed within everyday problems relevant to the students.

                                                      Page 16
Home Economics (contd.)

Food preparation plays a major part within the course. There is no practical fabric work involved in this course.


Three groups of skills form the assessable elements:

Knowledge and Understanding:               KU
Handling Information:                      HI
Practical and Organisational Skills:       P&OS

Grades in KU and HI will be based on external assessment. The final grade for P&OS is decided by the class
teacher. Students choose practical dishes to suit varying tasks and assignments. The students are observed
carrying out these tasks which are graded in relation to pre-arranged criteria. The skill level increases during the
last three terms of the course.

The P&OS element is given double weighting which emphasises this aspect of the course. To ensure conformity
with national standards this internal assessment will be subject to external moderation.

The skills gained in Home Economics courses are invaluable to young people in Higher Education and the
workplace. Students considering the following careers would benefit from a Standard Grade Home Economics

Food Technology                  Leisure and Tourism                  Nursery Nursing/Nursing
Dietetics                        Retail Management                    Social Services
Hospitality                      Occupational Therapy                 Consumer Studies/Environmental Health
Product Development              Physiotherapy                        Marketing


This two year course allows students to progress through to Intermediate 2 Hospitality in S5/S6.
75% of the course involves food preparation.

Food Hygiene for the Hospitality Industry
Food Preparation Techniques: an Introduction
Cookery Processes: an Introduction
Hospitality: Organisation of Practical Skills

The above course is internally assessed with external verification to ensure national standards.


All pupils in S3 and S4 follow a 2-year Standard Grade Course in Mathematics. This course aims to build upon
pupils Mathematics knowledge and skills gained in S1/2. The main areas of content are:

 Number and Money                Measure and Shape               Relationships            Statistics

                                                       Page 17
Mathematics (contd.)

    Classes are set according to previous achievement in the department. However at various stages during S3
     and S4 there will be the opportunity for a pupil to move to a different class if his/her progress indicates that
     this would be beneficial.

    Pupils will be assessed during S3 and S4 to monitor their progress and make both the pupil and their teacher
     aware of strengths and any areas where further consolidation is required.

    There are 3 levels of presentation in Standard Grade: Foundation, General and Credit. Through
     consultation with parents and teachers each pupil must decide just before the Estimate Examinations in S4
     (December 2007) whether they are presented at General and Foundation Levels or General and Credit
     Levels. These choices may be changed nearer to the final Examination in May.

    At each of the 3 levels there are 2 examination papers. Paper 1 is a non-calculator paper while
     calculators are allowed for Paper 2.
     Within all papers there are 2 assessable elements:
     Knowledge and Understanding -Using facts and techniques.
     Reasoning and Enquiry - Applying your knowledge in an unfamiliar situation.

    As well as the specific course content, emphasis will also be placed on developing some of the important
     life-skills such as numeracy, communication and organisation.

                                            MODERN STUDIES

Modern Studies aims to develop in pupils, a knowledge and understanding and the skills to appreciate the way in
which contemporary society operates. Basically, the subject matter covers – Politics, Sociology and International

Pupils opting for Modern Studies in S3 will all be involved in the Standard Grade course. Pupils, most probably,
will be divided into two broad levels – one comprising of pupils who may achieve Credit or at least General
grades by the end of the course, and the other comprising pupils who are expected to gain General or at least
Foundation awards. This may not be a rigid system and class allocation may be kept flexible in the interests of the

The course aims to develop in pupils’ skills and understanding to help them participate in the social and political
issues they will meet in their adult lives. Given that the subject matter of Modern Studies is open to frequent
change, the emphasis of the course will be on the development of a framework of concepts/ideas into which new
information can be readily assimilated.

Pupils will be assessed in Knowledge and Understanding and Enquiry Skills by an external exam set by the
Scottish Qualifications Authority.

The course seeks to build on and expand the skills developed in pupils at S1 and S2. “Enquiry Skills” refers to a
sub-set of skills such as planning, collecting evidence, recording and presenting information and evaluating

sources.    These skills have an integral and important role to play in the development of pupils’
research/investigative skills and powers of analysis.

The syllabus areas covered in the course for external assessment are:

a)     Living in a Democracy               -    local, Scottish and UK government; trade unions pressure groups.
                                                Ways in which individuals and groups can participate and
                                                influence decision taking in UK and Scottish Parliament, the
                                                community and the workplace.

                                                      Page 18
Modern Studies (contd.)

b)     Changing Society                   -   needs of certain groups in society, e.g. – unemployed, elderly, and
                                              adults with dependent children. Role of local and national
                                              government and private and voluntary organisations in meeting the
                                              needs of these groups.

c)     Ideologies (USA)                   -   USA – an in-depth study on the beliefs, lifestyles, problems and
                                              rights and responsibilities of US people. How US citizens are
                                              politically represented and how they participate in politics.

d)     International Relations            -   why states join and maintain membership of European
                                              Organisations and Alliances. How states maintain their security.
                                              The politics of aid (why states and the United Nations and its
                                              agencies seek to aid developing countries).


 This is a two-year course with a strong emphasis on practical music-making, encouraging pupils of all ranges of
 ability to develop their musical potential. There are four main elements:

     1) Solo Performing      2) Group Performing        3) Inventing      4) Listening

 Performing will involve a solo performance on one instrument and a group performance on another.

 The instruments may be chosen from two of the following categories:

Accordion                                                Keyboard/Piano/Organ
Bagpipes                                                 Recorder
Brass                                                    Strings
Snare Drum/Drum kit/Timpani                              Tuned Percussion (Xylophone, Glockenspiel)
Guitar/Bass Guitar                                       Voice
Harp/Clarsach                                            Woodwind.

 Solo Performing will be externally assessed by a visiting examiner. while Group Performing will be internally
 assessed by music department staff.

 Pupils who already have one instrument/voice at Grade 2 Associated Board level or any pupil receiving level E/F
 in S2 on keyboards, drums, guitar, or singing would be ideally suited for the course.

Inventing:        During the course, pupils will learn how to improvise, arrange and compose music, building on
                  skills developed in S1/2, including using computers.

                   Inventing will be internally assessed by music department staff.

Listening:        Pupils will further develop existing listening skills acquired in S1/2. They will work through a
                  structured course of listening units, encompassing a wide variety of styles of music, covering
                  the required conceptual knowledge through various learning and teaching methods.

                  This will be assessed by a written paper.

                                                    Page 19
                                           PHYSICAL EDUCATION

This course is offered to pupils wishing to follow a Standard Grade certificate in Physical Education. This is a
subject in which pupils will be asked to participate in a number of activities leading to certification at the end of
S4. The course will emphasise participation in the learning process.

The 3 areas for assessment:

1   Practical Performance              -    in which pupils are asked to perform certain skills as an individual and
                                            as part of a game;

2   Knowledge and Understanding -           in which pupils are asked to demonstrate their knowledge and
                                            understanding of facts and principles of games and sports;

3   Evaluating                         -    pupils will be asked to observe performance in others, to describe what
                                            they have seen and suggest ways of improving;

The activities will likely include: Football/Hockey, Basketball, Swimming, Badminton, and Athletics.

The Standard Grade course is designed for pupils who wish to participate in Physical Education in more depth and
to cover areas which have not been discussed in the past.

Assessment and Certification - Assessment is based on three elements as follows:

         Practical Performance;        Knowledge and Understanding;           Evaluating

Practical Performance is assessed by the teacher with the assessment standard checked by the Board.

Evaluating and Knowledge and Understanding is assessed by a written examination set and marked by SQA,
based on a video presentation. Question papers are offered at three Levels: Foundation, General and Credit.
Pupils normally attempt the questions at the two Levels best suited to their ability as shown in class. Some pupils
may be advised to attempt the questions at Foundation Level only. However, most of this learning will take place
through participation. This learning will be supplemented with homework.

On the Certificate, an overall award on a scale of 7 to 1 is shown, 1 being top of the scale. A profile of
performance is also provided, showing the award for each element on the same scale. In arriving at the overall
award, twice as much importance is given to Practical Performance as to either of the other two elements.



Entry Requirements

The Standard Grade Physics course is available only at Credit (1, 2) and General (3, 4) levels. It is not available at
Foundation (5, 6) level.

To ensure that pupils choosing Physics will benefit from the course and find the experience rewarding, entry
guidelines based on the second year assessment are applied. Advice following this assessment is given in each
pupil's second year report.

                                                      Page 20
Physics (contd.)


The Course

Much of the natural world and the operation of many man-made devices can be understood and explained by the
Laws of Physics. The course is designed to arouse the interest of pupils by looking at the physics involved in
everyday real-life situations. This approach allows pupils to see the importance of physics in the areas of:
telecommunications, electricity, health, electronics, transport, energy and outer space.

The materials used form an Activity-Based course – that is a course in which pupils carry out many of the
activities themselves. Through this range of activities, pupils learn to apply knowledge and understanding to
solve problems.

The development of practical abilities is an important objective of the course. A range of practical exercises is
provided during the course, including opportunities to plan and carry out investigations leading to the solution of a
practical problem.

Assessment and Certification

Work is assessed on performance in the following three course elements:       Knowledge and Understanding
                                                                              Problem Solving
                                                                              Practical Abilities

Knowledge and Understanding, and Problem Solving are assessed by a written examination, set and marked by
the Scottish Qualifications Authority. Performance in these two elements is monitored during the course by
means of End-of-Unit Tests, and an Estimate Examination.

The class teacher assesses performance in Practical Abilities, with assessment standards checked by the SQA.
These assessments will be carried out between January in Third Year and December in Fourth Year.

                                  RELIGIOUS AND MORAL
                               EDUCATION/RELIGIOUS STUDIES

Scotland is a nation whose people hold a wide range of beliefs. Such diversity enriches the Scottish nation and
serves as an inspiring and thought provoking background for Scottish children to develop their own beliefs and

Through developing awareness and appreciation of the value of each individual in a diverse society, RME
engenders responsible attitudes to other people. It is a fundamental principle that all children throughout Scotland
should consider other faiths and views regardless of the young person’s situation and local context.

RME courses at AGS reflect the Curriculum for Excellence draft outcomes and experiences as we seek to
encourage pupils to become successful learners, confident individuals, responsible citizens and effective
contributors. The framework for pupil study in four years, for one period a week, is Christianity and Other World
Religions. The context of pupils learning is Beliefs and Values, Practices and Traditions.

RME is provided for all pupils. Roman Catholic pupils are taken by a specialist teacher in 3 rd and 4th year and a
visiting RCRE teacher in 1st and 2nd year.

Pupils entering 3rd year take an SQA Int 1 or Int 2 unit ‘Moral Issues in Technology’. In 4th year pupils study a
unit from the SQA Int 2/higher course in Religious, Moral and Philosophical Studies.

Assessment in 3rd year includes an investigation leading to a written report in controlled conditions on Medical
Technology. In 4th year pupils complete the internal NAB Int 1 or Int 2 unit assessment. All assessments are
prescribed, validated and subject to external moderation by the SQA.

                                                      Page 21
RME (contd.)


In 3rd year denominational pupils also take the SQA unit 'Moral Issues in Technology' unit described above.

In 4th year, Roman Catholic pupils study the Int2 unit 'Christianity' from the Higher/Int syllabus. The unit is
developed in line with beliefs and practices of contemporary Catholicism. The overall aim of both 3rd and 4th year
denominational RE is two-fold: firstly to encourage the pupils to learn through a variety of learning experiences
including discussion, group work, research, watching videos and using the Internet; and secondly to encourage the
pupils in their faith development as young Roman Catholics.

Assessment in 3rd year includes an investigation concluded by a report written under exam conditions. In the 4 th
year pupils complete the internal Int 2 NAB assessment for the unit. All assessments are prescribed, validated and
subject to moderation by the SQA.

                                      SOCIAL EDUCATION

In S3 and S4, pupils attend one period of Social Education per week with their Principal Teacher Pupil Support in
registration groups. Throughout the Social Education syllabus many of the topics are dealt with on a
developmental basis and, in S3 and S4, we continue to build on the work of S1 and S2. The methodology and
approach used are as varied as possible and outside speakers are involved where appropriate.

The topics covered are those relevant to the pupils at this stage and broadly fall into the following categories:

1   Relationships                 -    This looks at the range of relationship situations facing pupils in their mid-
                                       teenage years and seeks to help them cope with all aspects of these from
                                       friendship to conflict.

2   Health                        -    This attempts to review the benefits of a healthy lifestyle as well as the
                                       dangers related to various forms of addiction. Pupils are made aware of the
                                       pressures they are under and encouraged to avoid any outcomes they may
                                       regret. Topics covered include drugs, smoking, alcohol and sexual
                                       relationships including sexually transmitted diseases.

3   Careers Education             -    This is covered in the following three programmes:

                                       a)        Kudos – which is a computer-based package designed to inform
                                                 pupils individually of a range of jobs for which they are suited.

                                       b)        Work Experience – which takes place in term 3 of Third Year.
                                                 Prior to their placement, the pupils will spend six weeks in
                                                 preparation and four weeks subsequently evaluating their
                                                 experience. Again, parents are informed in advance of the
                                                 arrangements for this.

                                       c)        Self-Presentation Skills – which attempts to cover a range of topics
                                                 relevant to preparing the pupils for the demands of job or college
                                                 application and interviews.

4   Curricular Guidance                a)        Higher Still Induction – which informs pupils of the most
                                                 appropriate pathways from Standard Grade to Higher Still, and, in
                                                 conjunction with the software packages “Plan-it and progress”,
                                                 allows pupils to compare their chosen subjects with likely career

                                                       Page 22
Social Education (contd.)

                                       b)        Individual Interviews – which gives each S3 and S4 pupils the
                                                 opportunity to meet with his/her Principal Teacher Pupil Support
                                                 to discuss their progress towards Standard grade or to offer support
                                                 on choosing an appropriate S5 curriculum.

                                       Arrangements are made for pupils to visit the Careers section of the School
                                       Library and Resource Centre. Pupils will be given the opportunity to meet
                                       individually with the Careers Adviser.

5    Other Related Topics         -    At different points in the syllabus, attempts are made to include the
                                       examination of other issues which relate to those already listed. These
                                       would include assertiveness, study skills, a review of the choice sheet
                                       process for S3 plus any other issue or topic which is considered to be
                                       particularly relevant.

                          SOCIAL AND VOCATIONAL SKILLS

This course is designed to develop two broad groups of life skills: communicative and practical. These skills are
developed through the study of three themes – Home, Work and Community. Pupils take part in the organisation
of community events, the provision of a service, a leisure activity and one week’s community service placement.

It differs from other subjects in the curriculum in that it deals with social and personal relationships and attributes,
such as self-respect and initiative, as well as acquiring core skills.

The Standard Grade Certificate is available at Foundation, General and Credit levels and the course is assessed by
means of:

a)     continuous internal assessment of activities such as using the telephone, completing forms, using banking
       facilities, preparing and undergoing an interview, applying for a job as well as reports on the many
       practical experiences undertaken


b)     an end of course external examination.

Parents are advised that pupils will be involved in out-of-school activities, both supervised and unsupervised,
primarily within the area of the school and more generally within the City. Parents are asked to accept that these
activities are an integral part of the course and are designed to promote both co-operation and personal initiative.


It is highly recommended that all pupils in S3/4 courses purchase their own dictionary for use at home and for

S3 Beginners Column E

There is an allocation of 3 periods per week for pupils who wish to take Spanish as a second language. It is
advisable for French and German pupils to have shown a fair degree of linguistic aptitude before embarking on
what is virtually a ‘crash’ course. They should consult their language teacher and the Principal Teacher
before opting for a second language.

                                                       Page 23
                           SUBJECT CHOICE AND CAREERS

The link between subject choice and Careers may seem a fairly obvious one – if a pupil drops a vital subject at
this stage, certain careers will be closed to them. However, it really is not quite as rigid as that. It is certainly
advisable, for example, for anyone considering a career related to Engineering to take Physics or Technological
Studies and it is never safe to assume that it will be possible to ‘pick-up’ a subject at a later stage in school. For
the pupil who comes to the idea of Engineering at a later stage however, and has studied neither subject, there are
college courses and University Access courses which make it possible to catch up. It is also important to be aware
that anyone who wants to pursue Biology beyond school will find the opportunities very limited if they do not also
have Chemistry.

No-one would expect pupils to have made clear career choices at this stage and ideas may change. The Careers
Adviser will however be working with class groups in S2 to encourage them to investigate the links between
subject choice and Careers by using the Careers Information held in the school library.

If you have any particular concerns about subject choice in relation to Careers the school Careers Adviser will be
at the S2 Parents’ Interviews and will be happy to answer any of your questions.

                                                      Page 24

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