Curriculum for Excellence

CONTENTS

INTRODUCTORY INFORMATION CORE Dear Parent/Carer

Curriculum for Excellence – S3 Course Choice

The purpose of this booklet is to give you information that will help support your child in making S3 course choices. The booklet is also used as a source of information for students.

The booklet -

1. Describes the aim of the S3 curriculum and how S3 courses build on what your child has studied in S1&2 2. Explains how S3 courses link to the senior curriculum 3. Provides a description of each course 4. Explains the choice of course process, and how the school will support your child in making their choices. 5. Includes the 2016/17 S4-6 curriculum plan so that you can see what options may be available to your child as they progress in to the senior phase.

I hope that, in addition to information shared at the S2 Parents’ Evening, you find what follows useful.

Over the next few weeks, if you have any queries regarding your child’s course choices, please do not hesitate to contact your child’s Pastoral Teacher. Forms should be returned by Thursday 28 April 2015

W. Burgon

Course Choice: progression from and preparation for -

Throughout S1 and S2 your child has studied a range of subjects from the following curricular areas –

1. Expressive arts 2. Languages and literacy 3. Health and wellbeing 4. Mathematics and numeracy 5. Religious and Moral education 6. Sciences 7. Social Studies 8. Technologies

Developing skills for learning, life and work, including the promotion of literacy, numeracy and health and wellbeing will also have been an important feature of their S1 and S2 experiences.

The above will continue to be an integral part of their S3 curriculum.

In S3 an element of curricular choice is being introduced to provide an opportunity for your child to study subjects that they are good at, are interested in, and want to explore in more depth. The S3 curriculum will also prepare students for certification in six subjects at the end of S4 as detailed in appendix 2. Your child will be well supported in making appropriate course choices as they progress through S3, S4, 5 & 6 and parents will continue to be fully involved. Supporting Course Choice -

Appendix 1 provides you with a copy of our S3 choice sheet. This shows that students will continue to study English, Mathematics, Religious and Moral Education, Physical Education, and Personal and Social Education. Students will then make 7 choices, one from each column.

It is important that we work together to support students to make choices that ensure a balanced curricular programme that reflects:-

1. Personal strengths 2. Personal interests 3. Future plans

In school, over the next few weeks, the choice process will be the main focus of Personal and Social Education lessons. Following a Choices Assembly, where course choice information will be shared with your child, their Pastoral Teacher will help them to decide which subjects they will study in S3.

Your child will be advised not to make final choices until they have considered information that will be made available to them:

1. In their S2 report 2. In this booklet 3. During the Course Choice assembly 4. During the S2 Parents’ Evening 5. During 1:1 interviews with their Pastoral Teacher 6. During PSE lessons

We would ask that you discuss all of this information with your child, encouraging them to tell you what is being said about the choice process in school, and to share with you their reasons for their preferred choices. By asking the right questions, you will help make sure that choices are being made for the right reasons.

The deadline date for handing the completed Choice Form in to the School Office is Thurs 28 April

Your child will be asked to select 7 subjects. These 7 seven subjects should be listed order of preference where option 1 is must wanted down to option 7. They are also asked to make a reserve choice in case we are unable to timetable their first choices. The reserve choice will be used as a replacement for one of their 7 choices, starting with option 7, in the event of a time table clash.

Appendix 2 shows a draft S4-6 course choice sheet so that you can map how your child might progress through the senior phase. This exercise will also enable you to see what qualifications your child will have accumulated by the end of S4 and, if they stay on, S5 and 6. ENGLISH LITERATURE AND LANGUAGE

Course Aims To continue to develop reading, writing, talking and listening skills from S1 and S2 and to provide a foundation for further development towards a national certificate. Literacy skills will form a central part of the course, leading to certification in Literacy as well as English.

Course Outline The S3 English course will follow a similar structure to the courses followed in S1 and S2 and this should be familiar to our students. The year will be divided into five units, running from (approximately) August- October, November-December, January-mid February, February-March, April-May. These units will each contain a balance of activities providing opportunities to develop and to practice skills in reading, writing, talking and listening. Two of the units are core, while in the others the teacher has a degree of choice in order to match work with student ability. Units are titled with reference to their writing component, but will also contain work on literature.

Imaginative Non-fiction Reflective Discursive Media (core) (core)

Assessment of progress is made by compiling a portfolio of best work in English and in Literacy, and by using agreed assessments in the core units. Students’ work will be evaluated continuously and formatively through self-assessment, peer-assessment or assessment by the class teacher.

Homework In English, homework may be expected regularly, usually on a weekly basis. While some homework may be written, this will mostly consist of work begun in school (essays, close reading exercises). Occasionally students will be asked to redraft written work at home. Other homework will involve students in reading literature texts or in researching information for use in class. Talk exercises are given each year, and homework may involve students researching, writing or practising these.

Skills Communication skills in Reading, Writing, Talking and Listening

Assessment Primarily on-going based on work produced in class and a folio of best work. The department uses a variety of strategies including self, peer and teacher assessment. In addition, for potential National 5 candidates, there will be an S3 exam.

Progression National 3/4/5 and Higher will be available in the Senior Phase MATHEMATICS AND NUMERACY

Course Aims To develop the student’s skills in using mathematical language, to explore mathematical ideas and to develop mathematical skills relevant to learning, life and work in an engaging and enjoyable way.

Course Outline June : Number work with whole numbers, decimals and integers. Aug – Oct: Number work with and without a calculator Money – Bills, Interest, Hire Purchase, Foreign Exchange etc. Speed, Distance and Time Oct – Dec : Algebra – Brackets, Simplification and Equations Pythagoras’ Theorem Proportion Statistics Jan – Mar : Trigonometry Factors Angles & Circles Simultaneous Equations April – May : Similar Shapes

Homework A homework exercise at the end of each topic – roughly every 2 weeks.

Skills Students should be able to: Problem solve, Communicate clearly, Investigate, Explain, Compare, Interpret Information, Listen, Work collaboratively, Work independently, Evaluate, Use IT.

Assessment Students will be assessed using a mixture of Observation, Peer Assessment and regular Summative Assessments (October, December and March).

Progression National 3/4/5 and Higher will be available in the Senior Phase PERSONAL AND SOCIAL EDUCATION

Course Aims To provide knowledge and skills to enable students to-  Maintain emotional, social and physical wellbeing and therefore successful learning.  Maintain positive relationships with a variety of people.  Make informed personal choices which promote healthy and safe lifestyles.  Develop skills and attributes to achieve and sustain positive destinations beyond school.

Course Outline & Skills

Unit Content Skills Study Skills Develops personal study strategies such as Organisation and time organisation of time, note taking, learning management Styles, memory techniques and exam Reading and writing techniques. Reflecting and Remembering Setting realistic targets Respect Explores the issues of power in relationships,Showing respect in relationships. domestic violence, racial hate crime and Equality and non-violent ways of getting support and help with situations dealing with problems. involving abuse. Effective discussion skills. IT skills. Substance Investigates the serious physical, mental, Working as an effective member Misuse emotional, social and legal consequences of a team. of the misuse of legal and illegal Research and presentation skills. substances. Peer and self-assessment. Choices and Prepares pupils for S4 choices. Reviewing Careers Setting realistic targets Relationships Explores sexual behaviour amongst young Positive in lifestyle choices , sexual people, gender stereotyping, the influence Respecting other beliefs, feeling health and of media, peer pressure and family on and opinions. parenthood sexual behaviour, contraception & contraceptive services and sexually transmitted infections. Mind Yer Deals with the promotion of positive Listening and Talking, Evaluating Heid mental health through tasks addressing and developing an informed view. how to cope with difficult situations, self- esteem issues, sexuality and young carers.

Homework PSE homework will involve, when necessary, the completion of unfinished tasks.

Assessment Pupils are assessed in a variety of methods which includes formative, peer, self and summative assessment. CORE PHYSICAL EDUCATION

Course Aims To promote challenge and enjoyment in Physical Education

Through a range of activities students will continue to develop -  Skills and techniques to enhance performance  Personal fitness through practical experiences  An ability to cooperate and communicate effectively with others  An ability to analyse personal strengths and development needs in relation to performance

Course Outline This course will cover the Level 3 and 4 Curriculum for Excellence Experiences and Outcomes and will build on work covered in first and second year while also broadening student’s experiences with some new activities.

Activities – Acrogymnastics, Athletics, Badminton, Basketball, Cross Country, Fitness, Football, Hockey, Lacrosse, Rugby, Social Dance, Striking/Fielding Games, Tennis

Homework No formal homework. Pupils are also encouraged to watch and learn from local and international sporting events e.g. Selkirk/Borders activities, Olympics, World Cups, Commonwealth Games etc.

Skills By the end of S2 PE students will have developed their ability in -  Physical coordination and movement skills and techniques  Problem solving  Communicating and listening  Working effectively in independent, cooperative and competitive learning contexts  Evaluating performances  Using ICT to enhance performance

Assessment  Professional Judgement  Criteria based on Model Performers  Question and Answers (Teacher to Pupil on teaching points)  Self Assessment/Peer Assessment  Fitness Test Results CORE RELIGIOUS & MORAL EDUCATION

Course Aims  To continue to learn about and from the beliefs, values, practices and traditions of Christianity, the world religions selected for study and viewpoints independent of religious belief  To continue to develop an understanding of the place of beliefs and values in Scotland and the world  To continue to develop student’s beliefs, attitudes, values and practices through reflection, discovery and critical evaluation  To encourage students to make a positive difference to the world by putting their beliefs and values into action

Course Outline Unit 1: Issues of Belief – An Introduction In this introduction unit students develop their understanding of the nature of belief and through investigating one particular belief are equipped to reflect upon the importance of their beliefs and the consequences of putting them into action. Unit 2: The Existence God In this unit students apply the skills they have learnt in the introduction unit to consider arguments for and against the existence of God. Through reflection, discussion and debate students are equipped to explain a range of beliefs which people hold on this topic. Unit 3: Life After Death Students apply their skills this time to consider the 3 main options regarding life after death – reincarnation; resurrection (heaven and hell) and annihilation. Again through reflection, discussion and debate students are equipped to explain a range of beliefs which people hold on this topic. Unit 4: Investigating a person of the student’s own choice Students choose a person and investigate how that person puts their beliefs into action. They go on to reflect upon the consequences of putting their own beliefs into action.

Homework Students will have to maintain their jotters and folders and complete work they have missed or not finished in class at home. Opportunity will also be given to do extension work outwith class time.

Skills The key skills that we seek to develop in S3 RME are:  a knowledge and understanding of the topics and issues covered  the development of enquiry and critical thinking skills  evaluation and debating skills  the ability for personal reflection Other more generic skills which are developed in RME are literacy skills, the ability to work well independently and in groups, research/investigative skills, ICT skills, presentation skills.

Assessment Students are assessed using self, peer and teacher assessment.

Progression Higher RMPS will be available in the Senior Phase ART AND DESIGN

Course Aims: To develop Creativity through Creative Thinking

The importance of creative and divergent thinking is increasingly recognised in education. The ability to think creatively will be of enormous benefit to students whatever their chosen career path on leaving Selkirk High School.

The primary aims of this course are to encourage students to –  Develop the capacity to “think creatively”  Express their ideas, thoughts and feelings as an individual  Develop their own creative solutions to design problems  Foster the ability to communicate an informed and well considered opinion to others  Embrace current and new technologies such as Photoshop and digital imaging  Confidently “experiment” with materials and media.

There are many career and college opportunities related to Art and Design. what

Course Outline Critical Appreciation This aspect of the course will help students develop the ability to interpret information and communicate visually and orally to others. Students will investigate the social and cultural contexts of Art and Design. Expressive Students will be encouraged to express and communicate their ideas using a range of media and techniques. Design Practical experience of design will foster the development of skills that encourage creative solutions to problems that shape our lives.

Homework Homework will be issued on a regular basis to support and build upon work produced in class.

Skills Drawing from observation will be a core skill

Assessment Various approaches to assessment will be employed as appropriate, such as teacher observation, review of work through Learning Logs/personal Learning Plans and pupil/teacher discussion, end of unit appraisal, self/group assessment

Progression National 3/4/5 and Higher will be available in the Senior Phase BIOLOGY

Course Aims To develop  curiosity, interest and enthusiasm for Biology;  an appreciation of the input of Biology to society including utilisation of resources;  a broad, versatile and transferable skills set targeted on CfE capacities in students;  the skills of scientific enquiry, investigation and presentation.

Course Outline

Cells A general introduction to animal, plant and microbial cells

Biodiversity and Balance  species diversity, distribution and adaptation for survival  importance of maintaining a balance of gases in the air , discussing the cellular processes of both respiration and photosynthesis

Regulation Survival and Growth  Homeostatic processes  Animal behaviour  Growth and Development of organisms  Sexual and Asexual reproduction

Genetics and Society  Inheritance and Variation  Mutations and Inherited conditions  Understanding cancer  Stem Cell Research  DNA profiling and Genetic Screening

Biotechnology  Plant propagation and commercial application  Aerobic Respiration and experimental design  Risks and benefits of utilising different energy sources to meet current society energy needs  Use of enzymes and microbial cells in Industrial application

Homework Appropriate homework will be given regularly throughout the course.

Assessment Students will be assessed using a variety of approaches including; Observation, Peer, Formative, Summative and Practical assessment. Similarly, pupils are given regular opportunities to evaluate their learning.

Progression National 4/5 and Higher will be available in the Senior Phase National Science will also be an option. BUSINESS

Course Aims To develop further the Enterprise, Business and ICT skills from S1 and S2 and to provide the basis for progression towards a National Certificate 4 or 5 in Business Management in S4.

Course Outline Throughout the course students will develop their understanding of small and medium-sized businesses and will learn about the purposes and features of different types of organisations which exist in Britain today – Sole Traders, Partnerships, Private Limited Companies, Franchises, Public Sector Organisations, Charitable Organisations. They will learn about the impact Stakeholders have on each of these organisations and how Customer Service can be improved.

Students will also have an opportunity to develop their knowledge of the importance of planning in any organisation by learning about the different types of finance available, preparing Job Costing sheets, working out Break-even points and preparing Cash Budgets to aid forward planning. All of this will then be tied together when they study and prepare formal Business Plans.

In the third term the students will have the opportunity to put everything they have learned into action by taking part in a ‘Dragon’s Den’ type competition, working in a team to come up with and develop a business idea which they present to judges.

Throughout the course students will investigate how technology is used in modern businesses and how businesses try to be more environmentally and socially responsible.

This Business course helps to develop students personally: they will be expected to work with others, make presentations, research and analyse information, and evaluate their work. Students will use ICT throughout the course enabling them to expand their skills as they select appropriate software to support business and entrepreneurial activities.

Homework Regular homework will be included as part of the S3 course. Some may be written/produced on the computer (whole task or finishing off exercises), whilst other types of homework will involve investigating (via Websites/on the High Street/from newspapers and news programmes, etc).

Skills Students will be able to demonstrate their knowledge and understanding through factual descriptions and explanations. They will research and analyse information, work as part of a team, work independently, further develop their IT skills and presentation skills.

Assessment Assessment will continue to be formative as in S2, but there will be a move towards more formal and summative assessment in preparation for Nationals e.g. end of unit assessment, or S3 exam.

Progression National 3/4 Business, National 5 Business Management and Higher will be available in the Senior Phase.

CHEMISTRY

Course Aims To develop  curiosity, interest and enthusiasm for Chemistry;  an appreciation of the input of Chemistry to society including utilisation of resources;  a broad, versatile and transferable skills set targeted on CfE capacities in students;  the skills of scientific enquiry, investigation and presentation.

Course Outline Chemistry is the study of matter and the changes it can undergo in the world around us.

The course will be centred on 5 units of work and will involve a variety of activities. 1. Rate / Chemical reactions  Chemical properties and reactions  Collecting and analysing data in chemical reactions 2. The Atom and Periodic table  The periodic table  Structure of the atom 3. Acids  Changing pH  Environmental impact  Uses in food and drinks 4. Fuels  Crude Oil (fossil fuels)  Combustion and pollution  Alternative fuels 5. Metals  Properties, Reactivity and corrosion  Extraction of metals from natural resources  Chemical cells  Alloys

Skills Through practical work students will be able to; Problem Solve, Communicate, Investigate, Plan, Explain, Compare, Interpret, Listen, Work Collaboratively, Work Independently, Evaluate, Use ICT and Manipulate scientific equipment.

Assessment Students will be assessed using a variety of approaches including; Observation, Peer, Formative, Summative and Practical assessment. Similarly, pupils are given regular opportunities to evaluate their learning

Progression National 4/5 and Higher will be available in the Senior Phase National Science will also be an option.

CRAFT, DESIGN AND TECHNOLOGY (CDT)

Course Aims: To let pupils design, make and then evaluate solutions to problems. In doing so they will make projects in wood, metal and plastic developing skills in the safe use of hand tools, power tools, and machines. During the year pupils will present their designs in design brief form using a variety of manual and computer graphic techniques.

Course Outlines: The course will consist of 3 units of work Unit 1: Woodworking Skills Unit 2: Design and Make Unit 3: Graphics Unit 1 Pupils will further develop their skills gained in S1 and S2 by making a project in wood using manual and power tools. This unit is aimed at building practical skills and the safe use of hand and power equipment in the workshop.

Unit 2 Pupils will work through a range of design projects in wood, plastic and metal geared towards developing their existing designing and practical skills. During the unit they will be given everyday problem situations which they will solve by working through a design process. They will then make and evaluate their own solutions.

Unit3 Pupils will work through a project which will develop their skills in manual and computer graphics. The manual work will involve sketching, manual drawing, manual rendering and model making. Computer work will involve 3D modelling, computer drawing, rendering and desktop publishing.

Homework: In our Design and Make and Graphics units, homework will be given to coincide with the course projects unless catch up work is required due to absence etc. No homework will be given in the Woodworking Skills

Assessment All projects will be assessed by teachers, peers or pupils depending on their project. Assessment will be in the form of homework exercises, class tests, teacher observations and end of session examinations.

Progression National 4/5 and Higher in Design and Manufacture will be available in the Senior Phase National 4/5 and Higher in Graphic Communication will be available in the Senior Phase National3/4/5 Practical Woodworking will also be an option DRAMA

Course Aims Throughout the course we will aim to develop:  responding to stimuli when creating drama  working with others to share and use drama ideas  developing awareness of social and cultural influences when creating drama  exploring drama form and structure  gaining understanding of basic production skills  using basic drama and production skills when presenting  using reflective skills within the creative process

Course Outline

While working through the skills below the activities we undertake will be very much steered by the suggestions and interests of the pupils. For example, a class may choose to create and perform a whole production which they have written together.

Drama Skills The course is largely experiential, and drama skills will be learned through games, improvisation and short tasks. Pupils will learn to respond to stimuli and will be encouraged to be creative and expressive. Pupils will work mainly in groups to create and perform in a supportive and non- threatening environment. We will read texts and choose some scenes to perform to a selected audience in May. We will also devise dramas to also be performed.

Production Skills Pupils will begin to explore basic production skills through workshops, using them to communicate ideas. Pupils will have opportunities to experiment with lights, stage make up, props and costume. Pupils will also reflect on their own work and the work of others within the creative process.

Other skills… In both areas pupils will be encouraged to identify areas in which they need to improve, and learning to give constructive comments to others. Some written work will be undertaken, including preparation for National 5 work and work toward the S3 written exam.

Homework Homework may be given to support learning. Homework may include short research tasks, creating props, bringing in a particular costume or prop or finding a stimulus. Occasionally, pupils may be asked to complete written work started in class.

Skills See course outline. Pupils will be encouraged to take part in our school productions, either on a performing basis or on the production side.

Assessment The S3 written exam will take place in February while the S3 performing assessment will take place in late April/early May. Pupils will be regularly assessed, with written and verbal feedback provided. Progression Successful completion of this course can lead to studying N4/5 Drama in S4. FRENCH

Course Aims

 To extend knowledge about French language and culture.  To develop the four language skills of Reading, Listening, Talking and Writing.

This course will provide the basis for further progression towards a National Certificate 3, 4 or 5 in French in S4.

Course Outline During this course students will examine different aspects of life in French speaking countries.

Throughout third year, the focus will be on the following topics within the contexts of society and culture.

. Media (film, television and internet) . Holidays . Customs and celebrations . Lifestyles and relationships

In all topics students will practise and extend the four language skills.

Homework Homework will be expected once or twice a week and will focus on practising and consolidating the four language skills and extending vocabulary. An A4 folder, dividers and a French dictionary will be required by all students studying this course.

SKILLS Talking; listening; reading; writing; working and interacting with others; using and managing resources; following instructions; analysing information; using a bilingual dictionary; using ICT; labelling; transferring information; evaluating; appreciating other cultures; creating; making and delivering a presentation; reflecting; investigating; planning; organising information.

Assessment Pupils will be assessed in key skill areas by means of self-evaluation, peer and teacher assessment in preparation for possible future National assessments.

Progression National 3/4/5 and Higher will be available in the Senior Phase.

GEOGRAPHY

Course Aims  To develop geographical skills and knowledge.  To develop straightforward understanding of the ways in which people and the environment interact  To develop Independent learning and critical thinking skills  To develop skills of numerical and graphical analysis in geographical contexts

Unit 1; Physical Environments A study into how our Scottish landscape was formed;  Glaciated landscapes

 Coastal landscapes

Unit 2; Human Environments A study of population;  World population trends  An investigation in to rich world/poor world; a comparison of cities within India and the UK.  Migration

Unit 3; Global Issues A study into the impact of human activities on the natural environment;  Effect on the rainforest and the Arctic Tundra

Homework Homework will consist of individual research projects, practice skills questions and learning course content. You will also be expected to prepare for assessment.

Skills  Mapwork  Investigative Skills/research  Presentation,  Working in Groups

Assessment  Formative peer and teacher assessment  Class tests of factual information learned over a short period.  Feedback on independent research undertaken  Summative end of unit assessments

Progression: National 3/4/5 and Higher will be available in the Senior Phase

HISTORY

Course Aims  To develop a knowledge of people/societies in the past and their relevance today  To develop the skills of evaluation, analysis and research  To develop independent learning and critical thinking skills  To support literacy skills

Course Outline In S3, students will study 2 units of work and complete an assignment of their choice.

Unit 1; World War II & the Post War World A study of the impact of WWII on Europe and the wider world;  The aftermath of the Holocaust and the creation of Israel  The Nazis on Trial  Dropping the Bomb - the consequences of Hiroshima and Nagasaki  Rebuilding Europe  The Cold War

Unit 2; Changing Scotland and Britain 1760-1900 A study of the development of Scotland/Britain into a modern, industrial nation;  Health and housing  Textiles and Coal  Transport  Growth of Democracy

Assignment Students can choose an area of the course to investigate, use a variety of sources and present their findings in a variety of ways. This is an opportunity to independently apply the skills which they have developed over the course.

Homework Homework will be given regularly to build up student’s subject knowledge and practise their source skills. All formal homework will be assessed to help students and their parents monitor their progress and plan next steps.

Skills In S3, pupils will begin to develop the skills necessary for study at National 4/5 and Higher; building up their factual knowledge of different contexts, describing, explaining and analysing the importance of historical events. They will also build on S2 source skills, to be able to evaluate, compare and put a variety of historical sources into their wider context. In addition, they will be required to research independently and present their conclusions.

Assessment Assessment will continue to be formative as in S2, but there will be a move towards more formal and summative assessment in preparation for Nationals e.g. end of unit assessment, or S3 exam

Progression National 3/4/5 and Higher will be available in the Senior Phase HOME ECONOMICS

Course Aims The purpose of this course is to allow students to develop their practical cookery and technological skills within a broad based general course. Students will have the opportunity to develop their understanding of ingredients, healthy food choices, nutrition, food safety and current food issues.

Course Outline This course will be delivered as 4 units of work, which develops practical food preparation skills, whilst dealing with safe and hygienic practices. Areas to be covered in these units include:-  Healthy eating- current dietary advice, nutrition and diet- related disorders  Food product development- recipe development and sensory testing  Safe and hygienic practices – safe storage, preparation and cooking of food.  Food and the consumer – food choice, technological development , food labelling and legislation  Practical cookery skills will be developed and monitored throughout the course.

Homework

 Written homework will be given regularly and pupils will also have homework assignments to complete.  Pupils must be prepared for each practical lesson and must bring a suitable container for taking food home.  Pupils will have to pay a proportion of the cost of the food.

Skills  Pupils will build upon their S1/S2 knowledge and acquire a wide range of practical skills.

Assessment  On-going assessment will be used to gather and bank evidence which can be used in S4.  Assessment will also establish proposed entry level for Nat 4/5 courses

Progression This course has been developed as a stepping stone for either:-  National 4/5 Health and Food Technology - which offers progression to Higher Health and Food Technology  National 4/5 Hospitality – Practical Cookery USING ICT AND COMPUTERS

Course Aims To develop further the ICT and Computing skills from S1 and S2 and to provide the basis for progression towards a National Certificate 4 or 5 in Administration and IT in S4.

Course Outline Throughout the course students will be learning about the work undertaken by an Administrator in business. Students will also learn how technology is used in modern businesses and different ways in which documents should be presented.

Students will produce documents using professional software, eg: word processing, spreadsheets, databases, powerpoints, publisher, email, electronic calendar, and the internet for investigating information to help finalise documents. Throughout the course students will be encouraged to produce work up to business standard, taking personal responsibility to ensure that the quality of every piece produced meets the required standard.

Using ICT and Computers will help to develop students personally: they will be expected to work with others, make presentations, research information and produce documentation, and evaluate their work so that everything is up to business standard. Students will use ICT throughout the course enabling them to expand their skills, as they select appropriate software to support their activities.

Homework There will be very little homework. When given, it will be used to widen and deepen the understanding of the content being studied. Some may be written/produced on the computer (whole task or finishing off exercises), whilst other types of homework will involve investigating (via Websites/from newspapers, magazines, business literature, etc).

Skills Students will continue to develop ICT Skills - using/managing business software packages; proofreading; researching and presenting information. They will also develop further their life skills – working independently and collaboratively to research information; analyse it; make presentations, reflect on their progress.

Assessment Assessment will continue to be formative as in S2, but there will be a move towards more formal and summative assessment in preparation for Nationals e.g. end of unit assessment, or S3 exam.

Progression Administration and IT: National 3/4/5 and Higher will be available in the Senior Phase. MODERN STUDIES

Course Aims  To continue to develop an understanding of Scottish society and compare this with contrasting societies in the world  To consider the role of international organisations in keeping the world we live in safe and secure  To continue to develop the skills required to analyse and evaluate different source materials  To explore different types of evidence with a view to investigating, researching, presenting an informed view

Course Outline Unit 1: International Issues This unit will look at several world conflicts and world issues including terrorism, the Syrian conflict and issues such as Genocide. Students will look at the impact of conflicts on different groups as well as exploring factors that contributed to the start of these conflicts. This will also link to Unit 2 and the role of international organisations. Unit 2: International Organisations This unit will focus on TWO areas related to keeping us safe and secure in today’s world:-  Students will examine the role of International Organisations (NATO; EU; UN) which have protected the lives of people in Scotland, Europe and the rest of the World since the end of World War 2, focussing on what they do and how effective they are  Using examples of recent international crises, students will examine how effectively these organisations and others have responded to the threats we face. Unit 3: Inequality in the UK This unit focuses on income inequality in the UK. Students will look at groups in society which are more likely to face inequality and explore reasons why as well as consequences of inequality. Further to this, pupils will explore actions taken by the Scottish and UK governments, as well as voluntary groups to try to tackle these inequalities.

Homework Regular homework will be included as part of the S3 course. This will involve students:-  completing tasks to display their factual knowledge and understanding of the content areas covered  Interpreting and evaluating source evidence based on issues relevant to their studies.

Skills  Demonstrate Knowledge and Understanding of the issues covered through factual description/explanation  From a range of sources of information, draw conclusions, justify decisions, identify and explain bias/exaggeration or selective use of facts  Apply research, investigation and presentation skills, using information from a variety of sources, to complete an assignment on a contemporary issue

Assessment  Continuous assessment, including both knowledge and skills questions, throughout each unit.  Teacher/Self  Formal S3 exam  Assignment project on a world conflict or issue.

Progression National 3/4/5 and Higher will be available in the Senior Phase MUSIC - PLAY, CREATE AND PRODUCE

Course Aims: To further develop skills through the delivery of experiences and outcomes, and to provide a pathway to further study music. Students will –  Present/ Perform/Listen/Create  Apply knowledge and understanding of musical features imaginatively and sensitively  Plan, make decisions, work collaboratively, evaluate and identify next steps  Be encouraged to work independently and take responsibility for their own learning  Use ICT

Course Outline

Students will further develop their playing on their chosen instruments through solo and/or group music making. Students can choose the music they want to play from a wide variety within the music department and/or they can bring in their own music or download from the internet. Students can choose how they learn. They can learn with tab, notation, by ear from a CD, from a DVD, from online tutorials - whatever suits them. Students can use music technology to create and produce their own original music. At the end of the year students can take home a

August - October. In consultation with their teacher students will select and organise a programme of music for themselves and begin to learn to play/sing it. Students who choose to make their own original music will decide on the structure of their music and begin to experiment with melodic, rhythmic and harmonic ideas.

October - December. In consultation with their teacher, students will reflect on progress and identify areas for improvement. Students who have chosen to make their own original music will, after reflection and review, develop their ideas with regard to melody, rhythm and harmony.

January – May. Students can produce a recording of their playing and/or original music. In consultation with their teacher they will reflect on progress and identify areas for improvement. Students should now be able to perform more challenging music as they approach the Senior Phase.

Homework  Where students have access to instruments at home, they will be expected to practise regularly.  Where students have internet access at home they can select/download suitable music to play.  Students will be expected to listen to music on their own iPods, phones, and tablets to enhance their learning

Skills  In addition to musical skills students continue to develop learning skills such as reflecting, evaluating, creating and applying and life skills such as enthusiasm and motivation for learning, working collaboratively, respect for others and openness to new ideas.

Assessment  A variety of assessment methods are used throughout the year…. Self -assessment, peer assessment, continuous assessment by teacher and graded assessment. Assessments are shared and inform next steps.

Progression  National 3/4/5 and Higher will be available in the Senior Phase  Performing Units at a variety of levels PERFORMANCE PHYSICAL EDUCATION

Course Aims

 To improve skills and performance in physical activities  To develop and demonstrate knowledge of factors that affect performance  To develop team building skills and enhance their ability to compete and co-operate with  each other  To build the skills and knowledge required for National 4, National 5 and Higher PE courses  To develop broad, generic skills based on the SQA’s Skills Framework: Skills for Learning, Skills for Life and Skills for Work

Course Outline

The main purpose of the course is to develop and improve Practical Performance and in learning the skills and knowledge required for this.

There are 2 main units 1. Performance  Students will participate in a range of activities , developing a range of movement and performance skills  Look at how different aspects of fitness affects their performance 2. Factors Impacting on Performance  Through analysing and reflecting on their own and others performance students will talk and write about knowledge of factors which affect their own and others performance in physical activities  ICT , mainly through video analysis of practical work will be used to support and enhance learning and performance Assessment  Both units are internally assessed by staff on a pass/fail basis.  Self and peer assessment will also be used to inform learners on progress and performance development

Homework There is a theory element to the course and some written work and homework will be used to reinforce and consolidate learning.

Skills This course will further develop student’s skills from core Physical Education (S1-3). The main focus will be for students to develop their  Analytical skills – strengths and areas for development within their performances.  Activity specific skills.

Assessment Students will be assessed in the following areas  Practical performance  Factors Impacting on Performance  A competitive context (Preparation, Performance and Evaluation)

Progressions National 3/4/5 and Higher will be available in the Senior Phase Course Aims To develop  curiosity, interest and enthusiasm for Physics;  an appreciation of the input of Physics to society including utilisation of resources;  a broad, versatile and transferable skills set targeted on CfE capacities in students;  the skills of scientific enquiry, investigation and presentation.

Course Outline

Electricity and Electronics  Furthering our understanding of simple circuits to allow us to design and build automatic circuits to control appliances in our everyday life.

Light and Sound  Studying the properties of waves to further our understanding of light and sound, so we can understand the practical applications of sound recording and space exploration.

Transport  Using computers for data capture we will study the motion of objects. Allowing us to understand the way in which they move and how we can compare the motion of vehicles. This can lead to improvements on the design of vehicles.

Matter  By studying the basic properties of matter we look at how objects can float and others sink.

Project  Researching different energy needs will allow us to understand our energy demands and how they may change in the future.  Speed and Acceleration  Electricity and Electronics  Space Physics  Energy

Assessment Students will be assessed using a variety of approaches including; Observation, Peer, Formative, Summative and Practical assessment. Similarly, pupils are given regular opportunities to evaluate their learning.

Progressions National 4/5 and Higher will be available in the Senior Phase National Science will also be an option. PHYSICS

SCIENCE

Course Aims To develop  curiosity, interest and enthusiasm for Science;  an appreciation of the impact of Science to society and the environment;  a broad, versatile and transferable skills set targeted on CfE capacities in students;  the skills of scientific enquiry, investigation and presentation.

Course Outline

Science is vital to everyday life and allows us to understand and shape the world in which we live and influence its future. Scientists play a key role in meeting society’s needs in areas such as medicine, energy, industry, material development, the environment and sustainability.

The course will be centred on 7 topics and will involve a variety of activities.

 The Living Environment  Electrical Safety  Plastics  Health  Fossil Fuels  Forces  Water

Skills Through practical work students will be able to; Problem Solve, Communicate, Investigate, Plan, Explain, Compare, Interpret, Listen, Work Collaboratively, Work Independently, Evaluate, Use ICT and Manipulate scientific equipment.

Assessment Students will be assessed using a variety of approaches including; Observation, Peer, Formative, Summative and Practical assessment. Similarly, pupils are given regular opportunities to evaluate their learning

Progression National 2 Science in the Environment and National 3/4 Science will be available in the Senior Phase. National Environmental Science may also be available. SKILLS FOR LIFE

Course Aims This course is offered jointly by Pastoral and Additional Needs

The aims of the course are to enable students to develop  skills that will support them towards independence.  an ability to work with others  communication skills  thinking skills  horticulture skills  enterprise and Organisational skills

Course Outline The course will consist of a number of units that will be delivered by members of school staff and other professionals.

It will include activities that take place within the school and the wider community.

Examples of the types of topics that may be included  personal picture frame  healthy eating  organising events  understanding communication  community awareness

Homework The amount and type of homework given will depend on the nature of any particular topic. Examples of homework activities include: carrying out pieces of research, completing tasks that require contact with organisations out with school hours, or attending activities that take place out with the school day.

Skills The main focus of the course will be to develop skills which improve student’s ability to work as part of a group/team

Assessment Students will be entered for a number of SQA Personal Development units and Horticulture Units. Assessment will be continuous and involve self-assessment, peer assessment and group discussion

Progressions No formal progressions however students are developing skills for learning, life and work SKILLS FOR SUCCESS

Course Aims To develop skills in Literacy, Numeracy and Health and Wellbeing and to support learning across the curriculum.

Course Outline In Skills for Success students have 3 periods in a small group with an Additional Needs teacher. Students will be supported and guided in their learning and in the development of their skills, confidence and self-esteem.

The small group setting allows more access to teacher support and provides students with an environment where they feel nurtured, safe and ready to learn. Students will improve their ability to communicate, collaborate and build relationships.

The Additional Needs teacher will help students by having close communication with their class teachers. Any barriers to learning can be identified and appropriate strategies put in place.

Students will produce summary notes for their courses and be given strategies to prepare for assessments e.g. using IT, mind-maps or creating posters.

Time will be given to completing cross-curricular, projects, unfinished class-work and filling gaps in learning created through absence.

Homework Students will be encouraged to carry out homework tasks independently at home. However, they will be given time and support to complete homework in Skills for Success when required.

Skills Students are expected to take responsibility for their own learning and to bring appropriate work to complete in Skills for Success, improving their skills in planning, prioritising and organising time and materials. Students will reinforce skills developed in curricular areas by taking time to consolidate their learning. Students will be given opportunities to develop and practise essential numeracy and literacy skills. Assessment Monitoring of work undertaken on record sheets by pupils Progressions No formal progressions however students are developing skills for learning SPANISH

Course Aims  To use and extend their prior Modern Languages knowledge and skills to learn a new language.  To develop the four language skills of Listening, Talking, Reading and Writing.

This course will provide the basis for further progression towards a National Certificate 3, 4 or 5 in Spanish in S4.

Course Outline Major topics to be covered during this course are:  ‘self’ and ‘family’ (term 1)  ‘home’ and ‘town’ (term 2)  ‘free time’ and ‘food’ (term 3) In all topics pupils will practise and extend the four language skills.

Additionally, pupils will examine aspects of Spanish speaking culture.

Homework Homework will be expected once or twice a week and will focus on practising and consolidating the four language skills and extending their vocabulary. Pupils are required to bring in a folder and dividers. An English-Spanish dictionary will also be required by all students studying this course.

SKILLS Talking; listening; reading; writing; working and interacting with others; using and managing resources; following instructions; analysing information; using a bilingual dictionary; using ICT; labelling; transferring information; evaluating; appreciating other cultures; creating; making and delivering a presentation; reflecting; investigating; planning; organising information.

Assessment Pupils will be assessed in key skill areas by means of self-evaluation, peer and teacher assessment in preparation for possible future National assessments.

Progression National 3/4/5 and Higher will be available in the Senior Phase. FOR INFORMATION : Opportunities In S4/5/6 National Qualifications N4 N5 H AH∆ Administration and IT     Art and Design     Biology     Business Management     Chemistry     Creative Industries   Design and Technology     Drama    English *     French     Geography     Graphic Communication     Health and Food Technology    History     Hospitality     Maths **     Modern Studies     Music     Physical Education     Physics     Practical Woodworking   Science ***  Spanish     Psychology (S6) – college Thurs or Fri, 1.15-4.15pm  Software Development (S5/6) – college   * Nat 4 English pupils may also study Nat 4 Media Studies as part of the course. ** Nat 4 Maths pupils may also study N5 Numeracy as part of the course. *** Nat 4 Science pupils may also study Nat 4 Environmental Science as part of the course. ∆ AH Courses will only run subject to sufficient numbers  These courses may be available to study at another school

FOR INFORMATION Opportunities In S5/6 Vocational Courses at Borders College, Galashiels Campus, 1:45pm-3:45pm unless stated Construction, National 4 TUES & THURS Early Education and Childcare, National 4 TUES & THURS Engineering Academy, National 4 TUES & THURS Motor Vehicle Maintenance, National 4 TUES & THURS Health and Social Care, Foundation Apprenticeship SCQF Level 6 TBC Hairdressing and Beauty, City & Guilds THURS Introduction to Digital Photography, National 4 TUES & THURS Landbased: Rural Skills for Work (1:15-4:15) THURS - HAWICK Sport and Recreation, Level 4/5 TUES & THUS South East Scotland Academies – Fridays 9am – 1pm Creative Industries Academy, Level 6 Food Science Academy, Level 6 Health and Social Care Academy, Level 6 Hospitality and Tourism Academy, Level 6 Wider Achievement Opportunities Work Based Learning Leadership Award, Level 5/6Volunteering & School Service Sports Leadership & Leisure Games Volunteering (Saltire Award) Survival Cookery – Food Hygiene Certificate Study (S5 studying 4 or more Highers and S6 Only) YASS Course (S6 Only)

Selkirk High School S3 Course Choices Name : ______Class : ______S3 Courses Available Art & Design Geography Physics Biology History Science Business Home Economics Skills For Life Chemistry Modern Studies Skills For Success Craft, Design & Technology Music Spanish Drama Physical Education Using ICT and Computers French

Proposed Programme of Study for S3 in 2016/17  All pupils will study English and Maths, along with the core program of PE, PSE and RMPS  Select 7 additional courses you would like to study in order of preference from S3 table above  Make a reserve choice – eg a subject you would like to study if you can’t do one of your first four. Choice Course & Level Notes ENGLISH

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