DOCSLIB.ORG

BBC Bitesize: Online Revision Resources for N4 and N5 Biology

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
BBC Bitesize: Online Revision Resources for N4 and N5 Biology Portlethen Academy S4-6 Revision Resources http://www.portlethenacademy.aberdeenshire.sch.uk/ The following list includes revision websites, books and blogs. Some of the textbooks listed have also been purchased for use in classes, and this has been indicated where possible. SQA http://www.sqa.org.uk/sqa/1439.html 2015 exam. timetable http://www.sqa.org.uk/sqa/46005.2924.html study plan app http://www.sqa.org.uk/pastpapers/findpastpaper.htm past papers and marking schemes http://www.sqa.org.uk/sqa/69284.html N5 specimen question papers http://www.sqa.org.uk/sqa/70267.html Higher specimen question papers http://www.sqa.org.uk/sqa/files_ccc/English_Course_comparison.pdf course comparisons with Standard Grade http://www.understandingstandards.org.uk/Home Education Scotland http://www.educationscotland.gov.uk/parentzone/index.asp National Parent Forum of Scotland http://www.npfs.org.uk/nationals-in-a-nutshell/ guide to Nationals, written by parents for parents http://www.npfs.org.uk/highers-in-a-nutshell/ guide to Highers, written by parents for parents: NB – for new Highers only BBC Bitesize Online revision resources for N4 and N5 Biology, Chemistry, English, Geography, History, Mathematics & Lifeskills Mathematics, Modern Studies and Physics: N4: http://www.bbc.co.uk/education/levels/zp3d7ty N5: http://www.bbc.co.uk/education/levels/z6gw2hv http://www.bbc.co.uk/schools/parents/ Design & Technology Resources for all Design & Technology subjects and levels are available to our students via Edmodo. Students have been given the relevant information allowing them to sign up for this online resource and find materials, homeworks, quizzes and much more, relevant to all their courses (not just D & T). Students and parents can obtain the relevant codes for access from the appropriate teacher. Students can download Autodesk Inventor free by registering at https://www.autodesk.com/education/free-software/all Students can download “Yenka” free by registering at http://www.yenka.com/en/Free_student_home_licences/ Leckie & Leckie National 4 & 5 Design and Manufacture Course Notes (Not Yet Published) ISBN: 9780007504787 (will be used in classes once available – we are currently using a resource developed by Highland Council that is available via the relevant Edmodo group) Leckie & Leckie National 4 & 5 Graphic Communication Course Notes ISBN: 9780007504794 (will be used in classes) Bright Red Curriculum for Excellence N5 Engineering Science by Paul MacBeath ISBN 978-1-906736-69-9 Bright Red Higher Graphic Communication Course Book by Peter Linton and Scott Hunter ISBN 978-1-906736-92-7 Hodder Gibson - SQA Specimen Paper 2013 National 5 Graphic Communication and Model Papers (Sqa Past Papers) ISBN 978-1-4718-0215-7 Hodder Gibson - SQA Specimen Paper, 2014 Past Paper National 5 Design & Manufacture & Model Papers ISBN 9781471802010 English/Media Studies Support & Recommended Reading – All ages http://www.lovereading4kids.co.uk/ http://www.booktrust.org.uk/books-and-reading/teenagers/ http://www.scottishbooktrust.com/reading/book-lists/teens Revising / Senior Phase Study of Texts National 5 Set Texts Poems – Lost your copy of a Kay or Morgan poem? Don’t stress, they’re here: http://www.scottishpoetrylibrary.org.uk/poetry/tags/sqa-national-5-texts Cliffs Notes – Don’t buy a hard copy – everything you need is here for Shakespeare, Arthur Miller and most famous works of literature: http://www.cliffsnotes.com/ Spark Notes & ‘No Fear’ Shakespeare - Scared of Shakespeare? Try the ‘No Fear’ section which has loads of useful tools to help improve your understanding: http://www.sparknotes.com/ Can’t quite remember what happened in the novel/play? Have you actually read it?? Cartoon video versions here: http://www.sparknotes.com/sparknotes/video/title/1 BBC Booknotes – Sign up and get access to a wide range of poems, novels and plays for Higher and Int. 2 – You can annotate and amend your own saved version: http://www.bbc.co.uk/bitesize/higher/booknotes/ BBC Schools English: http://www.bbc.co.uk/schools/websites/11_16/site/english.shtml BBC School Report – Want to be on the 9 o’clock news? Writing a report? Great tips on research and reporting the important details: http://www.bbc.co.uk/schoolreport/ Writing Scotland – Resources to help you write and study Scottish writers: http://www.bbc.co.uk/programmes/p00mr8yj Poetry archive – Detailed biographies of famous poets, recordings and texts of poems. Glossary of poetic terms is useful. It even says the words so you can pronounce them! http://www.poetryarchive.org/poetryarchive/home.do How to Pass English Nat 5 (David Swinney, Hodder Gibson) National 5 Portfolio Writing Skills (Willie McGuire, Hodder Gibson) Bright Red Study Guide: National 5 English (Christopher Nicol) National 5 English Practice Papers for SQA Exams (Craig Aitchison, Leckie & Leckie) National 4 & 5 English (SQA National 4 & 5), (Jane Cooper, Hodder Gibson) (This text is very detailed and is used in class. It includes materials for the National 4 Added Value Unit) Mr. Grahame’s blog, with some very useful links: http://mrgrahame.weebly.com/ Mr. Craig’s blog: if pupils are working at Nat 4 & 5 or Higher the materials should be useful for all. Also ongoing materials to support a range of classes from S1 to S6: www.mrcraigenglish.weebly.com Mr. Anderson’s blog will be populated with Higher and National 5 Media Studies exemplar essays and Higher and National 5 English exemplar essays, also study notes, website links, etc to support pupils in English and Media Studies: http://mranderson4f9.weebly.com/ Expressive Arts Art & Design Art & Design Pupils can access pinterest and showmyhomework for research and information, both visual and written e.g. Ms. Dickson’s pinboards on pinterest and tasks on SMH. SQA Website Art Gallery Websites Tate Modern V&A Aberdeen Art Gallery 17 Books available on loan from Library and Art & Design Dept. RGU Gray’s School of Art Website Music Homework and some revision resources will be shared on Show My Homework. Senior Phase pupils also have access to the private Facebook study group which has proved a successful, interactive forum in previous years. Revision tips and links can also be found on the Music Department Twitter page @PortyMusic1 There are a lot of good websites and Apps available to help support learning in Music and revision of SQA courses. Some are listed below but be aware of English-specific courses (GCSE/Key Stages) as there will be some content that is not relevant to our Scottish courses. Links to music courses and career options within music and the creative and expressive arts are also listed. Orchestras: http://www.nyphilkids.org http://www.bbc.co.uk/northernireland/schools/4_11/music/mm/orchestra01.shtml http://www.bbc.co.uk/orchestras/learn/ The BBC National Orchestra of Wales has excellent video clips of all instruments of the orchestra, in their sections. Find them on YouTube. World Music: http://www.bbc.co.uk/radio3/world/onyourstreet/thestreet Understanding Music and Listening Revision: http://www.bbc.co.uk/schools/gcsebitesize/music/ http://www.naxos.com/education/glossary.asp http://www.musicatschool.co.uk/games/revision/ Literacy and Theory: http://www.musictheoryrevision.com/takeatourNQS.htm http://www.musictheory.net http://www.teachingideas.co.uk/notation/name-that-note Chords: http://www.8notes.com/piano_chord_chart/ (also available for guitar) http://www.musictheory.net/calculators/chord BGE: 3rd level (S1-S3): http://www.bbc.co.uk/education/subjects/zc2ncdm 4th level (S2-3/4): http://www.bbc.co.uk/education/subjects/zr7pr82 Senior Phase: Interactive past papers and course support: http://www.ataea.co.uk/w/index.php?title=Welcome http://paisleygrammarschool.flipsnackedu.com/browse/ http://wayback.archive- it.org/1961/20160414124028/http://www.educationscotland.gov.uk/nqmusic/national5/index.asp National 4: http://www.bbc.co.uk/education/subjects/z96fcdm National 5: http://www.bbc.co.uk/education/subjects/zkty4wx http://quizlet.com/subject/national-5-music/ How to Pass National 5 Music by (Joe McGowan, Hodder Education) copies available to buy online or lending use in school. Higher: http://www.bbc.co.uk/education/subjects/z8hv9j6 Advanced Higher: Heinemann textbook with CD – copies available to borrow from the Music Department Careers: https://www.careersinmusic.com/ http://www.careersinmusic.co.uk/ http://www.nescol.ac.uk/courses/music-drama-and-creative-media https://www.perth.uhi.ac.uk/subject-areas/music-and-music-business https://www.abdn.ac.uk/music/ http://www.napier.ac.uk/courses/ba-hons-music-popular-undergraduate-fulltime http://www.napier.ac.uk/courses/bmus-hons-music-undergraduate-fulltime http://www.gla.ac.uk/undergraduate/degrees/musicbmus/ https://www.rcs.ac.uk/courses/bed-music-honours/ Home Economics National 4/5 (Health and Food Technology) National 4 and 5 Health and Food Technology course notes (Leckie & Leckie) (all pupils currently have access to this at school) National 4 and 5 Health and Food Technology Success guide (Leckie & Leckie) (all pupils currently have access to this at school) http://www.bbc.co.uk/schools/gcsebitesize/design/foodtech/ Nutritional properties: REVISE…..ACTIVITY…..TEST Higher (Health and Food Technology) Learning and Teaching Scotland: Curriculum support notes (all pupils have their own copy for the duration of the course) National 4 and 5 Health and Food Technology course notes (Leckie & Leckie) (contains some information at a level applicable to Higher students; all pupils currently have access to this at school) http://www.bbc.co.uk/schools/gcsebitesize/design/foodtech/
Load more

Recommended publications
  • DET DRAFT Course and Unit Specifications. 02/05/96 CONFIDENTIAL
    National Unit Specification: general information UNIT Latin: Interpretation – Prose (Higher) NUMBER D086 12 COURSE Latin (Higher) UNIT Classical Greek: Interpretation – Prose (Higher) NUMBER D091 12 COURSE Classical Greek (Higher) SUMMARY Each unit seeks to develop appreciation of Latin or Greek literature and helps the candidates to understand and gain an insight into the Roman or Greek world. OUTCOMES 1 Explain the content of prescribed texts of Latin or Classical Greek prose. 2 Describe the author’s technique within prescribed texts of Latin or Classical Greek prose. 3 Make a personal response to prescribed texts of Latin or Classical Greek prose with justification. Administrative Information Superclass: FK Publication date: December 1999 Source: Scottish Qualifications Authority Version: 04 © Scottish Qualifications Authority 1999 This publication may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies of this unit specification can be purchased from the Scottish Qualifications Authority. The cost for each unit specification is £2.50 (minimum order £5). 1 National Unit Specification: general information (cont) UNIT Interpretation – Prose (Higher) RECOMMENDED ENTRY While entry is at the discretion of the centre, candidates would normally be expected to have attained one of the following: For Latin: • Standard Grade Latin grade 1, 2 or 3 • Intermediate 2 Latin or its component units • any other relevant qualification For Classical Greek: • Standard Grade Classical Greek grade 1, 2 or 3 • Intermediate 2 Classical Greek or its component units • any other relevant qualification CREDIT VALUE Latin 1 credit at Higher.
    [Show full text]
  • The Scottish Credit and Qualifications Framework
    CREDIT WHERE CREDIT’S DUE A GUIDE TO CREDITS AND QUALIFICATIONS FOR PARENTS AND CARERS CREDIT WHERE CREDIT ’S DUE UNDERSTANDING CREDITS AND QUALIFICATIONS You will become more and more aware of the Scottish and Credit Qualifications Framework (SCQF), as it is included on your son or daughter’s SQA Scottish Qualifications Certificate which is issued every August. This leaflet tells you about the SCQF and what it means for your child. WHAT IS THE SCQF? because, although they have a different focus, The SCQF can help you compare the wide range content and types of assessment, the of Scottish qualifications. It covers achievements demands on the learner are roughly the same. such as those from school, college and university, and many work-based qualifications. HOW IS THE SCQF BEING USED? It does this by giving each qualification a level All Scottish universities and colleges are now and a number of credit points. using SCQF levels and credit points to describe their courses, if these are included in the The diagram on the next page shows that Framework. Also, a wide range of other there are 12 levels. Qualifications at level 1 are learning is also being recognised using SCQF the simplest to achieve, and qualifications at levels and credits. Some employers are also level 12 are the most complicated and using SCQF levels instead of, or as well as, demanding. The SCQF credit points show how types of qualifications when they advertise jobs. much learning is involved in achieving each qualification, and credit points are awarded for THE SCQF CAN: all the learning your son or daughter has achieved.
    [Show full text]
  • Instructional Contexts, Programs, and Participation of Secondary School Students with Disabilities
    December 2003 GOING TO SCHOOL: INSTRUCTIONAL CONTEXTS, PROGRAMS, AND PARTICIPATION OF SECONDARY SCHOOL STUDENTS WITH DISABILITIES A Report from the National Longitudinal Transition Study-2 (NLTS2) Prepared for: Office of Special Education Programs U.S. Department of Education NLTS2 has been funded with Federal funds from the U.S. Department of Education, Office of Special Education Programs, under contract number ED-00-CO-0003. The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. government. SRI International ® 333 Ravenswood Avenue Menlo Park, CA 94025 December 2003 GOING TO SCHOOL: INSTRUCTIONAL CONTEXTS, PROGRAMS, AND PARTICIPATION OF SECONDARY SCHOOL STUDENTS WITH DISABILITIES A Report from the National Longitudinal Transition Study-2 (NLTS2) Prepared for: Office of Special Education Programs U.S. Department of Education Prepared by: Mary Wagner, Lynn Newman, Renée Cameto, Phyllis Levine, and Camille Marder SRI Project P11182 NLTS2 has been funded with Federal funds from the U.S. Department of Education, Office of Special Education Programs, under contract number ED-00-CO-0003. The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. government. SRI International ® 333 Ravenswood Avenue Menlo Park, CA 94025 ACKNOWLEDGMENTS In a time when educators in America’s schools are under more pressure than ever before to improve the academic performance of their students, we are enormously indebted to the thousands of teachers and other school staff who have supported the National Longitudinal Transition Study-2 (NLTS2) by providing the information reported in this document.
    [Show full text]
  • WISCONSIN STANDARDS for English Language Arts
    WISCONSIN STANDARDS FOR English Language Arts WisconsinWisconsin Department Department ofof Public Public Instruction Instruction WISCONSIN STANDARDS FOR English Language Arts Wisconsin Department of Public Instruction Carolyn Stanford Taylor, State Superintendent Madison, Wisconsin This publication is available from: Wisconsin Department of Public Instruction 125 South Webster Street Madison, WI 53703 (608) 266-8960 dpi.wi.gov/ela May 2020 Wisconsin Department of Public Instruction The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin, ancestry, pregnancy, marital status or parental status, sexual orientation, or ability and provides equal access to the Boy Scouts of America and other designated youth groups. Wisconsin Standards for English Language Arts ii Foreword On May 27, 2020, I formally adopted the Wisconsin Standards for English Language Arts. This revised set of academic standards provides a foundational framework identifying what knowledge and skills Wisconsin students in English language arts should learn at different grade levels or bands of grades. The adoption of this revised set of standards was part of a concerted effort led by Wisconsin educators and stakeholders who shared their expertise in English language arts and teaching from kindergarten through higher education. Feedback was provided by the public and the Wisconsin State Legislature for the writing committee to consider as part of Wisconsin’s Academic Standards review and revision process. English language arts is an essential part of a comprehensive PK-12 education for all students. Through English language arts, Wisconsin students learn to use literacy to understand and improve themselves and their worlds.
    [Show full text]
  • National Qualifications: a Short History
    National Qualifications: a short history This report was produced by James McVittie in October 2008. During the preparations for a recent consultation on qualification design at SCQF levels 4–5, many of the issues that came up had been considered, discussed, and even consulted on in the past. Given the changes that are afoot, and developments that are being discussed, now seems to be the right moment to document this history. This brief paper summarises the reviews over the last 30 years of the national school qualifications in Scotland, and identifies issues that have been raised in successive reforms and the extent to which they have been resolved. 1 1 Reports and development programmes 1.1 Munn and Dunning (1977) The Munn and Dunning reports were commissioned to address weaknesses in the provision of courses and qualifications to meet the needs of the full ability range, and to ensure appropriate progression to Higher Grade. Concerns included the fact that a substantial minority of school leavers held no nationally-recognised certificate recording their achievements in school, and that the Ordinary Grade examination was insufficiently challenging for the most able students. Moreover, these students were then expected to complete the much more demanding Higher course in only two terms ― the notorious ‘two-term dash’. Both reports were published in 1977. The Munn Committee reported on the curriculum and recommended: ♦ a restructuring of the curriculum in S3 and S4 to meet the needs of students of all abilities ♦ the introduction of approaches
    [Show full text]
  • 1 Education and Skills Committee Teacher Workforce Planning Inquiry Secondary School Teacher Questionnaires ALAN BARR
    Education and Skills Committee Teacher Workforce Planning Inquiry Secondary school teacher questionnaires SECONDARY SCHOOLS TEACHERS NAMED SUBMISSIONS ........................................... 6 ALAN BARR ........................................................................................................ 6 VICTORIA BARR ................................................................................................ 8 CHARLES BULLOCH ....................................................................................... 10 GRAEME CAMPBELL ...................................................................................... 11 ALEX CLOWES ................................................................................................ 13 PAUL COCHRANE ........................................................................................... 15 ANDY CRUIKSHANK ........................................................................................ 17 DANIEL DAVIS ................................................................................................. 19 LIZ DIGHTON ................................................................................................... 21 JEAN DOCHERTY ............................................................................................ 24 C DORIAN ........................................................................................................ 26 AMANDA ELVINES ........................................................................................... 29 RACHEL GARRETT ........................................................................................
    [Show full text]
  • DET DRAFT Course and Unit Specifications. 02/05/96 CONFIDENTIAL
    National Unit Specification: general information UNIT Latin: Translation (Intermediate 2) NUMBER D083 11 COURSE Latin (Intermediate 2) UNIT Classical Greek: Translation (Intermediate 2) NUMBER D088 11 COURSE Classical Greek (Intermediate 2) SUMMARY Each unit seeks to develop competence in the translation of Latin or Classical Greek language and helps candidates to understand and use language, and to gain insight into the Roman or Greek world. OUTCOME Translate into English a simple adapted passage of Latin or Classical Greek prose. Administrative Information Superclass: FK Publication date: October 2006 Source: Scottish Qualifications Authority Version: 01 © Scottish Qualifications Authority 2006 This publication may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies of this unit specification can be purchased from the Scottish Qualifications Authority. The cost for each unit specification is £2.50 (minimum order £5). 1 National Unit Specification: general information (cont) UNIT Translation (Intermediate 2) RECOMMENDED ENTRY While entry is at the discretion of the centre, candidates would normally be expected to have attained one of the following: For Latin: • Standard Grade Latin grade 3 or 4 • unit or course awards at Intermediate 1 in Latin • any other relevant qualification For Classical Greek: • Standard Grade Classical Greek grade 3 or 4 • unit or course awards at Intermediate 1 in Classical Greek • any other relevant qualification CREDIT VALUE Latin 2 credits at Intermediate 2. Classical Greek 2 credits at Intermediate 2. CORE SKILLS There is no automatic certification of core skills or core skills components in this unit.
    [Show full text]
  • Bulletin (1938-1939)
    Minnesota State University Moorhead RED: a Repository of Digital Collections Undergraduate Bulletins (Catalogs) Course Catalogs 1938 Bulletin (1938-1939) Minnesota State Teachers College Follow this and additional works at: https://red.mnstate.edu/bulletins Recommended Citation Minnesota State Teachers College, "Bulletin (1938-1939)" (1938). Undergraduate Bulletins (Catalogs). 24. https://red.mnstate.edu/bulletins/24 This Book is brought to you for free and open access by the Course Catalogs at RED: a Repository of Digital Collections. It has been accepted for inclusion in Undergraduate Bulletins (Catalogs) by an authorized administrator of RED: a Repository of Digital Collections. For more information, please contact [email protected]. THE BULLETIN OF THE STATE TEACHERS COLLEGE MOORHEAD, MINNESOTA 1938-1939 GENERAL CATALOG NUMBER This College is a fully accredited member of THE AMERICAN ASSOCIATION of TEACHERS COLLEGES and is an authorized State Institution for the Training of Teachers. THE BULLETIN of Moorhead State Teachers College Entered at the Post Office at Moorhead, Minnesota, as Second Class Matter. Series 88 JANUARY, 1988 Number 6 MINNESOTA TEACHERS COLLEGE BOARD Appointed by the Governor BENJAMIN DRAKE, Director at Large and President ...... Minneapolis JOHN GUNDERSEN ROCKWELL, Commissioner of Education and Secretary ... ... .................... St. Paul ALFRED W. SAUER, Resident Director .. .. .................. Winona F. A. BAKER, Resident Director ... ............. .... ..... Mankato HOWARD DONAHUE, Resident Director ..................
    [Show full text]
  • The Educational System of Scotland
    THE EDUCATIONAL SYSTEM OF SCOTLAND TAICEP ANNUAL CONFERENCE 2018 KATE FREEMAN ALISTAIR WYLIE SENIOR CREDENTIAL ANALYST HEAD OF QUALIFICATIONS SPANTRAN: THE EVALUATION SCOTTISH QUALIFICATIONS COMPANY AUTHORITY UNITED KINGDOM NOT • SCOTLAND • NORTHERN IRELAND • ENGLAND WALES • Primary and Secondary Education PRE-SCHOOL/NURSERY – 2 years (notionally ages 3-5) PRIMARY SCHOOL – 7 years (P1-P7) LOWER SECONDARY – 4 years (S1-S4) Certification normally at the end of S4: National 3 National 4 National 5 UPPER SECONDARY – 1-2 years (S5-S6) Higher Grade after S5 Advanced Higher Grade after S6 (formerly known as Certificate of Sixth Year Studies) The main national qualifications awarded by SQA: • Nationals – typically awarded for the first time at the end of S4 • Higher – known as the “Gold Standard” and typically awarded for the first time at the end of S5 • Advanced Higher – typically awarded for the first time at the end of S6 Other provision at school level includes: • National Progression Awards • National Certificate Awards • Skills for Work Primary and lower secondary education Primary school 7 years (P1 – P7) • compulsory • no certificate awarded • national, standardized assessments introduced in 2017 after P1, P4, and P7 • English language of instruction; some schools use Gaelic as primary language of instruction Lower secondary 4 years (S1 – S4) • compulsory • offered at secondary schools • National 4 and National 5 qualifications are typically awarded for the first time at the end of S4 • S1-S3 is known as Broad General Education (BGE)
    [Show full text]
  • Education in Scotland
    EDUCATION IN SCOTLAND Education in Scotland is markedly different from that in the rest of the United Kingdom - with a different curriculum, school boards to oversee school management and a General Teaching Council which has been in existence since 1965. Whilst there are many examples of successful and innovative practice in Scotland, the system is quite often not recognised as different by writers who talk about the United Kingdom education system as if it were one smooth whole. This book describes recent developments in both legislation and practice in Scotland, drawing comparisons with the English system. Chapters cover adminis­ tration and management, early years education provision, the curriculum in Scotland, secondary education and special educa - tional needs. Margaret Clark is Emeritus Professor of Education at the Uni­ versity of Birmingham. Pamela Munn is Professor of Curriculum Research at Moray House Institute of Education, Edinburgh. EDUCATION IN SCOTLAND Policy and practice from pre-school to secondary Edited by Margaret M. Clark and Pamela Munn First published 1997 by Routledge Published 2017 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN 711 Third Avenue, New York, NY 10017, USA Routledge is an imprint ofthe Taylor & Francis Group, an iriforma business Copyright© 1997 Margaret M. Oark, Pamela Munn and individual chapters to their authors The Open Access version of this book, available at www.tandfebooks.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloguing in Publication Data Education in Scotland: policy and practice from pre-school to secondary/edited by Margaret M.
    [Show full text]
  • Homes Near Top Scottish Schools Command £73K Price Premium
    NOT FOR BROADCAST OR PUBLICATION BEFORE SATURDAY 1 SEPTEMBER 2018 HOMES NEAR TOP SCOTTISH SCHOOLS COMMAND £73K PRICE PREMIUM Parents pay a premium of almost £73,000 (36%) on average compared to average house prices across Scotland Average property prices have reached £277,134 near Scotland’s top 20 state secondary schools Parents need to pay an average of £72,973 more to live in the catchment area of a top performing state secondary school in Scotland, according to new research from Bank of Scotland showing that average prices in these areas have now reached £277,134. Home buyers are paying, on average, a premium of over a third (36%) when compared to houses in surrounding areas (£204,162). This is a significantly higher premium than last year, when the top 20 Scottish state schools were commanding a comparatively smaller premium of £41,441 on average or 22% more than other properties within the same local authority. This difference is due to a change in the mix of schools in the top 20 in the past year – with a number of new schools in relatively more expensive areas in the latest survey. New entrants such as Hyndland Secondary School in Glasgow and James Gillespie's High School in Edinburgh have driven up the average premium costing an average of 76% and 69% respectively than other homes in the same local authorities – topping the table in first and second position as the most expensive school catchments. There are six new entrants to the top 20 schools this year, all of which fall within the top 10 most expensive school catchments.
    [Show full text]
  • Scottish Highers and Advanced Highers
    Scottish Highers and Advanced Highers Jill Johnson and Dr Geoff Hayward July 2008 CONTENTS PAGE LIST OF TABLES 6 LIST OF FIGURES 7 THE CONDUCT OF THE COMPARABILITY STUDY 8 SUMMARY AND RECOMMENDATIONS 9 SECTION 1: THE COMPOSITION OF THE EXPERT GROUPS 16 1.1 Chemistry 16 1.2 English 16 1.3 Geography 16 1.4 Mathematics 16 1.5 Health and Social Care 17 SECTION 2: OVERVIEW OF THE AWARDS SEEKING UCAS TARIFF REVIEW 18 SECTION 2A: ALL GRADED HIGHERS AND ADVANCED HIGHERS 18 2A.1 Aims and purpose of the qualification 18 2A.2 History of the qualification 18 2A.3 Entry requirements for the qualification 19 2A.4 Age of candidates 19 2A.5 Guided Learning Hours 19 2A.6 Content and structure of the qualification 20 2A.7 Assessment – procedures, methods and levels 20 2A.8 Grading 21 2A.9 Quality assurance system and code of practice 21 SECTION 2B: HEALTH AND SOCIAL CARE UNGRADED HIGHER 23 2B.1 Aims and purpose of the qualification 23 2B.2 History of the qualification 24 2B.3 Entry requirements for the qualification 24 2B.4 Age of candidates 25 2B.5 Guided Learning Hours 25 2B.6 Content and structure of the qualification 25 2B.7 Assessment – procedures, methods and levels 25 2B.9 Quality assurance system and code of practice 26 SECTION 3: OVERVIEW OF THE BENCHMARK AWARDS 27 3A OCR GCE A LEVEL CHEMISTRY 27 3A.1 Aims and purpose of the qualification 27 3A.2 History of the qualification 27 3A.3 Entry requirements for the qualification 27 3A.4 Age of candidates 27 3A.5 Guided Learning Hours 27 3A.6 Content and structure of the qualification 28 3A.7 Assessment
    [Show full text]