Third Year Subject Options Booklet 2024-2025

Parents may wish to review the materials produced by the National Parent forum of Scotland:

https://www.npfs.org.uk/downloads/category/in-a-nutshell-series/nationals-in-anutshell-series/

National 5 Art and Design

The Art Department offers an engaging and forward-thinking course designed to prepare students for National 5 level assessment by the end of S4. The curriculum commences with an exploration of Design, where students embark on a structured journey through the design process, culminating in the creation of a final piece in response to a given design brief. This process involves thorough investigation, research, developmental stages, experimentation, problem-solving, and ultimately, the production of a refined design solution. Students are also exposed to working with three-dimensional forms, broadening their creative horizons.

Throughout the academic year, students are enriched with guided visits to various galleries and exhibitions, deepening their appreciation and comprehension of Art and Design and its profound impact on culture and society. The subsequent National 5 Expressive course introduces students to the realm of Still Life. Here, they refine skills in composition, observational drawing, and the use of expressive media. Concurrently, students engage in a Critical Studies course, expanding their understanding of the broader art world.

This comprehensive course offers students the opportunity to build upon their existing skills and experiences, fostering openness, flexibility, and creativity. Students are empowered to personalize their learning journey, exploring a diverse range of practical experiences, including drawing, painting, printing, digital photography, and fashion design, alongside critical analysis activities. Encouraged to push boundaries and think innovatively, students produce art and design work that reflects their unique perspectives, thoughts, and emotions. Throughout the curriculum, students explore the influences shaping artists' and designers' work, utilizing this understanding to inform their own creative endeavours.

National 5 Art and Design is ideal for students with a keen interest in the subject and those aspiring to pursue higher levels of study. The course equips students with invaluable skills in planning, executing, and presenting sophisticated art and design work. Comprising two units - Expressive Activity and Design Activity - students are evaluated through practical portfolios (comprising two mounted and labelled portfolios for external assessment) and an external written examination.

Upon successful completion of National 5, students can progress to Higher in S5 and Advanced Higher in S6. Furthermore, Portfolio Preparation support is available for S6 students aspiring to pursue Art and Design courses at Higher Education institutions, including Architecture, Graphic Design, Animation, Visual Communication, Fine Art, Product Design, and Costume/Fashion Design.

National 5 Biology

This course builds on knowledge from the S1 and S2 courses which exploits expectations and outcomes of both National 3 and National 4 curriculums.

National 5 Biology is an interesting and wide-ranging course that includes regular practical laboratory activities. There will also be the opportunity for an independent in-depth study of a Biology topic. This will allow the student to research the underlying Biology and the impact on society and the environment.

Elements of the course will allow the learner to demonstrate understanding of biological knowledge coupled with the responsibility of the impact on the planet and the effect on living things.

The knowledge-based part of the course is divided into 3 units:

Cell Biology will delve into the cell structure; the importance of transport of materials; the production of new cells; introduce the concept of molecular biology via DNA; protein; enzymes and genetic engineering and finally the biochemical processes of photosynthesis and respiration.

Life on Earth will explore the nature of biodiversity and the distribution of life; how energy is transferred in ecosystems; how to determine the number of organisms in an ecosystem using measurements; adaptations, natural selection and the evolution of species and discuss the impact of humans on the environment.

Multicellular Organisms will provide an opportunity to learn about how cells interact in animals and plants to produce organisms; looking at stem cells; communication via the nervous system in animals; reproduction and linking to variation & inheritance; transport system in animals and plants and ultimately effects of lifestyle choices

The course will develop scientific skills such as interpreting data, processing and presenting information as well as deriving valid conclusions and communicating any findings. This will allow students to improve their confidence and allow them to become effective and confident contributors.

The external assessment is made up from an examination of two hours 30mins duration with a total allocation of 100 marks.

This course establishes a necessary foundation for those hoping to progress to Higher Human Biology.

Coursework

Practical/experimental/field work is a mandatory 3

Marks

feature of the assignment worth 20 marks

Assignment: 20 marks Question paper: 100 marks

Weightings Assignment: 20% Question paper: 80%

National 5 Business Management

“Business is the engine of our society”…

Bill Gates, Founder of Microsoft

Business is a dynamic subject that studies both entrepreneurs and modern companies such as soft drinks firms, football clubs, sports and fashion outlets, all with a diverse range of products and services. The topics studied cover the areas of advertising, accounts and growth of a business through mergers and acquisitions, such as Kraft’s takeover of Cadbury. Students are encouraged to investigate the various problems a real business may face and suggest tactics to improve a firm’s competitiveness.

The topic areas are:

 Understanding Business

 Management of People and Finance

 Management of Marketing and Operations

 Course assessment

Students will develop effective decision-making skills and through activities such as market research, playing the Share Game, running a mini enterprise, interviewing, presentations and trips to local firms and the Mitchell Library, should acquire an expertise in the running and managing of any organisation. Researching local and international firms will provide each pupil with the essential skills required for a career in Law, Accountancy, Business Consultancy, Engineering and any medical practice such as a Dentist or Optician.

This course establishes a solid foundation for those hoping to progress to Higher Business Management.

Coursework

Marks

Assignment

based – 30 marks

Marks Assignment: 30 Question paper: 90

Weightings Assignment: 25% Question paper: 75%

National 5 Chemistry

Chemistry, the study of matter and its interactions, contributes essential knowledge and understanding across all aspects of our lives. Chemistry explains the links between the particulate nature of matter and the macroscopic properties of the world. Chemistry research and development is essential for the introduction of new products. The chemical industry is a major contributor to the economy of the country. An experimental and investigative approach is used to develop knowledge and understanding of chemistry concepts.

Course structure

The Course develops skills in a chemistry context. Learners will gain an understanding of chemistry, and develop this through a variety of approaches, including practical activities.

The Course has three mandatory Units, as listed below, which are designed to provide progression to the corresponding Units at Higher.

Chemical Changes and Structure

This unit covers:

 reaction rate – how can we speed up or slow down reactions?

 atomic structure & the Periodic Table – what do atoms look like, what useful information can we obtain from the Table?

 bonding in elements & compounds – what do chemicals look like, what are their properties?

 acids & bases – what are the properties of these substances, how do they react and how are they formed?

 mole calculations – how can you determine how much of a product will be produced in a reaction?

Nature’s Chemistry

This unit covers:

 systematic carbon chemistry – there are over 100 million carbon compounds, how do we name them?!

 consumer chemistry – we’ll look at the structures and reactions of chemicals from everyday sources.

 energy – carbon compounds release lots of energy, how can we calculate the energy released?

Chemistry in Society

This unit covers:

40 hours

40 hours

40 hours

 reactions and properties of metals – how are batteries made?

 plastics – plastics are vitally important materials, how are they made and how do we name them?

 fertilisers – without them we wouldn’t have any food. How are they made?

 nuclear chemistry – nuclear energy provides us with energy and new elements, how is this achieved?

 analysis – it is important we can identify chemicals, what chemical tests achieve this?

Course assessment

External assessment is made up from an examination of 2 ½ hours duration with a total allocation of 100 marks.

The question paper has two sections.

 Section 1 (objective test) has 25 marks.

 Section 2 contains restricted and extended response questions and has 75 marks

Over 70% of our S4 pupils stay on to study chemistry at Higher level. The skills learned in Chemistry are transferable and as such, a qualification in Chemistry is highly sought after; not only for sciencebased degrees but also social subjects such as Law and Business. Chemistry is a prerequisite for Medicine, Dentistry, Pharmacy, Veterinary Science and Optometry. Pupils wishing to study National 5 Chemistry should have a very good grasp of Mathematics.

Coursework

Assignment worth 20 marks – scaled to 25 marks

Marks

Marks Assignment: 20 Question paper: 100

Weightings Assignment: 20% Question paper: 80%

National 5 Classical Studies

This course offers pupils the opportunity to explore life in 5th Century BC Athens and life in Pompeii leading up to the eruption of Mount Vesuvius in 79AD. There is no language element in this course, and it is therefore suitable both for pupils who have studied Latin in S2 and those who have not. A selection of Classical texts is read in translation with a view to identifying certain themes. In considering the issues of the Classical world, candidates are also required to identify similarities and differences between the lives of people in these ancient civilisations and how we live our lives today. This course complements studies in English literature and Social Subjects by developing skills in evaluating and practical analysis. If they wish, pupils may continue their studies to Higher and Advanced Higher levels.

Section 1: Life in classical Greece

 Religion

 Citizenship

 Democracy

 Daily life

Section 2: Classical literature

 Leadership

 Fate versus free will

 Heroism

 Conflict

 Women in society

Section 3: Life in the Roman world: Pompeii

 Eruption

 Religion in Pompeii

 Leisure and entertainment

 Making a living in Pompeii

The course also provides the opportunity to explore a particular area of interest in the Classical world by researching a topic or issue, and then writing up their findings under exam conditions out with the final question paper.

Coursewor k

Assignment 20 marks

Marks Question paper

Section 1 Life In Classical Greece

Section 2 Classical Literature

Section 3 Life In The Roman World

30 marks

20 marks

30 marks

80 marks

National 5 Computing Science

Computing Science is vital to everyday life — socially, technologically and economically; it shapes the world in which we live and its future. Computing is embedded in the world around us, from systems and devices in our homes and places of work, to how we access education, entertainment, transportation and communication. In Scotland the Digital Technologies sector is the fastest growing sector in Scotland with over 100, 000 currently employed and official forecasts, published by the Scottish Government, suggest that 12,800 new jobs will be created each year. This sector contributes £5.25 billion to the Scottish economy.

Understanding computational processes and thinking is vital to many other fields including science, economics, business and industry. While many learners will want to become computing professionals, all will benefit from the development of computational thinking and problem-solving skills and the underpinning knowledge necessary to meet the needs of society today and for the future.

In this course, pupils will study four key areas and complete a practical assignment.

Software design and development

Pupils develop problem-solving skills in software design and development, through a range of practical and investigative tasks using Visual Basic and Python. This develops their programming and computational-thinking skills by implementing practical solutions and explaining how these programs work.

Computer systems

Pupils develop an understanding of how data and instructions are stored in binary form and basic computer architecture.

Database design and development

Candidates develop skills in designing and developing relational databases using SQL in order to understand the prevalence of database systems in everyday life and the implications of big data

Web design and development

Pupils plan and build engaging and interactive websites, using a range of development tools such as HTML, CSS and Javascript.

Assignment

31% of a pupil’s final mark will be awarded for a Computing Science practical assignment that will assess a learner’s skill in analysing a problem, designing and testing a program, a database and a website.

Coursework Assignment worth 50 marks

Marks Marks Assignment: 50 Question paper: 110 9

Weightings Assignment: 31 % Question paper: 69%

National 5 Drama

National 5 Drama provides opportunities for learners to develop skills creating and presenting Drama. The course focuses on the development and use of a range of drama skills and production skills to present Drama.

The aims of the course are to enable learners to:

 Generate and communicate thoughts and ideas when creating Drama

 Develop a knowledge and understanding of a range of social and cultural influences on drama

 Develop a range of skills in presenting drama

 Develop knowledge, understanding and the use of a range of production skills when presenting drama

 Explore form, structure, genre and style

The course is divided into two units of study:

Drama Skills

In this Unit, pupils will explore and develop a range of drama skills and ways of communicating thoughts and ideas to an audience. Pupils will develop knowledge and understanding of social and cultural influences on drama. They will also learn how to evaluate their own progress and that of other learners.

Production Skills

In this Unit, pupils will develop a range of production skills. They will use these skills to enhance drama when presenting. Pupils will use problem-solving skills in order to generate ideas for presenting drama.

Both Units must be passed in order to be entered for the final course assessment.

For their final exam, learners will prepare and rehearse a scene for presentation to an audience. The scene must include interaction with at least one other actor. Learners will write a Preparation for Performance document, which details their process while preparing, researching and rehearsing for the role. This will be marked out of ten and be a maximum of 400 words in length.

The written paper will be in two sections. Section 1 will require learners to write about a piece of Drama they have been involved in during their course. Section 2 provides learners with a range of stimuli. They will select one and then answer questions demonstrating their knowledge and understanding of the drama process. 11

Coursework Performance worth 60 marks

Marks Marks Performance: 60 Question paper: 50

Weightings Performance: 60% Question paper: 40%

National 5 French

The French National 5 course in S3/4 builds upon the Curriculum for Excellence experiences and outcomes in S1 and S2 to further develop the four skills of listening, talking, reading, and writing.

The topic areas of Society, Learning, Employability and Culture are covered using a wide range of teaching and learning approaches and resources including different media, use of ICT, the Tricolore Total 3 course materials, other online resources, film and TV as well as French language assistant support.

A programme of extra-curricular activities (school exchanges, cultural visits, competitions, cinema/theatre outings) encourages pupils to use and experiment with the language they are learning and to understand its relevance in an increasingly connected world.

The S3 / S4 course articulates very well with Higher French, which many pupils then go on to study in S5.

Coursework

Marks

A written assignment worth 20 marks will require candidates to submit one piece of writing which will be externally marked by SQA.

Marks: Assignment: writing: 20 Performance:

Talking: 30

Question paper 1 - Reading: 30 - Writing: 20

Question paper 2 - Listening: 20

Weightings Assignment: writing: 12.5%

Performance: Talking: 25% Question paper 1 -

Reading: 25% - Writing: 12.5%

Question paper 2 - Listening: 25%

National 5 Geography

This course is designed to enable pupils to develop a detailed understanding of the important aspects of the world today. This involves studying the ways in which people and the environment interact. Throughout the course pupils will have the opportunity to develop a wide range of skills including evaluation and presentation, mapping and fieldwork.

Pupils will undertake two field trips in the course of their studies:

- A day in Loch Lomond and the Trossachs National Park, investigating the tourist resort of Callander and the Valley of Strathyre.

- An urban study of the Garnethill Area.

In S4 they will prepare a report about their fieldwork based research. This will be assessed externally by the SQA and will be worth 20% of the overall assessment. There will also be a formal SQA exam which will assess pupils’ knowledge of the following units:

Unit One: Physical Environments

 Glaciated uplands (Case study of Loch Lomond).

 Coastal landscapes (Case study of Dorset, South West England).

 Weather (the science and human impact of UK weather systems).

Unit Two: Human Environment

 World Development and Population Issues.

 Changes in the urban areas of the world (Glasgow & Mumbai).

 Changes in the rural areas.

Unit Three: Global Issues

Two detailed studies of the following topics will be carried out:

 Health and Disease (in different parts of the world).

 Environmental Hazards (Earthquakes, Floods, Volcanoes and Hurricanes).

Coursework

Written assignment worth 20 marks

Marks Marks

Question paper: 80 Assignment: 20

Weightings

Question paper: 80% Assignment: 20% 14

National 5 History

We study History in order to understand and to know what it is to live; to know how others have thought and lived; to know why society and the world are the way they are; to help us forge our own lives -and by so doing, to make history itself.

The study of History offers pupils the opportunity to broaden knowledge, think independently, enhance analytical skills and develop research-based techniques; all of which enhance extended writing skills. The course consists of three units:

A. Historical Study: Scottish

The Era of the Great War, 1900–1928

1. Scots on the Western Front

2. Domestic impact of war: society and culture

3. Domestic impact of war: industry and economy

4. Domestic impact of war: politics

B. Historical Study: British

The Making of Modern Britain, 1880-1951

1. Divided Society: poverty, housing; politics

2. Liberal Reforms 1906–14

3. Social Impact of World War II in Britain

4. Labour Reforms: the Welfare State 1945–51

C. Historical Study: European and World Appeasement and the Road to War 1918-1939

1. Paris Peace Treaties and the League of Nations, to 1933

2. Nazi Foreign Policy, 1933-38

3. British and French Appeasement, to 1938

4. Final Steps to War, 1938-39

Pupils will undertake an Assignment: an essay developed by students, then to be sat under exam conditions. If they wish, pupils will be able to continue their study of History to Higher and Advanced Higher level.

History gives breadth to an education and prepares for careers such as law, journalism, and in industry. The transferable skills gained, however, provide even greater flexibility and its academic rigour is recognised by universities and employers alike.

Coursework

Assignment worth 20 marks and 20%

Marks Marks Question paper: 80 Assignment: 20

Weightings: Question paper: 80% Assignment: 20%

National 5 Italian

The S3/4 Italian course builds upon work covered in S1 and S2. The course book used is ‘Amici’, supplemented with other materials (websites, audio and video resources, Italian assistant support). The language is taught in a number of contexts, including Society, Learning, Employability and Culture.

The course is challenging, but accessible and stimulating. There is an emphasis on the structure of the language, whilst also providing a wide range of activities to enable pupils to engage in practical communication with Native speakers. The final examination will test the main four skills: listening, talking, reading and writing.

The S3/S4 course articulates well with Higher Italian which many pupils then go on to study in S5.

Coursework

Marks

A written assignment worth 20 marks will require candidates to submit one piece of writing which will be externally marked by SQA.

Marks: Assignment: writing: 20 Performance: talking: 30

Question paper 1 - Reading: 30 - Writing: 20

Question paper 2 - Listening: 20

Weightings Assignment: writing: 12.5%

Performance: talking: 25% Question paper 1Reading: 25% - Writing: 12.5%

Question paper 2 - Listening: 25%

National 5 Latin

The study of Latin provides pupils with a rich world of literary and cultural heritage. It is equally valuable in developing knowledge and understanding of English and other European languages. What is more, the intellectual rigour involved in learning any language, particularly Latin, is well recognised by universities and employers, and is therefore an impressive feature of a pupil’s broad education.

In S3 and S4 we develop knowledge of the language begun in S1 and S2, continuing to use the Cambridge Latin Course and its associated interactive website. In addition to this, pupils are introduced to a selection of works by Latin authors. This develops confidence in reading original Latin and involves the critical and aesthetic appreciation of literature - a skill which pupils are already developing through their study of English literature. It is hoped, therefore, that these skills will complement their studies in English.

Pupils will be presented for Level 5 Latin, with two papers in the final exam: Translating and Literary Appreciation. If they wish, they will be able to continue their study of Latin to Higher level and ultimately Advanced Higher.

There is no assignment in National 5 Latin.

Marks Marks Question paper 1 (Literary appreciation): 60

Question paper 2 (Translating): 40

Weightings Question paper 1: Literary appreciation - 50% Question paper 2 (Translating): 50%

National 5 Modern Studies

The National 5 Modern Studies course encourages students to develop a greater understanding of the contemporary world and their place in it. They also have opportunities to develop important attitudes such as respect for the values, beliefs and cultures of others; openness to new thinking and ideas; and a sense of responsibility and global citizenship.

The study of Modern Studies offers students the opportunity to broaden knowledge, think independently, enhance analytical skills and develop research-based techniques; all of which enhance extended writing skills. The course consists of three units:

SECTION 1 — DEMOCRACY IN SCOTLAND AND THE UNITED KINGDOM

Part B: Democracy in the United Kingdom

Power and decisionmaking

features of a democratic political society; the Scottish parliament; role and powers of Prime Minister

Participation Rights, responsibilities and opportunities for individuals; elections and campaigning (role of individuals, political parties and the media)

Influence the media and pressure groups (studying their role, purpose, aims, methods of influencing Scottish politics)

Representatio n role of MSPs; representation of women and minority groups; the Committee system

Voting systems

strengths and weaknesses of the system used to elect MSPs to the Scottish Parliament

SECTION 2 — SOCIAL ISSUES IN THE UNITED KINGDOM

Nature of crime

Causes of crime

Part D: Crime and the Law

nature of crime in Scotland and the UK; evidence of crime in Scotland and the UK

Social, economic, biological causes and explanations of crime

Consequences of crime on perpetrators; on victims; on families; on communities; on wider society

Criminal justice system role and structure of the criminal courts (including the children’s hearing system); effectiveness of criminal courts in tackling crime Responses to crime government responses to crime; considering their effectiveness in tackling crime

18

Police role, structure and powers of the police in Scotland; considering their effectiveness in tackling crime

Prisons purpose and effectiveness of prisons; purpose and effectiveness of alternatives to prisons

SECTION 3 — INTERNATIONAL ISSUES

Part E World powers (USA)

Political system political system; participation; representation

Influence on other countries political influence; economic influence; military influence

Social and economic issues employment; poverty/inequality; education; crime and the law

Effectiveness in tackling social and economic issues

employment; poverty/inequality; education; crime and the law

Coursework

Marks

Assignment worth 20 marks and 20%

Marks Question paper: 80 Assignment: 20

Weightings: Question paper: 80% Assignment: 20% 19

National 5 Music

There are three components to the Higher Music course:

 Performing

 Understanding Music (Listening)

 Composing

Performing

Pupils must prepare and perform a varied programme of music across two instruments or one instrument and voice. National 5 performing exams take place in February/March and the performing mark accounts for 60 marks and 50% of the final grade. Details of the required performing programme below:

minutes

seconds

Understanding Music

Pupils will learn about specific music listening and literacy concepts and will apply this knowledge in a question paper sat during the main exam diet. This paper is worth 40 marks and 35% of the final grade.

Composing (Assignment)

The assignment allows candidates to explore and develop musical ideas to create music. It has two parts:

 Composing one piece of music

 Reviewing the creative process of their composition

The assignment is worth 30 marks and 15% of the final grade.

As well as completing the three components of the SQA course, National 5 candidates are expected to contribute to the musical life of the College and improve their own musicianship by regularly attending at least one co-curricular Music group.

National 5 Physics

Physics at National 5 attracts a wide range of pupils. For those with a very general scientific interest it offers an interesting course, which explores some of the key questions asked by thinkers and scientists for centuries and right up to the present day, such as:

 Why do objects move?

 How fast does sound travel?

 How do rockets work?

 What is radioactivity?

 How do iPads and smartphones use electricity to carry out such complex operations?

 Will we ever live on another planet?

In studying Physics, pupils will learn how to observe the world carefully, make accurate measurements and record readings, analyse information and so draw valid conclusions based on sound evidence. They will use their visual imaginations to understand the physical world, and employ mathematical equations to explain and describe what they find. They will then use all they know to solve physical problems.

The experience offered in National 5 Physics is excellent training for the mind and really teaches pupils how to think logically and systematically. It is highly valued by universities, colleges and employers as a result. National 5 Physics provides key preparation for anyone hoping to pursue a career in Medicine, Dentistry, Veterinary Medicine, Engineering, Electronics, Optometry, Radiography, as well as Physics or Astronomy. Because of the numeracy skills developed, especially in working with equations and 21

graphs, Physics is also an excellent supporting subject for anyone interested in Economics or Finance careers.

Each year a large number of pupils choose to study Physics in S3 & S4. The National 5 course requires basic maths, mainly simple algebra and arithmetic (ideas already encountered in S2 Physics). Pupils generally do well in Second Year Physics and Maths before progressing to National 5 Physics.

National 5 Physical Education

National 5 Physical Education comprises of two key areas of study. These are performance and factors impacting on performance.

Performance: The aim is to develop pupils ability to perform in physical activities by enabling them to acquire a comprehensive range of movement and performance skills. Pupils will learn how to select, use, demonstrate and adapt these skills. They will have the opportunity to develop their control and fluency during performance which will enable them to meet the demands of the performance assessment.

Pupils will be assessed in two activities at key points throughout the academic year and can be awarded up to 30 marks for each activity that they are assessed in and will contribute to 50% of the final overall grade. Throughout the assessment process teachers will be looking for candidates to demonstrate the following: repertoire of 22

skills, decision making, effects of the decisions made, following rules and demonstrating sporting etiquette.

Factors impacting performance (Portfolio)- The aim is to develop pupils knowledge and understanding of the factors that impact on performance in a range of physical activities. Pupils will consider the effects of mental, emotional, social and physical factors on performance, and acquire an understanding of how to plan, monitor, record and evaluate the process of performance development. This culminates is the completion of a portfolio which will be completed during school. This is then sent to the SQA to be externally marked. This written piece of work will contribute to the remaining 50% of the overall course award and is marked out of 60.

Coursework

Two single performances: Assessed in two significantly different activities with a maximum of 30 marks being awarded for each. These assessments will be internally assessed by the PE staff.

Portfolio: Written price of work completed during school. Externally marked by the SQA.

Marks Marks Performance: 60 Portfolio: 60

Weightings Performance: 50% Portfolio: 50%

National 5 Religious, Moral and Philosophical Studies

In S3 and S4 pupils will study three units:

 World Religion: Christianity

 Morality and Belief: Morality and Relationships

 Religious and Philosophical Questions: The Existence of God

Within the scope of these units learners will have the opportunity to study major facets of Christianity, including the nature of God, the nature of human beings, beliefs about Jesus, living according to the Gospels, and worship. They will also explore varying approaches to moral decision making, including Religious Authority and Utilitarianism with particular focus on marriage, relationships and the roles of men and women in society. The final unit will examine the question: Can the existence of God be proved? It will look at the classic Cosmological and Teleological arguments.

By undertaking this course learners will develop a wide range of transferable skills, including investigating and expressing detailed and reasoned views about religious, moral and philosophical topics or issues; explaining and commenting on sources related to Christianity and in some instances other world religions; expressing detailed and reasoned views about contemporary moral and philosophical questions.

The course is valuable as a path for those who hope to study a wide range of subjects at university level, including Theology, Philosophy, Sociology, Psychology, Education, Political Science, Modern Studies, Medicine, Law, Social Work, and Hospitality, amongst others.

The course articulates with Higher RMPS.

Assessment includes:

Coursework Assignment worth 20 marks , 20% overall grade Marks

Marks Question paper: 80 Assignment: 20

Weightings Question paper: 80% Assignment: 20%

National 5 Spanish

The S3/S4 Spanish course builds upon topics covered in S1 and S2. National 5 course books are used, supplemented with other materials (a dedicated website, audio and video resources, Spanish assistant support). The language is studied in a number of contexts, including Society, Learning, Employability and Culture.

The course is challenging but accessible, stimulating and quick paced, giving pupils the satisfaction of making rapid progress. This progress is regularly assessed with Module Tests, which test a spread of the four skills: Listening, Speaking, Reading and Writing.

The S3 / S4 course articulates very well with Higher Spanish, which the majority of pupils go on to study in S5.

Coursework

Marks

A written assignment worth 20 marks will require candidates to submit one piece of writing which will be externally marked by SQA.

Marks: Assignment: writing: 20 Performance: talking: 30

Question paper 1 - Reading: 30 - Writing: 20

Question paper 2 - Listening: 20

Weightings Assignment: writing: 12.5%

Performance: talking: 25% Question paper 1Reading: 25% - Writing: 12.5%

Question paper 2 - Listening: 25%