BGE S1-S3 Curriculum
Our Broad General Education phase has a clear purpose - to provide the breadth and depth of education so our young people have the knowledge and skills they will need to thrive now and in the future.
We aim to develop a culture where learners take responsibility for their own learning and are engaged across the Broad General Education (BGE) and into the Senior Phase.
This page sets out the curricular knowledge and content covered across S1-S3 by each department.
- To view curricular content by subject department, click on relevant section headers below.
- To view curriculum content by time period then the spreadsheet link below gives this information in a linear format allowing parents/carers and learners to see at a glance what is being covered each term by each subject area. Relevant information taken from this spreadsheet will be emailed to parent/carers at the commencement of each term.
BGE Curriculum Overview (Excel doc, 53 KB)(opens new window)
Family Learning (opportunities for parent and child to work together)
In addition to the curricular knowledge and content coverage we are beginning to populate some 'family learning options' for each term across subject areas that will provide you with opportunities/stimulus questions for you to actively engage in your child's learning. These learning options encourage you to work together with your child on particular tasks. A fun and hopefully informative way to learn alongside your child!
These opportunities are in addition to any set homework your child is given.
Humanities BGE Curricular overview | |||
Geography | |||
Term | S1 (Integrated Social Subjects Course) | S2 | S3 |
Term 1 (August-October) | Overcoming Adversity - To what extent do humans adapt to adversity? From an integrated Social Subjects perspective we examine how humans have adapted to adversity overtime and lessons learned. We explore this through examining 3 key big questions. Why do people live in Hazardous areas? How effectively have we responded to medical crises that we have faced? What is democracy? | North & South America Examining population density and distribution, comparison of USA and Brazil, case study of New York, Tundra, Palm Oil and case study of Rio de Janeiro. | Trade and Globalisation To what extent has Globalisation shaped our world? An introduction to Globalisation Trade, Untouched Globalisation, Fairtrade, the Globalisation of food and the impact of the throw away culture (fast fashion). |
| Family Learning: parent/child learning activities | S1 Home Learning task Humanities (PDF, 237 KB)(opens new window) | Stop Disasters game (opens new window) | Under Appreciated (PDF, 433 KB)(opens new window) |
Term 2 (October-Christmas) | Overcoming Adversity - To what extent do humans adapt to adversity? From an integrated Social Subjects perspective we examine how humans have adapted to adversity overtime and lessons learned. We explore this through examining 3 key big questions. Why do people live in Hazardous areas? How effectively have we responded to medical crises that we have faced? What is democracy? | North & South America/Africa Examining population density and distribution, comparison of USA and Brazil, case study of New York, Tundra, Palm Oil and case study of Rio de Janeiro. | Trade and Globalisation To what extent has Globalisation shaped our world? An introduction to Globalisation Trade, Untouched Globalisation, Fairtrade, the Globalisation of food and the impact of the throw away culture (fast fashion). |
| Family Learning: parent/child learning activities | Word Geography Games (opens new window) | Earth day (opens new window) | |
Term 3 (January-Easter) | Human Journeys - How does migration impact society? From an integrated Social Subjects perspective, we examine the causes, impacts and solutions that have helped shape human migration through time. We explore this through examining 4 key big questions. Why did Trump want to build a wall? Why do people choose to migrate? What obstacles do migrants face? Does the reality match the dream? | Africa Examining Perceptions of Africa, African mapping, Population, Colonisation, Farming and Desertification and Rural and Urban Migration. | Our Fragile Planet (Climate Change) How do our choices impact the wellbeing of the planet? Evidence of climate change, causes of climate change, effects of climate change, Myths and Deniers, Impacts of climate change and strategies and solutions. |
| Family Learning: parent/child learning activities | Continue with tasks from previous session | Geography S2 - Use the following website to learn about Palm oil and take the quiz at the end. Palm Oil (opens new window) Use the following link to test your African countries knowledge - African Quiz (opens new window) | Play the following game to see if you can reach net zero by 2050: Net Zero Game (opens new window) Learn more about of Climate Change topic and take the fun interactive quizzes along the way: Climatekids (opens new window) |
Term 4 (Easter-Summer) | Human Journeys - How does migration impact society? From an integrated Social Subjects perspective, we examine the causes, impacts and solutions that have helped shape human migration through time. We explore this through examining 4 key big questions. Why did Trump want to build a wall? Why do people choose to migrate? What obstacles do migrants face? Does the reality match the dream? | Africa Examining Perceptions of Africa, African mapping, Population, Colonisation, Farming and Desertification and Rural and Urban Migration. | Our Fragile Planet (Climate Change) How do our choices impact the wellbeing of the planet? Evidence of climate change, causes of climate change, effects of climate change, Myths and Deniers, Impacts of climate change and strategies and solutions. |
Term 5 (New timetable-summer) | OS Maps/Fieldwork The topic covers compass direction, 4/6 figure grid references, relief, mapping symbols, direction and a variety of fieldwork techniques including Environmental quality surveys and questionnaires. | Trade and Globalisation To what extent has Globalisation shaped our world? An introduction to Globalisation Trade, Untouched Globalisation, Fairtrade, the Globalisation of food and the impact of the through away culture (fast fashion). | n/a |
RMPS (Students study RMPS 1 period per week) | |||
| S1 | S2 | S3 | |
Term 1 (August-October) | Animal Rights An exploration of key concepts including; The Farming Industry, Zoo's/ Safari Parks, Cosmetic and Medical testing and Genetic Engineering | Islam An exploration of key beliefs and concepts including; The Five Pillar of Islam, The Prophet Muhammad, Islamic Artwork, Islamic Clothing and The Media, Islam & Terrorism | To what extent is Human Life Valued? Religion and Justice: Student will investigate the purpose of punishment and UK responses to crime incorporating religious and non-religious views. |
| Family Learning: parent/child learning activities | Fox Hunting opposing Views Debate (opens new window) | Islamic Art patterns (PDF, 107 KB)(opens new window) |  |
Term 2 (October-Christmas) | Animal Rights Continued Within the second half of the unit student will explore how religious and non-religious groups respond to animal rights issues. | Islam Continued | To what extent is Human Life Valued? Capital Punishment: Students study the use of C.P comparing this to the UK responses to create judgements about the use of C.P in the modern world. |
| Family Learning: parent/child learning activities | Sustainability (opens new window) | Hijab and Me (opens new window) | |
Term 3 (Jan-Easter | Life After Death Pupils explore a range of religious and non-religious responses to the question what happens when we die? | Moral Issues: Why do we need ethical codes of conduct within society? How does the media influence our perception of and responses to a range of moral issues such as arranged marriage, homophobia and gender issues. | Exploring Wellbeing Students will investigate the significance of different forms of wellbeing across multiple contexts such as environmental, health & society. Successful completion will lead to accreditation in S4. |
| Family Learning: parent/child learning activities | Life After Death This session we are examining Life After Death in S1 RMPS. In class we will examine and analyse a wide range of religious and non-religious responses to the big question of 'what happens when we die?' Pupils should expand their range of responses by conducting interviews with friends and family members regarding what they believe happens after death and what has lead them to believe what they do. | 'Religion, Morality and Conflict' This term S2 students are studying the 'Religion, Morality and Conflict'. Pupils can develop general knowledge to assist them within this unit by learning more about a conflict or war (historic or ongoing). This can be achieved through examining news articles, watching documentari | The video explains a simple relaxation technique known as finger breathing which can help people to reground themselves in anxiety causing situations. Wellbeing video (opens new window) |
Term 4 (Easter-Summer) | Medical Ethics Student explore a range of medical ethically issues such as blood and organ donation | Religion and Conflict Can war ever be morally justified? How do religions respond to war? What is and is not ethically acceptable to do during a war? | Exploring Wellbeing Investigation Students will undertake a independent investigation related to an area of wellbeing of their choice. Successful completion will lead to accreditation in S4. |
Term 5 (New timetable-summer) | Medical Ethics | Moral Figures:Students will investigate a notable historical figure who has made a positive difference to a global ethical issue. | x |
History | |||
| S1 (Integrated Social Studies Course) | S2 | S3 | |
Term 1 (August-October) | Overcoming Adversity - To what extent do humans adapt to adversity? From an integrated Social Subjects perspective we examine how humans have adapted to adversity overtime and lessons learned. We explore this through examining 3 key big questions. Why do people live in Hazardous areas? How effectively have we responded to medical crises that we have faced? What is democracy? | The Last Kings of Scotland This topic focuses on the last monarchs of Scotland. From James I to James V, and then Mary Queen of Scots, we look at the tumultuous relationship between Scotland and England through battles and periods of societal change, such as the renaissance. Finally, we look at Mary's son James VI of Scotland who also becomes James I of England and finally unites the two warring nations. | WW1 We pick up where we left off before the summer by learning about key battles and military figures such as The Somme and General Douglas Hague. Conscription, recruitment and propaganda are investigated, as well as how the war impacted those back home with the DORA laws being put in place and the changing roles of women. We end the topic by learning about how the war ended and why Germany lost. |
| Family Learning: parent/child learning activities | S1 Home Learning task Humanities (PDF, 237 KB)(opens new window) | S2 Home Learning Menu (PDF, 248 KB)(opens new window) | S3 Home Learning menu (PDF, 246 KB)(opens new window) |
Term 2 (October-Christmas) | Overcoming Adversity - To what extent do humans adapt to adversity? From an integrated Social Subjects perspective we examine how humans have adapted to adversity overtime and lessons learned. We explore this through examining 3 key big questions. Why do people live in Hazardous areas? How effectively have we responded to medical crises that we have faced? What is democracy?
| Witchcraft in 16th & 17th Century Scotland This short topic takes a fun look at How to spot a witch and stereotypes of witches before moving onto more serious investigations into the witch hunts and witch trials which took place across Scotland. We look at the influence of James VI, and how religious beliefs and society impacted the hunt for witches.
America -Revolution to Recovery This topic looks at the development of America, from the initial 13 founding colonies the causes of the revolution and the fight for independence. | WW2 This topic begins where the last one ended. The end of WW1 brings harsh changes to Germany with the Treaty of Versailles and inflation. How did this lead to the rise of Hitler and the Nazi party? As WW2 begins, we look at key battles like Dunkirk and the Battle of Britain. |
| Family Learning: parent/child learning activities | Word Geography Games (opens new window) | S2 Family Learning tasks (Word doc, 46 KB)(opens new window) | S3 Family Learning tasks (Word doc, 48 KB)(opens new window) |
Term 3 (January-Easter) | Human Journeys - How does migration impact society? From an integrated Social Subjects perspective, we examine the causes, impacts and solutions that have helped shape human migration through time. We explore this through examining 4 key big questions. Why did Trump want to build a wall? Why do people choose to migrate? What obstacles do migrants face? Does the reality match the dream? | This term we are looking at 'What does it mean to marginalised?' and 'How to marginalised people push back?'. We are investigating these questions through the lens of Women in Victorian Britian and the campaigns for the vote. Within the unit we will debate the merits of peaceful and violent protest and investigate the need for days such as International Women's day. We will bring the unit up to date with an investigation into other marginalised groups and forms of protest as an assessment task. | WW2 The Holocaust is an emotive subject which we tackle with sensitivity and respect. We find out about Hiroshima and how Germany lost the war, with the aftermath ultimately resulting in the Cold War. The Cold War This topic looks at the fallout of WW2 with the Communism vs Capitalism Split of Germany/ Berlin Blockade and the NATO agreement. Conflicts and victories such as: Korea, the Space Race, the moon landing, Cuba, propaganda and Vietnam are all researched as well look at how the Cold War came to an end. |
Family Learning: parent/child learning activities | Suffragettes video (opens new window) Kay Burley hosts a special debate show to mark International Women's Day, hearing from a panel of guests and a live studio audience made up of 100 women from across the UK Suffragettes discussion video (opens new window) | Create a timeline of the main causes and events in WW1 and WW2. On it you should include major battles, developments and the start and end dates. You could enhance your work by adding images. Create one - Go to Chat GPT and create a virtual school trip about either WW1 or WW2. Use the following prompt to help you. "Design a 'Virtual Field Trip' where students explore a historical site or museum using online resources associated with ( enter First World War or Second World War) ." You can then narrow down the trip by adding your own prompts based on what we have covered in class | |
Term 4 (Easter-Summer) | Human Journeys - How does migration impact society? From an integrated Social Subjects perspective, we examine the causes, impacts and solutions that have helped shape human migration through time. We explore this through examining 4 key big questions. Why did Trump want to build a wall? Why do people choose to migrate? What obstacles do migrants face? Does the reality match the dream? | Industrial Britain We learn about the living and working conditions of the people and how disease such as cholera became a key issue. We finish the topic by investigating how the way we traded and travelled changed with the construction of canals and railways. | China The Fall of Qing, civil war, communist policies, control and punishment are all studied as we look at China's history. We continue by learning about cultural revolution, resistance and what the future may hold for China. |
Term 5 (New timetable-summer) | The Last Kings of Scotland Introduction to the topic, Scottish heritage and feudalism. | WW1 We begin by looking at Europe in 1900 and the MAIN reasons WW1 started. We begin to look at trench warfare and look at related films such as War Horse and 1917. The topic continues after the summer. | The Atlantic Slave Trade We begin by looking at the origins of the slave trade and why Britain needed slaves. This is followed by learning about the Triangular Trade, Africa, the Caribbean and British ports before the topic continues after the summer. |
Modern Studies | |||
| Modern Studies | (S1 Integrated Social Studies Course) | S3 | |
Term 1 (August-October) | Overcoming Adversity - To what extent do humans adapt to adversity? From an integrated Social Subjects perspective we examine how humans have adapted to adversity overtime and lessons learned. We explore this through examining 3 key big questions. Why do people live in Hazardous areas? How effectively have we responded to medical crises that we have faced? What is democracy? | CAN WE EVER BE EQUAL?
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| Family Learning: parent/child learning activities | S1 Home Learning task Humanities (PDF, 237 KB)(opens new window) | In The News (PDF, 404 KB)(opens new window) | |
Term 2 (October-Christmas) | Overcoming Adversity - To what extent do humans adapt to adversity? From an integrated Social Subjects perspective we examine how humans have adapted to adversity overtime and lessons learned. We explore this through examining 3 key big questions. Why do people live in Hazardous areas? How effectively have we responded to medical crises that we have faced? What is democracy? | To WHAT EXTENT IS INTERNATIONAL TERRORISM THE BIGGEST THREAT TO GLOBAL SECURITY?
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| Family Learning: parent/child learning activities | Word Geography Games (opens new window) | Continue with in the news PDF task from term one | |
Term 3 (January-Easter) | Human Journeys - How does migration impact society? From an integrated Social Subjects perspective, we examine the causes, impacts and solutions that have helped shape human migration through time. We explore this through examining 4 key big questions. Why did Trump want to build a wall? Why do people choose to migrate? What obstacles do migrants face? Does the reality match the dream? | HOW CAN WE INFLUENCE DECISION MAKING?
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| Family Learning: parent/child learning activities | Continue watching BBC news at 10, select a news story and discuss the Who, What, When, Where and Why. Additionally listen to a podcast or read one news article from a news source of your choice: BBC, Guardian, Telegraph, Economist, Al Jazeera etc. and complete the Who, What, When, Where and Why. | ||
Term 4 (Easter-Summer) | Human Journeys - How does migration impact society? From an integrated Social Subjects perspective, we examine the causes, impacts and solutions that have helped shape human migration through time. We explore this through examining 4 key big questions. Why did Trump want to build a wall? Why do people choose to migrate? What obstacles do migrants face? Does the reality match the dream? | Who Protects our Human Rights?
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Term | S1 | S2 | S3 |
August- October | Bridging Unit S1 pupils start with the basics of working in a science lab, this involves getting to know the equipment and working safely. During this unit we teach pupils basic science numeracy skills that will be used and built on Throughout the BGE. | Bridging unit & Scientific Careers S2 pupils build on their research skills, which we introduced in S1. We do this through investigating different scientific careers. We complete practical work related to these careers and solve challenges they might face every day. These careers are: Engineering, Forensic scientist, Pharmacologist and Sports Science. | Biology Can Plants power the planet? Building up a basic understanding of plant life and potential uses for plants in a more sustainable society. |
Chemistry What are atoms!? Looking at atomic structure, chemical formula and chemical bonding. | |||
Physics Are electric cars the future? Looking at behaviour of electricity, simple electric motors and motion. | |||
| Family Learning: parent/child learning activities | PAL placemat (gi.ui.mediatype.powerpoint, 41 KB)(opens new window) | GTAP placemat (gi.ui.mediatype.powerpoint, 41 KB)(opens new window) | |
October - December | Can A lemon Power a lightbulb? Pupils are introduced to the periodic table and simple chemical reactions. They also look at properties of materials, basic circuits and chemical cells. We use the knowledge and skills built up in this unit to answer the question 'Can a lemon power a lightbulb?' | Getting to another planet Pupils look at the fundamental scientific knowledge we will need to thrive as a 'Multi-planetary species'. These concepts include: Behaviour of light and telescopes, Rocket design, Variables which could influence fuel efficiency and effects of gravity on the human body. We use the skills and knowledge built in this unit to 'bid' for a contract with NASA to get us to another planet. | Biology Is DNA dangerous? Investigating location and function of DNA in living things. What are the consequences of a better understanding? |
Chemistry Were Cavemen the first Chemists? Looking at natural resources, their use and how they've shaped civilisation. | |||
Physics Are electric cars the future? Looking at behaviour of electricity, simple electric motors and motion. | |||
| Family Learning: parent/child learning activities | SWCS placemat (gi.ui.mediatype.powerpoint, 45 KB)(opens new window) | LOAP placemat (gi.ui.mediatype.powerpoint, 41 KB)(opens new window) | |
January - March | Science we can't see Pupils look at science that requires instrumentation to observe. This includes Cells, EM spectrum and microorganisms. We use the knowledge and skills built up in this unit to plan how we would deal with a future pandemic. | Living on another planet Building on the narrative from the previous unit we look at the challenges we will face when resourcing our new home. We look at Acids and bases, metal extraction, uses for crude oil and alternative energy. We use the skills and knowledge built up in this unit to select an appropriate planet to live on which will allow us to thrive, sustainably. | Biology Facing the trials of life Looking at important biological processes living things go through at different stages of life. |
Chemistry How did metals change our lives? Extraction of metals, impact on society and future materials. | |||
Physics Could you live on the ISS Looking at the challenges of life in space, density, pressure and EM Spectrum. | |||
| Family Learning: parent/child learning activities | Sustainable Scotland placemat (gi.ui.mediatype.powerpoint, 45 KB)(opens new window) | BAHH placemat (gi.ui.mediatype.powerpoint, 68 KB)(opens new window) | |
March - June | A Sustainable Scotland We learn about transfer of energy, renewable energies, photosynthesis and living more sustainably. We use the knowledge and skills built up in this unit to build and eco-village. | Building a Healthy Human In this unit pupils look at the basics of what makes a 'healthy' human. This starts at fertilisation through to modern advanced in gene editing. We also look at how technology is shaping our understanding of human health and potential future applications and impact on society. We use our skills and knowledge built up in this unit to diagnose patients using health diagnostic information. | Biology Microbes - Invisible heroes? Investigating the vital role microbes play in our everyday lives. |
Chemistry How do we exploit earth's resources? Extraction of crude oil, burning fossil fuels and global warming. | |||
Physics How do we engineer a better future Applying knowledge and skills built during BGE to help solve one of the UN sustainability targets. |
English, Drama & Modern Languages
English | |||
Term | S1 | S2 | S3 |
May - June | Personal Reflective writing | Text 1: Media Study - Hunger Games - Introduction to media analysis | |
| August- October | Throughout the year S1 will focus on answering the big question: Why do we tell stories? Throughout the year all pupils will undertake personal reading for the first ten minutes of each period. Personal reflective writing - Mirror of Erised/My Obsession | Throughout the year S2 will focus on answering the big question: How can reading encourage empathy? Throughout the year all pupils will undertake personal reading for the first ten minutes of each period. Text 1: Critical Essay writing - study of a poem or short story | Throughout the year S3 will focus on answering the big question: How do our experiences shape our identity? Throughout the year all pupils will undertake personal reading for the first ten minutes of each period |
Family Learning: parent/child learning activities | S1 English Family Learning tasks (PDF, 183 KB)(opens new window) | S2 English Family Learning tasks (PDF, 114 KB)(opens new window) | |
October - December | Text 1: Critical Essay writing - study of a poem (The Lost Dog / The Bully Asleep / Fireworks) Media - UP + Reading for Understanding, Analysis and Evaluation (ongoing) | Text 2: Creative writing piece based on study of a text, listening task and discussion/solo talk. + Reading for Understanding, Analysis and Evaluation | |
Family Learning: parent/child learning activities | S1 Home Learning task (PDF, 114 KB)(opens new window) | See previous home learning task | Reading for Understanding, Analysis and Evaluation (ongoing) Continue and complete YPI - culminating in group presentations Creative/Reflective Writing See previous home learning task |
January - March | Text 2: Critical Essay writing - study of a novel or drama text Creative writing + Reading for Understanding, Analysis and Evaluation (ongoing) | Text 3: Critical Essay and Textual analysis study of a novel / drama text | Text 3: Investigating theme of identity within a text - outcome critical essay and textual analysis |
March - April | Persuasive writing Solo/group discussion + Reading for Understanding, Analysis and Evaluation (ongoing) | Text 4: Non-fiction Media text - Persuasive writing | National 4 Unit outcomes - reading, writing and listening Level 5 Literacy Outcomes |
Drama | |||
Term | S1 | S2 | S3 |
August- October | Introduction to Drama- Mime. Focusing on non verbal communication skills. | Role play- Road trip unit. Pupils will dvise a realistic performance based on a cr trip utilising relationship building and idea generating skills. Courtroom Drama unit where they will learn about the roles within the justice system and create their own court case based on fairytales. | Murder Mystery unit. Pupils will act as detective to solve a murder case, deciphering clues whilst sustaining a realistic character. Production Skills unit. Pupils will participate in weekly workshops dedicated to a selected production skill. Thins such as lighting, sound, SFX make-up, costume and props will be explored. |
Family Learning: parent/child learning activities | Film Genre Bingo! (PDF, 522 KB)(opens new window) | Film Genre Bingo! (PDF, 522 KB)(opens new window) | Film Genre Bingo! (PDF, 522 KB)(opens new window) |
October - December | Robert Burns- exploration unit. Adapting his writings to modern day language. Utilising imagination and problem solving. Improvisation unit, learning about the different types of improvisation in real life context. | Production skills - Darkwood mannor. Within this unit pupils will learn about production skills (lighting, sound) that can help create mood and atmosphere as well as solving a paranormal mystery. Short Pantomime unit. Learn about the roles within famous pantomimes and re-create the telling of a fairytale classic utilising traditional pantomime style. | The Sceance- Script unit. Pupils will create a performance based on a short script extract utilising prior knowledge of production skills to create an eerie mood and atmosphere. |
January - March | Broken window- Conventions unit. Investigate the mystery of a broken window at school. Exploring the different types of conventions used in T.V and theatre today to enhance performances and to highlight the truth about the broken window. | The apocalypse unit. Pupils will learn about SFX and how they can help enhance a performance. We will use T.V shows like 'The last of us' as guidance. | Eco Theatre - Social Issues. Within this unit pupils will create a performance designed to educate an audience on an issue they feel passionate about. Research, sensitivity and empathy all have to be highlighted throughout the unit. |
March - April | Stimulus / You're Late | Script unit- Pupils will create a performance based on a short script extract. | Script (Curious Incident) Pupils will create a performance based on a short script extract. They will take on the role as wither actor or production designer to create a full production utilising all prior knowledge from previous units. |
Modern Languages: French | |||
Term | S1 (French) | S2 (French) | S3 (French) |
May - June | Cat in Paris Film Study | Introducing myself to other people in France · Personality adjectives · Description · Family members · Pets /likes and dislikes Grammar -être , avoir,agreement of adjectives,aimer etc. | Health French speaking countries/ MCF research) (English - 1 period)
Theme: Health and Equity |
August- October | School:
Listening Assessment | Film review
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Family Learning: parent/child learning activities | Family Learning menu (Word doc, 20 KB)(opens new window) | S2 FAMILY LEARNING MENU Visit www.french-games.net or www.spanish-games.net and choose a level (beginner / intermediate) and a topic of your choice Use your vocab booklet to quiz a member of your family on your current topic. | S3 FAMILY LEARNING MENU Visit www.french-games.net or www.spanish-games.net and choose a level (beginner / intermediate) and a topic of your choice Use your vocab booklet to quiz a member of your family on your current topic. |
October - December | Food:
Speaking Assessment | Francophonie
| Health Which diet is more sustainable? Lifestyles
Theme: Health and Equity Reading and Listening Assessments |
January - March | Geography of France · Describing town/what does a French town have · Describing house / typical French houses · What there is to do in town · Grammar - prepositions,modal verbs,use of on
Writing Assessment | Holidays:
Reading Assessment | Film study leading to human rights
Theme: Interconnectedness Writing Assessment Human rights
Theme: Rights, Social justice |
March - April | Sports and hobbies:
Reading Assessment | Media:
Listening Assessment | Fashion
Theme: Rights, Social justice Speaking Assessment |
Modern Languages: Spanish (S2 & S3 only) | ||
Term | S2 (Spanish) | S3 (Spanish) |
May - June | Survival Spanish:
| Travel and Holidays:
Grammar: near future Theme: Travel Reading and Listening Assessments |
August- November | Family and descriptions:
Talking and Reading Assessments | |
Family Learning: parent/child learning activities | S2 FAMILY LEARNING MENU Visit www.french-games.net or www.spanish-games.net and choose a level (beginner / intermediate) and a topic of your choice Use your vocab booklet to quiz a member of your family on your current topic | S3 FAMILY LEARNING MENU Visit www.french-games.net or www.spanish-games.net and choose a level (beginner / intermediate) and a topic of your choice Use your vocab booklet to quiz a member of your family on your current topic |
December - February | School
Writing and Talking Assessments | Media:
Grammar: Present tense Theme: Interconnectedness Writing on Film Assessment |
March - May | Shopping for food and eating out
Listening Assessments
| Town:
Theme: Identity Speaking Assessments |
March - April | Health:
Theme: Health and Equity | |
Maths | |||
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S1 - Level 2/3 | S2 - Level 3/4 | S3 - Level 4+ | |
August - October | Phase 1 Whole numbers Working with whole numbersd and the four operations Types of Numbers An in depth exploration of factors, multiples, powers and roots
| Probability Exploring the concept of probability and calculating simple probabilities Ratio Working with ratios including sharing in a given ratio and calculating missing parts of a ratio. Graphs, Charts and Tables Working with a variety of statistical diagrams | Expressions - Expanding brackets Expanding brackets of various types including single, double and squared brackets. Function Using function notation. Solving Equations Solving equations involving multiple steps in a variety of situations. Statistics Pupils will analyse data using statistical methods such as standard deviation and semi Interquartile range and communicate effectively. Percentages In this topic pupils will focus on applying their skills with percentages to problems that involve calculating previous amounts or compounding percentages. |
| Family Learning: parent/child learning activities | Talking about remainders: Put your understanding of remainders to the test with these fun thinking routines! | Explore the links between fractions, decimals and percentages with this match up game! Matching Fractions, Decimals and Percentages (opens new window) | Apply your research skills and knowledge of statistics to present information about the country we live in. |
October - Christmas | Decimals 1 Place value/ordering/decimal numbers/reading scales/ adding and subtracting decimal numbers. Length Measuring and exploring units of length in context. Phase 2 Adding and Subtracting Integers Pupils will be given the opportunity to work with algebra tiles alongside other representations. Multiplying and Dividing Integers
| Mean, Median, Mode and Range Working with measures of central tendency and statistical descriptors. Multiplying and Dividing Decimals Multiplying and dividing decimal numbers by other decimal numbers. | Surds Simplifying surds and rationalising the denominators of fractions. Pythagoras Using the Pythagorean Theorem to calculate missing sides of a right angled triangle in many contexts. Pupils will also learn how to prove if a triangle is right angled given all three side lengths. Volume Pupils will expand their knowledge of volume through calculations involving volumes of other objects including cylinders, cones, pyramids and spheres. |
| Family Learning: parent/child learning activities | Get an idea of scale by watching this video: | Apply your knowledge of averages: | Watch the demonstration of the Pythagorean Theorem in action Now put your Pythagoras knowledge to the test by doing the Pythagorean pile up! |
January - Easter | Expressions & Substitution Simplifying algebraic expressions. Subsstituting into algebraic expressions. Angles Types of angles, measuring and drawing angles Phase 3 Fractions 1 Representations of fractions. Working with equivalent fractions including simplifying and investigating the relationship betwen improper fractions and mixed numbers. pupils will calculate fractions of a namount. Adding & subtracting fractions. Percentages & The Link Exploring the percentages and their equivalence to fractions and decimals. | Scientific Notation Expressing large and small numbers in scientific notation. Performing calculations with numbers in scientific notation. Significant figures Identifying significant figures and rounding. Speed, Distance & Time Exploring the relationship between speed, distance and time and performing calculations. Investigating units of all three. | Changing The Subject Pupils will enhance their algebraic skills by learning how to factorise various types of expressions. Factorising Pupils will further develop their algebraic skills by learning how to factorise various types of expressions. Right Angled Trigonometry Pupils will be introduced to the basic ideas of trigonometry and perform calculations involving angles and lengths of right angled triangles in various contexts. |
| Family Learning: parent/child learning activities | Explore the links between fractions, decimals and percentages with this match up game Maths FL3 task (opens new window) Angles: estimate angle size try this interactive task: Maths FL term 3a (opens new window) Work through this webpage: | Try your best to figure out this fun puzzle involving speed, distance and time: | Familiarise yourself with the N5 website. Here you can find yourself a vast number of resources to help you consolidate your learning. |
Easter - Summer | Solving Simple Equations Solving one and two step equations including those with variables on both sides. Coordinates Working with Cartesian coordinate systems Phase 4 Fractions 2 Multiplying and dividing fractions Area Calculating and working with the areas ofa variety of 2D shapes. Volume Calculating and working with the volume of cubes, cuboids and simple composite objects. | Circle Identifying aspects of a circle and calculations involving area and circumference. Symmetry & Transformations Exploring both line and rotational symmetry and transformations of shapes and images. Finance Pupils will explore many aspects of effective financial management. | Arcs & Sectors Pupils will investigate how areas and arc lengths of sectors can be calculated using previously learned circle properties. Indices Recognising and using index rules to simplify and evaluate expressions. Similarity Using properties of mathematically similar shapes to solve problems. |
Easter -Summer Home Learning: parent/child learning activities | S1 Area and Volume Unjumble the numbers and units to find some interesting facts. Are there any that surprise you? | S2 Circle Competition time! Do you know anyone who can get 100%? | S3 Finance Taking responsibility for your money sooner rather than later. |
Computing Science BGE Curricular overview | |||||
Term | S1 | S2 | S3 | ||
Term 1 (August-October) | Introduction to digital tools - Teams and OneNote Class Notebook
Graphics Editing
| Web Design and Development - HTML & CSS using the repl-it online environment
| Web Design and Development - HTML & CSS using the repl-it online environment
Computer Systems
| ||
Family Learning: parent/child learning activities | S1 Family Learning Activity (PDF, 901 KB)(opens new window) | S2 Family learning Activity (PDF, 99 KB)(opens new window) | S3 Family Learning Activity (PDF, 76 KB)(opens new window) | ||
Term 2 (October-Christmas) | Effective Internet Searching
Multimedia Project
| Database Design and Development using Microsoft Access
BEBRAS Computational Thinking Challenge | Software Design and Development - Python using the repl-it online environment
BEBRAS Computational Thinking Challenge |
| |
| Family Learning: parent/child learning activities | S1 Autumn Activities (PDF, 237 KB)(opens new window) | S2 Autumn Activities (PDF, 85 KB)(opens new window) | S3 Autumn Activities (PDF, 88 KB)(opens new window) | ||
Term 3 (January-Easter) | Scratch Maths
| Software Design and Development using Microsoft MakeCode - Microbit and Arcade
| Level 3 Cyber Security
Database Design and Development - SQL using the repl-it online environment
| ||
Term 4 (Easter-Summer) | Internet Safety
Cyber Resilience
| Internet Safety and Cyber Resilience
Computer Systems
| Level 3 Cyber Security
| ||
Term 5 (New timetable-summer) | Introduction to S3 Computing Science Computer Systems Website Project | Introduction to S4 Computing Science Computer Systems Website Project | |||
Term | S1 Music - 1 period per week | S2 Music - 1 period per week | S3 Music - 3 periods per week |
Term 1 (Aug - Oct)
| Music Literacy Popular Music An introduction to popular music, developing performance and listening skills | Music Literacy African Music An introduction to African music, focusing on how traditional music is used in African culture, what instruments are created and used and developing performance and listening skills. | How does music reflect changes in society? Baroque/Classical/Romantic An introduction to music from 1650 - 1900, focusing on different styles of music, how music develops over time and developing performance, listening and composition skills. |
| Family Learning: parent/child learning activities | Share information on your favourite musician with each other. Ask the following:
Create a poster together and share it with the Music Department! | Favourite Album! Share information on your favourite album with each other. Ask the following:
Listen to the album together and share your thoughts with the Music Department! | Favourite Concert! Share information on your favourite concert with each other. Ask the following:
Search YouTube and find a live performance of the musician and watch it together. |
Term 2 (Oct - Christmas)
| Halloween Music Rap Music A unit on rap music, developing listening and composition skills. | Halloween Music Composition/Technology Using technology to create a piece of music using verse/chorus structure. Christmas Music | How has music been used to express cultural change? A unit on Rhythm and Blues music, how music was used/created during the Civil Rights Movement and developing performance and listening skills. |
| Family Learning: parent/child learning activities | Christmas Jammin'! Using the music provided, perform this Christmas tune with instruments in your home! Music Family Learning Activity (PDF, 5 MB)(opens new window) | Christmas Jammin'! Using the music provided, perform this Christmas tune with instruments in your home! Music Family Learning Activity (PDF, 5 MB)(opens new window) | Christmas Jammin'! Using the music provided, perform this Christmas tune with instruments in your home! Music Family Learning Activity (PDF, 5 MB)(opens new window) |
Term 3 (Jan - Easter)
| Instruments of the Orchestra An introduction to the different families of the orchestra. Building practical skills on a second instrument.
Composition/Technology Using technology to create a four bar melody. Using technology to record music and manipulate the sound. | 50s - 70s Music A unit on 20th century music focusing on how styles of music are influenced, how technology changed music production and developing performance and listening skills. 80s Music A unit on styles of music first created in the 80s, how technology changed music production and developing performance and listening skills. | How is music used to express our own cultural identity? A unit on Scottish Music, focusing on styles of music/vocal music, instruments and Scottish music groups and developing performance and listening skills. How is music used during times of conflict? An introduction to Swing Music, focusing on musical features, how music was enjoyed during the second world war and developing performance, listening and composition skills. How can music affect mood/atmosphere? An introduction to Minimalist music, focusing on musical features, how this style developed in the 60s and developing performance, listening and composition skills. |
| Family Learning: parent/child learning activities | Group composition Using instruments at home or creating your own, come up with a group composition! Start with a simple melody and add a bass line and drum part! Remember your voice is also an instrument! | Homemade Instruments! Using materials at home, make your own instruments! - Think about what materials you will use. - What is the playing method? - What Family of the Orchestra does it belong to? Once made, take a video of you all playing your instruments and share it with us! | How you experience Music? Ask people at home about what technology they used to listen to music. Do they still have it? If they do, listen to a piece of music together on that medium! |
Term 4 (Easter - new timetable) | World Music An introduction to music from different countries around the world, focusing on styles of music, identifying instruments from other countries and developing performance and listening skills. | Film Music An introduction to music in film, discovering how music can affect scenes in film/television, what musical features and styles can be used to create mood/atmosphere and developing performance, listening and composition skills. | How has music been used to express cultural change? A unit on Musicals, focusing on what can influence a musical, how musicals can help express different cultures/times, how technology is used in live performance and developing performance and composition skills. |
Term 4 (New timetable - Summer) | Latin American Music An introduction to Latin American Music, looking at different styles of music, how music is used in Latin American culture and developing performance and listening skills. | 90s Music An introduction to 90s music, looking at different styles of music, how music was recorded and distributed, song-writing skills and developing performance and listening skills. | N/A |
Time of Year | S1 Art & Design | S2 Art & Design | S3 Art & Design |
May - June | Perspective Letters(Folder Covers) Exploring typeface, typography and the use of one point perspective, pupils will create a name plate for their folder. | Typography (Folder Covers) Exploring typeface, typography and the use of coloured pencil on black paper, pupils will create a name plate for their folder. | |
August - October | Winter Scene Taking inspiration from artist Loretta Grayson pupils will create a winter scene which could be used as an image on a Christmas card.
Typeface Design(Folder Covers) Exploring typography and the use of multiple typeface, pupils will create a name plate for their folder. | Mixed Media Winter Scene Taking inspiration from Robins and Reindeer, pupils will create a winter scene which could be used as an image on a Christmas card.
· Painting techniques including wax resist | Character Design Pupils will develop a character design for a graphic novel, animated feature or video game. This will include a character turnaround and a front cover design. · Character creation - consideration of facial expression, clothing and personality · Illustration styles and techniques · Creativity and critical thinking skills · Conveying emotion through drawing Exploring the work of Illustrators and Animators |
Family Learning: parent/child learning activities | S1 Family Learning: Art (PDF, 1 MB)(opens new window) | S2 Family Learning (PDF, 1 MB)(opens new window) | S3 Family Learning: Art (PDF, 721 KB)(opens new window) |
October - December | Observational Drawing Pupils will develop key skills in observational drawing using line and tone. They will work their way through a variety of drawing tasks focusing on fundamental drawing techniques. · Visual elements of line, tone and form · Using shading to create a wide tonal range - highlights, mid-tones and shadows · Observational drawing skills - drawing from life · Concentration and eye/hand coordination skills · Perspective, scale, foreshortening | Observational Drawing and Still Life Techniques Building on knowledge learned in S1, pupils will continue to develop observational drawing skills and begin to explore the use of colour and different media. · Visual elements of line, tone and form · Using shading to create a wide tonal range - highlights, mid-tones and shadows · Observational drawing skills - drawing from life · Concentration and eye/hand coordination skills · Perspective, scale, foreshortening · Using colour Exploring new media | Landscape Pupils will create a small folio of work where they will study approaches to drawing and painting landscape. The focus of this project is media and technique. Critical thinking will also be covered where discussions and tasks will be set exploring how artists interact with landscape. · Mark making in drawing and painting · Media handling skills including oil pastel, watercolour, pen and ink, biro pen and pencil · Visual elements of colour, tone and texture · Appreciation of the natural world · Analysing and appreciating the work of landscape artists Critical thinking skills |
| Family Learning: parent/child learning activities | S1 Drawing Task (PDF, 1 MB)(opens new window) | S2 John Burgerman Inspired Art (PDF, 1 MB)(opens new window) | S3 Shadow Illustration Task (PDF, 617 KB)(opens new window) |
January - February | Portraiture Pupils will explore portraiture in different ways. They will learn techniques to improve accuracy and explore more abstract ways to produce portraits. · Proportion · Visual elements of line, tone, texture and pattern · Continuous line drawing · Drawing the features of the face Drawing and painting techniques | Mask Design Taking inspiration from ancient culture and civilization, pupils will follow a design brief to design and build their own mask. · Working to a Design Brief and following the Design Process · Learning about world cultures - Samurai, Celtic, Maasai, Maori and Aztec · Designing motifs, patterns and symbols · Cardboard construction skills Fine motor skills | Light Design 3D/2D Taking inspiration from architecture and/or nature, pupils will follow a design brief to design and create a working paper lantern. They will then create an imagined advert for this design using hand drawn patterns, photography and Adobe Photoshop. This work is presented in a small folio. Critical thinking will also be covered where discussions and tasks will be set exploring how designers work in the modern world. · Working to a Design Brief and following the Design Process · Exploring ideation, sustainability and manufacture in the design industry · 3D design skills and techniques · Cardboard construction skills · Fine motor skills · Creativity and critical thinking skills Digital design skills |
February - Easter | Pattern Design Starting in drawing and taking inspiration from beetles, pupils will create a mirror repeat pattern. The pattern will be scanned and a design brief followed to create a pattern design which can be applied to a variety of products. These products will be realised digitally. · Working to a Design Brief · Colour pencil and pen techniques · Watercolour techniques · Pattern designing and making · Printmaking skills Digital skills | Abstract Architecture Starting in drawing and taking inspiration from contemporary architecture, pupils will create a press print plate and follow the printmaking process to produce a series of abstract prints. The best print will be scanned and a design brief followed to create a pattern design for a tote bag. This product will be realised digitally. · Printmaking skills · Working to a Design Brief and following the Design Process · Digital skills · Pattern designing and making Observational drawing | Portraiture Pupils will develop an understanding of how to paint a tonal portrait. They will begin with some basic tonal painting exercises and build up to producing an acrylic portrait using colour. Critical thinking will also be covered where discussions and tasks will be set exploring how artists approach portraiture. · Observation skills · Using a paint brush · Mixing and using paint · Using colour |
| Family Learning: parent/child learning activities | S1 Timorous Beasties Design Research (PDF, 442 KB)(opens new window) | S2 Mask Design Research Task (PDF, 454 KB)(opens new window) | S3 Tord Boontje Design Research (PDF, 456 KB)(opens new window) |
Easter - May | Paolozzi Robot Inspired by the work of Eduardo Paolozzi, pupils will design and build two relief tiles. These tiles will then be transformed into a robot sculpture. · Visual element of shape - exploring geometric shapes · Pattern design using motifs and symbols · Cardboard construction skills · Fine motor skills Creative problem solving skills | Figure Sculpture Starting in drawing and focussing on the movement of the human figure, students will conceive and construct a wire figure sculpture. They will take some inspiration from the work of Alberto Giacometti. · Visual elements of line, tone, colour and form · Media handling techniques including pen, charcoal and pastel techniques · Observational drawing skills · Concentration and focus skills Wire construction skills | Photography (Still Life, Narrative, Portraiture) Pupils will learn about how to take a good photograph. They will briefly learn some photography basics before completing three tasks in groups where they will explore still life, narrative and portrait photography. · Photography skills, including lighting, viewpoint and composition · Working in groups · Creative thinking skills · Critical thinking Animated GIF (Using text) Inspired by the design work of Morag Myerscough, pupils will create an A5 background using cut paper. This will be scanned and used for the base of an animated gif. The gif will incorporate text to display a message of positivity relating to a theme. · Using colour and shape · Using text as an image · Basic animation skills · Digital design skills |
In addition to all the above projects, the year will be punctuated with short tasks to improve skills in critical and creative thinking. These will include: · Discussion about Art and Design using prompts like see, think and wonder. · Peer and self-evaluation tasks at the end of each project. · Creative thinking tasks from Daydream Believers including 'Something From Nothing', 'Transform', 'Briefs Not Tasks' and some others. | In addition to all the above projects, the year will be punctuated with short tasks to improve skills in critical and creative thinking. These will include: · Discussion about Art and Design using prompts like see, think and wonder. · Peer and self-evaluation tasks at the end of each project. · Creative thinking tasks from Daydream Believers including 'Something From Nothing', 'Transform', 'Briefs Not Tasks' and some others. | In addition to all the above projects, the year will be punctuated with short tasks to improve skills in critical and creative thinking. These will include: · Discussion about Art and Design using prompts like see, think and wonder. · Peer and self-evaluation tasks at the end of each project. · Creative thinking tasks from Daydream Believers including 'Something From Nothing', 'Transform', 'Briefs Not Tasks' and some others |
Term | S1 PE | S2 PE | S3 PE |
Due to the timetabling of teaching areas, learners in PE don't follow the same curriculum at the same time. Rather over the course of the year all students will experience learning within the same learning contexts and with a focus on the same benchmarks, skill development and knowledge & understanding provided through each learning phase. All students will learn through Indoor & Outdoor Invasion Games, Central Net, Fitness, Aesthetics, Track & Field and S1 & S2 learners will also experience learning through an Aquatics block. All learners will consider how 'Their Thinking', 'Their Qualities', 'Their Moving' and 'Their Fitness' can impact on their development through a Learning Context. | |||
Academic Session Overview | Through a learners S1 journey they will consider how some of the following can support their development. They will give consideration to each in order to widen their understanding of performance in a practical context both of their own and of their peers / team mates. - Focus & Concentration - Creativity - Communication - Confidence & Self-Esteem - Balance & Control - Rhythm & Timing - Stamina - Speed | Through a learners S2 journey they will consider how some of the following can further support their development. How the application of each within a practical context can not only support their development but also how they can reflect on the performance of their peers. Supporting and aiding development. - Problem Solving - Planning Ahead - Determination & Resilience - Respect - Movement Awareness - Core Stability & Strength - Flexibility
| Through a learners S3 journey they will take the skills and knowledge learned through S1 & S2 and reflect more on how these are shaping them into the individuals they are becoming. They will work through an award which will see them consider what actions they can take to improve their Wellbeing. This will support their understanding of 'What it Means to Live Well'. |
| Family Learning: parent/child learning activities | S1 PE Family Learning task (PDF, 106 KB)(opens new window) | S2 PE Family Learning task (PDF, 123 KB)(opens new window) | S3 PE Family Learning task (PDF, 123 KB)(opens new window) |
| Family Learning: parent/child learning activities | S1 PE task Oct- Dec (gi.ui.mediatype.powerpoint, 792 KB)(opens new window) | S2 PE task Oct- Dec (gi.ui.mediatype.powerpoint, 787 KB)(opens new window) | S3 PE task Oct- Dec (gi.ui.mediatype.powerpoint, 1 MB)(opens new window) |
| Family Learning: parent/child learning activities | PE Jan -Easter Home Learning tasks (gi.ui.mediatype.powerpoint, 810 KB)(opens new window) | PE Jan -Easter Home Learning tasks (gi.ui.mediatype.powerpoint, 810 KB)(opens new window) | PE Jan -Easter Home Learning tasks (gi.ui.mediatype.powerpoint, 810 KB)(opens new window) |
Business Education | |||
Term | S1 | S2 | S3 |
Term 1 (August-October) | Digital Literacy Skills for Learning & Business Learners develop their digital literacy skills by focusing on key software applications used for learning and business. The main software applications covered include email (inc. email etiquette), PowerPoint 365, effective internet searching, OneDrive (inc. the importance of file management habits), and Teams. | Digital Literacy Skills for Learning & Business Learners continue to develop their digital literacy skills by focusing on key software applications used for learning and business. The main software applications covered Office 365, OneDrive (inc. the importance of file management habits), and Teams. Setting up a small business Learners Identify what are basic necessities in order to survive and which goods and services would be essential in society Learners will develop their knowledge on business ownerships (sole trader and partnerships) Interdisciplinary project with CDT Theme Park Challenge Learners work collaboratively developing skills and creating a new theme park incorporating various key features (brand, logo, slogan, merchandised, layout and sustainable menu). | Resources used by businesses to create products they sell? Learners will develop the ability to understand the key components used by organisations to provide goods and services including labour, capital, enterprise, and land. Learners undertake an investigation into a business of their choice to explore how the organisation combines these factors to best meet their objectives. The role of the economy Learners get to explore the different elements of our economy by understanding the roles played by the private, public and third sectors. Learners undertake field work in the local community to understand and analysis the makeup of their local economy. |
| Family Learning: parent/child learning activities | Family Learning Business Enterprise S1 (PDF, 780 KB)(opens new window) | Family Learning Business Education S2 (PDF, 421 KB)(opens new window) | Family Learning Business Education S3 (PDF, 503 KB)(opens new window) |
Term 2 (October-Christmas) | Enhancing Communication & Productivity with Technology Learners investigate the different technologies that have allowed businesses to advance their productivity & communication over the decades. The also explore modern working practices which have materialised because of technology advances. | Continuation of Interdisciplinary project with CDT Theme Park Challenge Learners work towards pitching their final ideas to judges (representatives from the Rotary club). Christmas marketing project Learners develop their knowledge and on elements of the marketing mix (product, price, place and promotion). Learners undertake various marketing challenges which gives them opportunities to develop their digital literacy, creative and communication skills. | Types of organisations Learners get the opportunity to examine the range of different business types within each sector of the economy including sole traders, partnerships, private limited companies, social enterprises, and charities. Learners undertake their first major enterprise project to develop their own social enterprise business. Learners devise a school based good/service they could sell and select a social cause to support with their profits. |
| Family Learning: parent/child learning activities | Business Enterprise (Word doc, 47 KB)(opens new window) | S2 Business Enterprise (Word doc, 31 KB)(opens new window) | S3 Business Enterprise (Word doc, 15 KB)(opens new window) |
Term 3 (January-Easter) | Becoming an Entrepreneur Learners explore the skills & qualities needed to be a successful entrepreneur by analysing & researching well-known Scottish & UK entrepreneurs. This module also gives learners the opportunity to develop their entrepreneurial & several key meta skills by completing the 'Innovative Product for the Future' group challenge. | Money and me Learners develop knowledge about the role of banks. They have opportunities to undertake various internet research tasks and online RBS interactive challenges including the virtual bank. They investigate different methods of payments, savings, borrowing and how to keep finances secure. Learners further develop their numeracy skills whilst undertaking budgeting tasks. This unit engages the learners to make informed decisions about managing their finances and enables them to develop their meta-skills. | The influence of Business Learners get the opportunity to develop an understanding of how organisations influence us to purchase their products. This aspect of work centres on the role of the marketing department by exploring the marketing mix product, price, place, and promotion. Learners undertake their second major enterprise project by applying the learning and understanding of the marketing mix to a mature industry and try to develop a strategy to gain market entry. |
Term 4 (Easter-Summer) | Business Ethics & Social Responsibility Learners are introduced to business ethics and social responsibility, and asked to investigate how different business organisations are now aiming to operate in a more ethical and socially responsible way. | Globalisation Learners investigate the impact of the globalisation of trade on individuals, households and businesses in Scotland, the UK and beyond.
| Local Business Investigation Project Learners research a local business and apply their understanding of a specific business concept to evaluate how the organisation can further improve. During this project, learners develop several skills including: communication (writing a business report), data collection and analysis and decision-making. |
Design and Technology
Term | S1 | S2 | ||
(New timetable-summer) | N/A | Orthographics Learners will be introduced to BSI and orthographic drawing standards. Learners will begin by manually understanding orthographic projection, using this knowledge to create wanted posters before progressing to digital orthographic drawings using CAD software. | Bird House Learners will be introduced to a number of different tools and processes when manufacturing a bird house. These will include carcase joints, drilling techniques and machining techniques to produce a high quality bird house. | |
Term 1 (August-October) | Sketching Skills An introduction to hand-rendering skills focused on proportion, accurate use of parallel lines, shadows and gradient tonal scales to create realistic sketching. Learners will look at colour theory and formal elements to support in their understanding of the use of design principles within their project, where they will develop a Pencil poster. | Trowel Manufacture. Learners are introduced to metal manufacturing techniques including cold forging, drilling, joining and finishing techniques. Learners are introduced to health and safety in the workshop before they use a variety of hand tools and machine tool Theory for this units includes types of metals (ferrous and non-ferrous). There is also in introduction to design theory as we look at function and ergonomics of the product,
| DTP Learners will be introduced to different Elements and Principles of design being able to identify how and where they have been used. Working together with Business Learners will develop their skills using desktop publishing software to create branding, logos, merchandise and posters for their theme park project. | Phone Stand Learners will design and manufacture a phone stand made from a single piece of acrylic. This will help improve measuring, marking out and design thinking skills. Learners recap knowledge from S1 with regards to plastic types and their relevant properties before generating ideas based off researching a given theme which will influence their individual designs. This project further improves the learners cutting and finishing skills when using plastic and introduces learners to the strip heater which they use to soften the acrylic which allows them to bend the acrylic into its final shape. |
| Family Learning: parent/child learning activities | S1 Sketching Skills (PDF, 175 KB)(opens new window) | S3 Sketching Unit (PDF, 1 MB)(opens new window) | ||
Term 2 (October-Christmas) | DTP An introduction to using our desktop publishing software Xara to create monsters or personalised avatars. Learners will be introduced to graphic design principles and elements. Following an introduction to Xara, learners will analyse existing product packaging in order to then design and produce packaging for their trowel. | Architecture Learners will be introduced to the world of architecture, looking at common building symbols, floor plans, site plans and location plans. During this block Learners will create various layouts for their homes, hotels and other design briefs. Each time having to think about logical layouts for the different requirements of each building. | ||
| Family Learning: parent/child learning activities | Home Learning task (PDF, 267 KB)(opens new window) | Home Learning task (PDF, 164 KB)(opens new window) | Home Learning task (PDF, 26 KB)(opens new window) | |
Term 3 (January-Easter) | 1 Point Perspective Learner will revisit hand rendering skills covered in Term 1, with a particular focus on producing accurate 1 point perspective drawings. They will develop their ability to draw more complex shapes in 1 point perspective which will eventually lead learners to creating a final drawing of their bedroom in 1 point perspective. | Key Tag :earners are introduced to manufacturing using plastic as they handshape a keyfob. Theory includes thermo and thermosetting plastics and their relevant properties. We also have an introduction to design for a target market. | 2 Point Perspective Building on knowledge from S1 Learners will progress from to creating simple 2 point perspective shapes to complex ones. Directly following the previous term Learners will look at the construction and drawing of buildings using 2 Point Perspective leading the drawing of a house of their own design. | Storage Box Learners recap the safe use of woodworking tools and reading working drawings before undertaking the storage box project. This project introduces 2 new carcase joints to the learners. Learners are giving a single length of pine that they use to manufacture all components of the project. This aids to improve measuring and marking skills. Once manufactured we focus on producing a high quality finish by using multiple grades of sand paper to ensure a smooth finish then adding a coat of clear varnish to protect the material. |
| Family Learning: parent/child learning activities |  | S2 Home Learning task; DT (PDF, 40 KB)(opens new window) | S3 Home Learning task; DT (PDF, 30 KB)(opens new window) | |
Term 4 (Easter- New timetable) | CAD Learners will be introduced to using Autodesk Inventor which is our Computer-aided design software. They will learn basic CAD commands including extrude and revolve, and will work towards developing Lego parts which will then be assembled into a Lego toy car. | Bird Feeder Learners are introduced to manufacturing with wood as we make a wooden bird feeder using a variety of hand tools and machine tools. Learners are introduced to reading manufactured drawing. | CAD Building on previous knowledge from S1 pupils will look to enhance their ability creating more complex Extrudes and Revolves. Learners will work towards creating their own Lego superhero using these commands. | |
Term | S3 | |||
Term (New timetable-summer) | Linlithgow 10k T-shirt Design Learners take part in a competition to design the t-shirt for the Linlithgow 10K. The winners design is on 1000 t-shirts given away on race day. | Bridge Building Learners build on previous architecture knowledge and begin to explore structures and the forces which are applicable to them. Before collaboratively designing and manufacturing their own wooden bridges and testing to failure. | ||
Term 1 (August-October) | Toy Robot - Design We explore open and closed design briefs before looking at designing a small toy robot based on simple geometric shapes. | Bug Hotel - Folio Learners develop their Design knowledge in the response to a design brief. Focusing on Idea generation and developments looking at aesthetics, ergonomics and function. | ||
| Family Learning: parent/child learning activities | ||||
Term 2 (October-Christmas) | Toy Robot - CAD & Orthographic Learners move onto creating their robot on CAD. Developing skills using extrude and revolve commands. | Bug Hotel - Manufacture Learners follow on from the previous folio, creating their own plans for manufacture and following these guides to manufacture their very own bug hotels. | ||
| Family Learning: parent/child learning activities | ||||
Subject Specific Split | Graphic Communication | Design & Manufacture | Practical Woodwork | |
Term 3 (January-Easter) | From January to Easter our projects are based on building the skills required for senior phase graphic communication. This includes an introduction to architecture, as well as a look at previous learning around revolves to aid in the creation of their packaging design. Learners will work on projects which combine all areas of Graphic Communication, with a focus on how we make sustainable graphic design through the creation of a new ice cream. | From January to Easter, our projects are focused on building skills necessary for the continuation of CDT at senior phase, based on content from our National 5 courses. We work towards creating a design folio whilst exploring various ideas generation methods and presentation techniques, and then develop our manufacturing skills through practical application. | From January to Easter, the learner complete a display shelf project. This project introduces the learners to manufacturing with MDF. The tools are processes involved are transferable into a number of different projects we complete during the N5 Practical Woodwork course. | |
Term 4 (Easter- New timetable) | Learners will be introduced to new CAD software and building on all previous knowledge to design specific Lego bricks for a chosen Lego set. With these bricks learners will focus on the creation of assemblies and constraints within CAD before creation of working drawings. | Learner will be introduced to the National 5 Design and Manufacture course structure in more depth following S3 course choice. We will continue to build on senior phase skills with a particular focus on learners understanding and confidence in manufacturing a mixed material product. Learners will experience using different types of wood and manufactured board to produce a plant pot stand. | From Easter till the change of timetable, learners in S3 Practical Woodwork will work on a range of flat frame and carcase practice joints that will prepare learners for moving into N5 Practical Woodwork once the timetable changes. If they have not chosen N5 Practical Woodwork this will give learners valuable skills they can use in the future. | |
Food Technology
Term | S1 | S2 | S3 |
Term 1 (August-October) | Lets Get Cooking Learning will focus on hygiene and safety in the kitchen, basic food preparation skills and kitchen routine for Food Technology. Pupils will complete practical food activities linked to basic food preparation skills, safe use of equipment and food hygiene. | International Food How do different food cultures influence current food trends? Pupils will complete practical cookery classes completing a range of dishes from around the world. They will use their curiosity skills to research countries, exploring food and culture. In groups they will work together to complete an International Food Project.
| |
| Family Learning: parent/child learning activities | Safety measures: Food Technology (PDF, 406 KB)(opens new window) | Where is my food from? (PDF, 279 KB)(opens new window) | Diet and Health (PDF, 8 MB)(opens new window) |
Term 2 (October-Christmas) | Ready, Steady Eat Pupils will gain an awareness of the Eatwell Guide. Pupils will learn about different food groups and the proportions in which these should be eaten to have a healthy lifestyle. Pupils will take part in practical lessons linked to healthy eating. | Nutrition This unit will cover dietary goals and nutrition. Focusing on the big question on 'How is the Health of our Nation?' Pupils will explore dietary related diseases affecting people in Scotland and the impact this has. Practical lesson will look at healthy and nutritious meals. | |
| Family Learning: parent/child learning activities | Home Learning Food (PDF, 149 KB)(opens new window) | Home Learning Food (PDF, 149 KB)(opens new window) | Home Learning Food (PDF, 149 KB)(opens new window) |
Term 3 (January-Easter) | Food Choices and Celebrations Pupils will investigate food choices linked to different celebrations by researching traditional Scottish foods and their use within different celebrations e.g. Burns Night. | Consumer Issues What influences consumer choices? Looking at the advantages and disadvantages of Convenience Foods. Contemporary food issues relating to shopping sustainability and ethically. | |
| Family Learning: parent/child learning activities | Home Learning task FT (PDF, 1 MB)(opens new window) | Home Learning task FT (PDF, 1 MB)(opens new window) | Home Learning task FT (PDF, 1 MB)(opens new window) |
Term 4 (Easter-Summer) | Current Dietary Advice and Contemporary Food Issues Pupils will develop their knowledge of the Scottish Dietary Goals and how these can be used to improve the health of our nation. | Childcare What are the factors that impact on the lives of children, young people and their families? This unit explores Early Learning and Childcare. Looking at job roles and skills required to working in this industry. Practical lessons focus on weaning and healthy eating for children. Pupil will research the importance of play to young children and create play activities for preschool children. | |
Term 5 (New timetable-summer) | Design a Product Pupils will use the knowledge they have learnt in S1 to develop an idea for a new food product which meets a given design brief. |
S1 | S2 | S3 | |
Aug - Oct | Citizenship -Getting to know LA -Letter to primary school | Citizenship -Diversity - FIT -Online bullying - Jesy Nelson | Citizenship -Diversity - Love Simon L5 Mental Health and Wellbeing (MHWB) award |
Family Learning: parent/child learning activities | S1 family Learning option (Word doc, 67 KB)(opens new window) | S2 family Learning option (Word doc, 13 KB)(opens new window) | S3 family Learning option (Word doc, 13 KB)(opens new window) |
Oct - Dec | Personal Safety - HWB check-in -Mentors in Violence Prevention Anti bullying week | Personal Safety - HWB check-in -Mentors in Violence Prevention Anti bullying week | Personal Safety - HWB check-in - Mentors in Violence Prevention - Anti bullying week L5 MHWB award |
Jan - March | Planning for Choices and Changes -Careers/pathways -Job sectors/skills | Planning for Choices and Changes -Course choice -Decision making/self awareness -Money skills | Planning for Choices and Changes -Course choice L5 MHWB award |
Family Learning: parent/child learning activities | PSE Home Learning tasks (PDF, 204 KB)(opens new window) | PSE Home Learning tasks (PDF, 204 KB)(opens new window) | PSE Home Learning tasks (PDF, 204 KB)(opens new window) |
April - June | Relationships, Sexual Health and Parenting -Body image -Puberty | Relationships, Sexual Health and Parenting -Social media -Consent -Summer Safety | Relationships, Sexual Health and Parenting -Pregnancy and contraception -STIs L5 MHWB award |
