ENGLISH

 

“For Centuries, people’s thoughts, ideas, beliefs, feelings and emotions have been

communicated to us through the written word by voice and by action.

Language and Literature have been instrumental in this process."   English Teacher

Investigating, discussing, analysing and responding to this “information” through the study of prose,poetry,drama and film excites me. Provoking reaction from my students, and encouraging them to understand their own responses to a vast range of texts and visual stimuli, is even more of a challenge. Teaching English is about disturbing, exciting, stimulating and unsettling young minds: it’s about getting them to think “individually” and confidently. And then, there’s the task of stirring them into action, encouraging them to record their thoughts and responses in a wide variety of ways.

My ultimate hope, of course, is that my students not only learn to have a greater appreciation, even love, for language and literature, but that they develop the confidence and power to think, speak, write and behave in a society which challenges “individuality”.”

Level: Intermediate 2

External Assessment: This is made up of 2 component units:

1. Close Reading (1 hr) - unseen
2. Critical Essays (1 ½ hrs) – prepared text

 

Internal Assessment: This is made up of 4 component units:

2. 1. Language Study. Here the ability to understand, analyse and evaluate a non-fiction text is examined as well as composing a piece of writing that is either creative or expressive or in a report format.
   2. Literature Study. This involves a textual analysis of an unseen text.
   3. Personal Study (written). To write critically about a chosen text or topic.
   4. Personal Study (spoken). To speak critically about a chosen text or topic.

All Internal units need to be passed as well as External units to achieve the qualification.

Level: Intermediate 1

External Assessment: This is made up of 2 component units:

3. Close Reading (45min) - unseen
4. Critical Essay (45min) – prepared text

Internal Assessment: This is made up of 4 component units:

4. 1. Language Study. Here the ability to understand, analyse and evaluate a non-fiction text is examined as well as composing a piece of writing that is either creative or expressive or in a report format.
   2. Literature Study. This involves a textual analysis of an unseen text.
   3. Personal Study (written). To write critically about a chosen text or topic.
   4. Personal Study (spoken). To speak critically about a chosen text or topic.

All Internal units need to be passed as well as External units to achieve the qualification.

Miss Gaynor Herickx, BEd (Hons), (English)

MATHS

 

“Learning mathematics involves many disciplines – logical and sequential thinking, being able to present solutions in a systematic and legible manner; taking pride in one’s work, learning and remembering formula, techniques and skills.

Mathematics is involved with most aspects of life and pupils understand why arithmetic is so important.

I believe that as well as teaching Mathematics it is my place to educate the students on where the concepts

are applied and used in everyday situations.

At Lathallan, Maths is delivered across the full academic spectrum from basic numeracy to

Advanced Higher for prospective University candidates".  Maths Teacher

 

Level: Intermediate 1/ 2

Aim: This course aims to build upon and extend student’s mathematics in a way that recognizes problem solving and an essential skill and enables them to integrate their knowledge of different aspects of the subject.

Course content and skills: This course is designed to meet the needs of candidates who wish to progress to Higher level. The syllabus is designed to build upon and extend candidate’s previous mathematical learning in the areas of arithmetic, algebra, geometry, trigonometry and statistics. Students will be exposed to coursework tasks which require them to interpret problems, select appropriate strategies, come to conclusions, and to communicate intelligibly.

Assessment: To gain a course award, the student must achieve all the component units of the course as well as the external assessment. The external assessment will provide the basis for grading attainment on the course award.

Level: Intermediate 1

Aim: This course aims to build upon and extend student’s mathematics in a way that recognizes problem solving as an essential skill and enables them to integrate their knowledge of different aspects of the subject.

The Intermediate 1 course is designed to meet the needs of students who wish to progress to Intermediate 2 Mathematics.

Assessment: To gain an award in Intermediate 1 Mathematics, the student must achieve all the component units of the course (3 units) as well as an external assessment. External assessment will provide the basis for grading attainment in the course award.

Level: Higher

Aim: “..to further develop the Mathematical skills gained thus far at school while preparing students for study at Further Education.”

Course content and skills: The course is divided into three units and will be studied for the duration of the academic year.

Topics Covered

Unit 1:

The straight line, Sets and functions, Graphs of functions, Trigonometry (graphs and functions), Recurrence relations, Differentiation.

Unit 2:

Polynomials, Quadratic functions, Integration, 3-D trigonometry, Addition formulae, The circle

Unit 3:

Vectors, Further calculus, Exponential and logarithmic functions, The wave function

Assessment:

Pupils need to achieve passes in the internal assessment of all 3 units (NABs) stated above.

The final exam is split into two papers non-calculator and calculator. The final grade is determined by the mark gained by the combined mark in the two papers.

Level: Intermediate 2

Aim: This course aims to build upon and extend student’s mathematics in a way that recognizes problem solving and an essential skill and enables them to integrate their knowledge of different aspects of the subject.

Course content and skills: This course is designed to meet the needs of candidates who wish to progress to Higher level. The syllabus is designed to build upon and extend candidate’s previous mathematical learning in the areas of arithmetic, algebra, geometry, trigonometry and statistics. Students will be exposed to coursework tasks which require them to interpret problems, select appropriate strategies, come to conclusions, and to communicate intelligibly.

Assessment: To gain a course award, the student must achieve all the component units of the course as well as the external assessment. The external assessment will provide the basis for grading attainment on the course award.

Level: Advanced Higher

Aim: “As with all mathematics Courses, Advanced Higher Mathematics aims to build upon and extend candidates' mathematical skills, knowledge and understanding in a way that recognises problem solving as an essential skill and enables them to integrate their knowledge of different aspects of the subject.”

Course content and skills:

The syllabus is designed to build upon and extend candidate's learning in the areas of algebra, geometry and calculus.

Mathematics 1 and Mathematics 2 are progressive and continue the development of algebra and calculus from Higher. Further progression and extension of such mathematics is offered through Mathematics 3.

The main topics covered are :-

Binomial theorem, partial fractions, matrices, sequences and series, complex numbers, methods of proof, vectors, differentiation, integration and differential equations.

Duncan Lyall, BSc, PGCE (Mathematics)
Head of Mathematics

Geography

We live in a dynamic world and geography is our key to unlocking it and marvelling at what it offers.  We are able to understand just how our landscapes, indeed our earth, have been formed and better appreciate its magnificence.  Georgraphy highlights the complexity of human interaction with its envirnonment and the consequences which arise from the decisions we actively make.  Our globe is culturally diverse and the ways in which societies exist and interconnect is revealed through geographical study.  Given its practical nature, the subject enables us to formulate questions based on our experiences, and develop our cognitive and evaluative skills in finding solutions to issues which directly affect us.  Field work and innovative digital communication technology has greatly enhanced our research opportunities and expose us to the realities existing beyond the classroom.  Moreover, geography enables us to fully appreciate the wonders of our world which, essentially, have inspired and excited us from the beginning of time.  Additionally it ensures we are conscious of the complexity of attitudes which directly influence the way in which we use, and abuse, our natural environment.  Geography is instrumental in teaching us how to value, appreciate and make every effort to conserve our planet and its inhabitants.

Level: Intermediate 2

Aim: “The principal aim of Geography is that candidates develop a detailed understanding of aspects of the contemporary world, of concern to all citizens, by using the concepts and techniques of geographical analysis.”

In addition, the Course enables candidates to develop progressively:

♦ an understanding of the ways in which people and the environment interact in response to physical and human processes at local, national and international scales

♦ an awareness of spatial relationships and an understanding of the changing world in a balanced, critical and sympathetic way

♦ a life-long interest in, understanding of, and concern for the environment

♦ a geographical perspective on environmental issues and their significance

♦ general skills of research, interpretation, analysis, evaluation and presentation, including the use of IT

♦ techniques and terminology to collect, extract, analyse, interpret and explain geographical phenomena

♦ expertise in the use of a range of maps, diagrams, statistical techniques, written accounts and, where appropriate, new technology, to process and communicate information

Course content and skills: The course is divided into three units and will be studied over S3 and S4.

♦ Geography: Physical Environments Unit — this has a British Isles context and studies a selection of landscape types (e.g. glaciated, limestone, coastal and river landscapes).

♦ Geography: Human Environments Unit — this has a wider context and studies detailed examples from economically more and less developed countries (e.g. population, housing, rural change, farming).

♦ Geography: Environmental Interactions Unit — this has a stronger emphasis on global issues and evaluating of strategies adopted to manage these. The issues studied may have a bias toward either the physical or human environment but they exemplify the interactions between these two environmental types (e.g. development and health, environmental hazards, river basin management).

Assessment:

Pupils need to achieve passes in the internal assessment of all three units stated above.  The external examination will provide all assessment material for the final grade.  There are two sections to the external examination paper:

The assessment lasts 2 hours and is out of 80 marks.

♦ Section A — the additional emphasis for external assessment is on the retention of knowledge and skills.

♦ Section B — assesses two environmental interactions. Candidates have to answer two 15 mark questions. Its focus, therefore, is on breadth rather than depth. This section of the assessment ensures candidates have a greater opportunity to integrate knowledge about human and physical environments and evaluate strategies and policies, in more than one context, for the management of issues.

Level: Higher

Aim: “by using the concepts and techniques of geographical analysis, candidates develop a detailed understanding of aspects of the contemporary world which are of concern to all citizens.”

Course content and skills: The course is divided into three units and will be studied for the duration of the academic year.

During the Course in Higher Geography emphasis is placed on the provision of geographical experiences which lead candidates to an understanding of concepts, key ideas and relevant terminology. These experiences also develop evaluative and investigative skills.

Unit 1: Geography: Physical Environments

Unit 2: Geography: Human Environments

Unit 3: Geography: Environmental Interactions – develops an awareness of inter-relationships between physical and human environments

Lithosphere, hydrosphere, biospheres and atmosphere will be the topics studied in unit 1.  Population geography, rural geography, urban geography and industrial geography will be studied in unit 2.

Each of the above units will require pupils to develop four main skills that are Knowledge and Understanding, geographical methods and techniques, critical thinking and using graphical information.

Assessment:

Pupils need to achieve passes in the internal assessment of all 3 units stated above.

The external examination will provide all assessment material for the final grade. The examination is split into two papers.  Paper 1, assessing unit 1 and 2, is 1hour 30min and is out of 100 marks.  Paper 2, assessing unit 3, is 1hour 15min and is out of 100 marks (two 50mark questions).

Level: Advanced Higher

Aim:

The principal aim of the Advanced Higher level Course in Geography is that, by using the concepts and techniques of geographical analysis,candidates develop a detailed understanding of aspects of the contemporary world which are of concern to all citizens.

In this course, pupils will use the knowledge and understanding from Higher Geography to conduct their own research and investigation.  This will help to develop research skills, skills of critical thinking and independent study.  All these skills will help to prepare pupils for university level study.

Course content and skills: The course is divided into three units and will be studied for the duration of the academic year.

Unit 1: Geographical Methods and Techniques  - Research and information collection and analysis, including statistical analysis

Unit 2: Geographical Study- A report based on Geographical research or fieldwork investigation

Unit 3: Geographical Issues – An essay which critically evaluates an issue from a Geographical perspective

Assessment:

To achieve the Course award, the candidate must pass the Units as well as the Course assessment. The candidate’s grade is based on the Course assessment.

The Course assessment consists of two components:

1 A question paper (30% of total mark). This will assess, under controlled conditions, the ability of candidates to use a variety of geographical methods and techniques.

2 A folio of Course work (70% of total mark) which consists of two key pieces of work:

♦ Geographical Study — a report on geographical research

♦ Geographical Issues — an essay which critically evaluates an issue from a geographical perspective

Emily Hartwell, BSc (Hons), PGCE, (Geography)
Geography Teacher

History

“The study of History and Classics brings ancient and modern civilizations alive through their technologies, their culture and their conflicts but also provides students with the opportunity to think about how the events and stories from the past play a part in our present.  Pupils learn how to evaluate evidence in different mediums, write analytical essays and structure cogent arguments in class debate.

From a personal perspective, the chance to be able to support pupils in small groups using the latest ICT knowledge and traditional skills, in areas of the past that I am passionate about and can hopefully enthuse them about, is why I am teaching. I believe my style allows students to ask questions of the past and the chance to draw their own considered conclusions.”

 

History Level: Intermediate 2

Aim: “…are to acquire breadth and depth in Knowledge and Understanding of historical themes and to develop skills of explaining historical developments and events, drawing conclusions and evaluating historical skills”.

Course content and skills: The course is divided into four units and will be studied over S3 and S4.

Unit 1: Immigrants and Exiles: Scotland 1830s-1930s

Unit 2: Free at last: Race relations in the USA 1918-68

Unit 3: In the Shadow of the Bomb: The Cold War 1945-85

Unit 4: The Extended Response: Individual research on an area of interest from Units 1 to 3 leading to Paper 1.

Each of Units 1-3 will require pupils to develop three main skills that are Knowledge and Understanding and Evaluating.

Assessment:

Pupils need to achieve passes in the internal assessment of all 3 units stated above. The external examination will provide all assessment material for the final grade. There are two papers:

Paper 1 (1 hour) – The Extended Response, pupils write an essay under timed conditions using a 150 word plan based on prior research. (20 marks)

Paper 2 (1 hour 45 minutes) – A mixture of source based questions and extended responses taken from subjects covered in Units 1-3. (50 marks)

Level: Higher

Aim: “The aims of the Higher History Course are to foster breadth and depth in the knowledge and understanding of historical themes and to develop skills of explaining historical developments and events, evaluating sources and drawing conclusions.”

Higher History has practical benefits as a preparation for University work in History , Law , Politics , Economics , Philosophy or any of the Social Sciences Subjects .

It develops the ability to handle factual material in ever increasing quantity and sophistication, the ability to read critically and efficiently and the ability to present, in a fluent essay, a logical argument supported by perceptive reasoning and detailed evidence.

Course Content:

Topic One: Britain and Scotland

Democracy, The Labour Movement, Poverty and the Welfare State, Changing Scottish Society

Topic Two: The Appeasement and the road to war

The Versailles Treaty, The Rise of the Nazis, Adolf Hitler, The Munich Agreement

Topic Three: Scottish History

-The Wars of Independence 1286-132, The protagonists and The outcome

Assessment:

Paper 1 (1 hour 20 minutes) examines knowledge, understanding and analysis from the content of Units 1 and 2 in essay format. Two questions are selected from a choice of nine and are worth 40 out of a total of 100 marks.

Paper 2 (1 hour 25 minutes) examines source evaluation skills, knowledge and understanding and analysis covering the content of Unit 3. All questions will require a short response using a set of sources and is worth 30 out of a total of 100 marks.

The Extended Essay (2 hours) is worth a total of 30 marks out of a total of 100 marks and is written under timed conditions with the use of a plan.

Level: Advanced Higher

Aim: “The aims are to acquire depth in the knowledge and understanding of historical themes and to develop skills of analysing issues, development and events, drawing conclusions and evaluating sources.”

Course Content:

The course consists of 2 units: Historical Study and Historical Research. Candidates should be aware of historical interpretation and issue within each of these.

Field of Study: Soviet Union 1917-1953

A study of Political ideology as found in communist Russia .

Themes : Ideology , authority and Revolution .

Assessment:

A question paper with a total allocation of 90 marks consisting of essays and souce based analysis.

A dissertation with a total allocation of 50 marks. 4000 words to be written from a choice of questions set by the examination board.

Classics

“The study of History and Classics brings ancient and modern civilizations alive through their technologies, their culture and their conflicts but also provides students with the opportunity to think about how the events and stories from the past play a part in our present.  Pupils learn how to evaluate evidence in different mediums, write analytical essays and structure cogent arguments in class debate.

From a personal perspective, the chance to be able to support pupils in small groups using the latest ICT knowledge and traditional skills, in areas of the past that I am passionate about and can hopefully enthuse them about, is why I am teaching. I believe my style allows students to ask questions of the past and the chance to draw their own considered conclusions.”

 

Level: Higher

Aim: “..to enhance awareness of the classical world, together with awareness of modern society.”

Course content and skills: The course is divided into three units and will be studied for the duration of the academic year.

The study of Greek and Roman society reveals not merely the origins but provides instructive models of important issues, for example: democracy and other systems of government; imperialism; and social structures.

Unit 1: Classical Drama with study based on the text of Sophocles’ Antigone, Aristophanes’ Lysistrata and Medea by Euripides (plays studied in English). Social issues that will be considered include the individual and authority, gender conflict and the role of women, the generation gap, nationalism and anti-nationalism, tradition and change and social exclusion.

Unit 2: Power and Freedom – Rome

Unit 3: Power and Freedom – Athens

Citizenship, the role of women, slavery, the ruling elites, growth of Empire, taxation and tribute administration and revolt, the role of sculpture and tribute as propaganda are the themes that will be explored in Units 2 and 3.

Each of the above units will require pupils to develop three main skills that are Knowledge and Understanding, Evaluating and Practical analysis.

Assessment:

Pupils need to achieve passes in the internal assessment of all 3 units stated above.

The external examination will provide all assessment material for the final grade. The examination is 3 hours long and will consist of source based questions (40 marks) and three essay questions worth 20 marks each.

BUSINESS STUDIES

Business activities of all kinds affect every one of us, every day. Buying and selling goods, Government funded services such as the NHS, charities and other public or private organisations all have an influence on how we live our lives. By studying Business Studies pupils begin to understand some of the complex relationships and causes and effects of events that go on around them on a daily basis. Some individuals may be inspired to become entrepreneurs and begin their own business enterprise or leaders of industry, but all students will gain valuable knowledge to help them become more discerning and responsible contributors to their society.

Business and enterprise is now part of our everyday life and impacts enormously on our society. It's involved in the buying and selling of goods, the making of investments and influences our climate.  Business and enterprise affects the work of different voluntary organisations, the funding of the NHS and numerous other government organisations.

Public awareness of both these topics have been further enhanced by Reality TV programmes such as "The Apprenctice" and "Dragons Den", highlighting the mechanics of the business world and the role that business and enterprise plays within our society.  These programmes have inspired individuals to do something new and unique as a means of improving their lives and those of others.

Business Studies enables pupils to understand some of the complex relationships and the cause and effects of events that go on around them on a daily basis. The Business Studies department aims to provide all pupils with an inspirational and positive learning environment through reciprocal learning and interactive lessons.  Pupils will be encouraged to become entrepreneurs in their own right.

 

Level: Intermediate 2

Overview: In the United Kingdom and the rest of the world business enterprises are at the heart of national growth and development. The activities carried out and decisions made by a wide range of business enterprises affect individuals in their everyday lives. Business enterprises provide employment and provide a range of products and services that affect our varying lifestyles. Whether or not you intend to pursue a career in business, understanding how businesses work and the impact that business activities have on people’s lives helps us to become responsible citizens and effective contributors to local, national and, increasingly, international societies.

Aim: Business Management courses at Intermediate 1 and Intermediate 2 aim to provide students with an understanding of: the different types of business enterprise; the varied aims of different enterprises; the roles and operations of businesses; how business decisions are made and the crucial role of information and Information and Communications Technology (ICT) in making business and other important decisions.

Course Content: At Intermediate 1 level the course consists of three units:

1. Business Enterprise: The roles of business in society; Types of business organization; Sources of finance; Objectives of business enterprises; Entrepreneurs; Stakeholders; The changing nature of business

2. Business Activities: Marketing; Operations (or Production); Financial Management; Human Resource Management

3. Business Information and ICT: Sources of Information; Types of Information; Uses of Information in business; Uses of ICT; Costs and benefits of ICT; Business Software

The Intermediate 2 course follows on in greater depth from what is covered at Intermediate 1.

Level: Higher

Aim: “…to develop an understanding of the importance of business and enterprise within modern society.”

Course content and skills: The course is divided into three units, all of which are mandatory, and will be studied for the duration of the academic year.

Business Enterprise : In this unit the different types of business organisations are considered.

Marketing and Operations:

Finance and Operations:

Each of the above units will require pupils to develop three main skills that are Knowledge and Understanding, Evaluating and Practical creation of different types of Information System.

Assessment:

Pupils need to achieve passes in the internal assessment of all 3 units stated above.

The external examination consists of a practical Coursework exercise and a final, written exam. A pass mark at both of these external elements is required to pass the course.

Mr Joe Weir, BA (Hons), PGCE (Business Studies)
Business Studies Teacher

BIOLOGY

Biology explores the complexities of life itself, allowing students to understand the natural world around them and how their bodies work. Biology is essential to help us understand many of the biotechnological advances - cloning, designer babies, genetic modification – that frequently hit the news. Biology can even help us understand the meaning of life!

In the senior school we study Standard Grade Biology from S2 onwards. This course looks at how ecosystems work, how organisms interact, animal survival, plant biology, the structure of cells, enzymes, respiration, how the body works, inheritance and biotechnology. Students are tested through the completion of ten practical skills, two pieces of coursework and two exams at the end of S4.

Level: Standard Grade

Aim: Through scientific investigation to foster attitudes and abilities such as objectivity; handling, processing and evaluating information, drawing conclusions and making predictions. Through a rational approach to issues studied, pupils will also gain an insight into the biological principles of areas such as health care, environmental management and technology.

Course content: The course is divided into seven units:

1. The world of plants
2. Investigating cells
3. Biosphere
4. Inheritance
5. Biotechnology
6. Animal survival
7. Body in action

Assessment: This is divided into three areas:

1. Knowledge and Understanding
2. Problem Solving
3. Practical Abilities

All units will be assessed internally but element 3 will also involve external moderation. Pupils are required to complete ten practical techniques as well as design and carry out personal scientific investigations.

External assessment consists of two written papers covering elements 1 and 2 through short answer questions, multiple-choice questions, extended answers and interpretations.

Level: Higher

Aim: Provide candidates with the opportunity to acquire “…positive attitudes such as being open-minded … recognise alternative points of view; having an interest in biology, in themselves and their environment.”

Course content and skills: The course is divided into three units and will be studied for the duration of the academic year.

The content reflects the importance of biochemistry, molecular biology and ecological/environmental issues in modern biology, both as fundamental areas of science and as a basis for study in applied fields such as genetic engineering, immunology, population studies, environmental monitoring, conservation and management of natural resources.

Unit 1: Cell Biology – this unit looks at the biochemical reactions taking place in the cell.  These include: photosynthesis, respiration and the release of energy, the production and secretion of proteins and how cells defend against bacteria and viruses.

Unit 2: Genetics and Adaptation – this unit looks at the mechanisms of natural selection and speciation.  Artificial selection and genetic engineering are also covered.  Adaptation is studied on a physiological, structural and behavioural level.

Unit 3: Control and Regulation – this unit looks at control and regulation on three levels – at the level of cells, the whole organism and at the population level.  Topics include cell differentiation, homeostasis and environmental affects on phenotype and population.

Each of the above units will require pupils to develop three main skills that are Knowledge and Understanding, Problem Solving and Practical Abilities.

Assessment:

Pupils need to achieve passes in the internal assessment of all 3 units stated above.

The external examination will provide all assessment material for the final grade. The examination is 2¹/₂ hours long and will consist of multiple choice questions (30 marks), short answer questions (80 marks) and two extended response questions worth 10 marks each.

Level: Advanced Higher

Course Outline:

Advanced Higher Biology covers a wide range of biological topics which build on concepts developed in Higher Biology or Higher Human Biology. The course content forms the basis for study in applied fields of Biology and further study or employment in areas related to Biology. It also enables you to develop understanding of the ways in which biological principles can be applied to the issues facing the individual and society and fosters positive attitudes to others and the environment. In addition, the course provides opportunities for you to improve your problem solving and investigative skills and develop your practical abilities.

The course is made up of two mandatory 40 hour units, a 20 hour investigation and one 20 hour unit selected from a choice of three optional units. In addition there are 40 hours of flexible time.

Mandatory Units

Cell and Molecular Biology

1. structure, function and growth of prokaryotic and eukaryotic cells
2. structure and function of cell components
3. molecular interactions in cell events
4. applications of DNA technology.

Environmental Biology

1. circulation in ecosystems
2. interactions in ecosystems
3. human impact on the environment.
4. 
   

Biology Investigation

You will have the opportunity to select a topic for in-depth study.

Optional Units – one to be chosen.

Biotechnology, Animal Behaviour, Physiology or Health and Exercise

CHEMISTRY

 

Chemistry looks at the fundamental nature of matter, the structure of atoms and how they interact. Chemistry underlies everything in both the inorganic world and organic world. Everything around is made of chemicals and life wouldn’t exist without chemical reactions. So if you like fizzes, bangs, flames and explosions, Chemistry is for you.

In the Senior School we study Standard Grade Chemistry from S2 onwards. This course looks at rates of reaction, the periodic table, bonding, fuels, hydrocarbons, acids and alkalis, metals, plastics, corrosion, fertilisers, carbohydrates and alcohol. Students are tested through the completion of ten practical skills, two pieces of coursework and two exams at the end of S4.

Level: Standard Grade

Aim: To expand pupils’ knowledge and experience of the science of the material world, concerned with the structure and interaction of all matter whether animal vegetable or mineral.

Course content: The syllabus covers metallic, ionic and covalent bonding, fuels, acids, alkalis, corrosion, batteries, plastics, fertilizers and carbohydrates.

Assessment: This is divided into three areas:

1. Knowledge and Understanding
2. Problem Solving
3. Practical Abilities

All units will be assessed internally but element 3 will be assessed by the pupil demonstrating his/her ability to carry out a set number of practical exercises and carry out two practical investigations correctly.

External assessment and thus the Award, consists of two written papers covering elements 1 and 2.

Level: Higher

Aim: “…extends the candidates’ knowledge and understanding of the physical and natural environments and the development of problem solving and practical skills …”

Course content and skills: The course is divided into three units and will be studied for the duration of the academic year.

A grounding for the future study of chemistry and chemistry-related subjects in higher education is provided for candidates who wish to pursue a career in a science-based area.

Unit 1: Energy Matters – this unit studies reactions in terms of factors that affect rate of reaction and the changes in energy taking place as bonds are broken and made.  The properties of different types of substances are considered and measured in various practical activities.

Unit 2: The World of Carbon – organic chemistry is an area of immense industrial and medical importance and this unit studies the reactions of many of the major groups of carbon-based compounds.

Unit 3: Chemical Reactions – the following groups of reactions will be studied: those important to the chemical industry, reversible reactions, acid and alkali reactions, redox reactions and electrolysis.  In addition, candidates will learn about nuclear chemistry and radioisotopes.

Each of the above units will require pupils to develop three main skills that are Knowledge and Understanding, Problem Solving and Practical Skills.

Assessment:

Pupils need to achieve passes in the internal assessment of all 3 units stated above.

The external examination will provide all assessment material for the final grade. The examination is 2¹/₂ hours long and will consist of fixed-response (multiple choice) questions (40 marks) and extended answer questions worth 60 marks.  Knowledge and understanding will be responsible for approximately 60% of the marks, with the remaining 40% allocated to problem solving questions.

Level: Advanced Higher

Aim: “…builds on the elements studied in higher chemistry. The study of Chemistry at Advanced Higher level develops the knowledge and understanding of the physical and natural environments, whilst developing the skills of independent study …”

Course content and skills: The course is divided into four units and will be studied for the duration of the academic year.

Grounding for the future study of chemistry and chemistry-related subjects in higher education is provided for candidates who wish to pursue a career in a science-based area.

The Advanced Higher Chemistry course contains 4 units:

1. 1) Electronic Structure and the Period Table which includes the study of Electronic Structure, Chemical Bonding and Ionic Lattices, Super Conductors and Semi Conductors.
2. 2) Principles of Chemical Reactions which includes the study of Stoichiometry, Chemical Equilibrium and Thermochemistry.
3. 3) Organic Chemistry which includes the study of Reaction Mechanisms. Alcohols and Ethers and Stereoisometism.
4. Chemical Investigation where pupils will be expected to describe experimental procedures, record relevant measurements and observations, analyse experimental information, draw valid conclusions and evaluate experimental procedures with supporting argument.

Each of the above units will require pupils to develop three main skills that are Knowledge and Understanding, Problem Solving and Practical Skills.

Assessment:

Dr Steve Appleyard, BSc (Hons), MSc, PhD, PGCE (Biology and Science)
Science Teacher

 

PHYSICS

The Universe and everything in it follows certain rules. Understanding those rules and therefore the world around us, is what Physics is all about. Physics is a very powerful science, capable of explaining a range of phenomenon such as what happened at the start of the Universe, how electricity and magnetism work, and the nature of light and energy. Physics is also essential for anyone wishing to pursue a career in Engineering.

In the Senior School we study Standard Grade Physics from S2 onwards. This course aims to teach traditional Physics topics in the context of modern technology. Students study telecommunication systems such as mobile phone networks, TV and radio, electricity, sounds, light, radiation, energy, forces, electronics and space. Students are tested through the completion of ten practical skills, two pieces of coursework and two exams at the end of S4.

Level: Standard Grade

Aim: To contribute to a pupil’s general education by helping to make sense of the physical environment through scientific enquiry and to help provide a suitable base for further study in Physics.

Course content and skills: The core of study at this level is problem solving and thus the course aims to develop skills necessary to find solutions to scientific problems. The course itself is divided into seven units:

1. Telecommunication
2. Health physics
3. Using electricity
4. Electronics
5. Transport
6. Energy matters
7. Space physics

Assessment: This is divided into three areas:

1. Knowledge and Understanding
2. Problem Solving
3. Practical Abilities

The assessment of Knowledge and Understanding and Problem Solving will be by an external written examination. Practical Abilities will be internally assessed on experimental techniques and investigative skills.

Level: Higher

Aim: “To analyse and apply the fundamental laws through which the universe can be understood; to learn how to break down complex phenomena into simpler parts; to become skilled at growing big ideas from smaller seeds of understanding.”

Course content and skills:

The course is divided into three units, all to be completed during a single academic year. Each unit revisits a topic that has been introduced in earlier courses, but approaches the physics with considerably more intellectual depth and mathematical rigour. The understanding derived is then applied to new technology and natural phenomena.

Unit 1: Mechanics & Matter

Why do things, including atoms and electrons, move the way they do? Why do some objects float? Why is the pressure so high at the bottom of the sea? How cold is absolute zero?

Unit 2: Electricity & Electronics

What are the components that make up an analogue device, such as a guitar amplifier, or a digital device, such as a computer? How do they work?

Unit 3: Waves & Radiation

How can we know so much about distant galaxies without ever going there? What powers stars and supernovae? Why is the Earth’s core still hot, 4 billion years after it formed?

Assessment:

Pupils are required to become proficient in the areas of knowledge & understanding, problem solving and practical skills. Each of the three subject units are internally assessed by way of a 45 minute test provided by the National Assessment Bank (NAB). Pupils will also write reports on key experiments, one of which must be submitted for external grading. Final assessment is by way of a 2.5 hour examination, offering 90 marks overall, 20 of which are for multiple-choice questions and 70 marks for extended answers and calculations.

Level: Advanced Higher

Aim: “To analyse and apply the fundamental laws through which the universe can be understood; to explore the mysterious worlds of quantum mechanics and relativity; to learn how to feel at home with the abstract, counter-intuitive and downright weird.”

Prerequisites:

Pupils will be required to have achieved (or be expected to achieve) a pass (grade A-C) in both Higher physics and Higher mathematics, or broadly equivalent recognised qualifications.

Course content and skills:

The course is divided into four units, all to be completed during a single academic year. The units on Mechanics, Electrical Phenomena and Wave Phenomena are studied in class and augmented through considerable personal study. The fourth unit, Physics Investigation, requires the pupil to choose a suitable topic, carry out research, plan and perform an experiment, and then write a detailed report.

Unit 1: Mechanics

How is calculus applied in physics? How can circular or oscillatory motion be analysed? How does Einstein’s relativity differ from Newton’s laws of motion and gravitation?

Unit 2: Electrical Phenomena

How do charged particles respond to electrical and magnetic fields? What are the other fundamental forces of the universe? Where do quarks fit into the picture?

Unit 3: Wave Phenomena

Can all waveforms really be broken down into simple sine and cosine waves? How does the Doppler effect allow us to measure speed? What is polarisation?

Assessment:

Pupils must become proficient in the areas of knowledge & understanding, problem solving and practical skills. Subject units 1 to 3 will be assessed internally by way of a 45 minute test provided by the National Assessment Bank (NAB). Pupils will also write a report on their chosen investigation project and this will be submitted for external grading against a maximum award of 25 marks. Final assessment is by way of a 2.5 hour examination, offering an additional 100 marks. Grades A to C will be awarded based on a score out of 125.

ICT

 

We live in an Information rich society, surrounded by various forms of information. Studying Information Systems and learning about the characteristics of information and how vast quantities of data are collected, stored and processed helps students to begin to make informed choices about the validity, integrity and usefulness of the huge array of information around them. Students learn to question the source and quality of information available to them and have the opportunity to create their own Information Systems such as databases and web sites to display good practice.

Level: Intermediate 2

Information and its associated technologies are having an ever increasing role in many aspects of modern life affecting work, home and leisure activities.

Information Systems is the study of what information is, how we store and retrieve information and how it is used by different people and organisations. We are constantly being exposed to different forms of information and we all use information to make decisions in our lives. The study of Information Systems helps us to understand and evaluate different forms and sources of information to help us make these decisions.

Course Structure

There are two mandatory units in Information Systems at Intermediate 2:

Using Information develops an understanding of information, what it is, how it is used, how it is stored and when it is appropriate to use it.

Database Systems develops knowledge and skills in designing, creating and using databases

And a choice of one of the following optional units:

Applied Multimedia designing and developing a multimedia based information system

Expert Systems designing and developing a knowledge based system to provide solutions and answers to specific problems

The Internet developing an understanding of Internet technologies including TCP/IP, POP and SMTP. Designing and developing an Internet based information system.

Level: Higher

Aim: “…to provide knowledge and understanding of contemporary Information Systems including the collection, storage, processing, source, evaluation and analysis of data and information.”

Course content and skills: The course is divided into three units and will be studied for the duration of the academic year.

Using Information : A Mandatory unit. What is information? Where does it come from? Can it be trusted? In what forms is it presented? Is it of any value? How is it used? All of these questions are considered in this unit along with the study and practical use of a variety of software applications involved in creating, storing, processing or evaluating information.

Relational Database Systems: A Mandatory Unit. This unit focuses on building a complete data model to be used as the design basis for creating an efficient relational database. Although it is not necessary to have previously studied Information Systems at Intermediate 2 level it would be a definite advantage in this unit as it directly builds on the analysis skills taught at this level.

One of the following optional units is chosen:

Applied Multimedia: This unit looks at the design and implementation of a computerised, multimedia application and how a variety of different media are used to present information.

Expert Systems: This unit looks at the design and implementation of a knowledge based information system. Use of the Prolog programming language is introduced in the course to provide the logical basis of an expert system.

The Internet: This unit considers some of the technical aspects of the Internet and the World Wide Web. Issues such as how data is passed around the Internet and the range of software applications needed to create, transmit and read Web pages are all considered in this unit.

Each of the above units will require pupils to develop three main skills that are Knowledge and Understanding, Evaluating and Practical creation of different types of Information System.

Assessment:

Pupils need to achieve passes in the internal assessment of all 3 units stated above.

The external examination consists of a practical Coursework exercise and a final, written exam. A pass mark at both of these external elements is required to pass the course.

Level: Advanced Higher

Advanced Higher Information Systems will consists of two core units:

Database Analysis and Design

Database Implementation and Testing

Students will then chose from one of the following Optional Units

On-line Database Systems

Information Systems Interfaces

Entry requirements for this course are a pass the Higher Information Course or the Higher Unit in Relational Databases Systems Unit

Rationale

Information and its associated technologies have an ever-increasing role in many aspects of modern life affecting work, home and leisure activities. This is recognised in the inclusion of information technology as a core skill within many contemporary qualifications and a centre piece to numerous activities.

The purpose of the course is to build on the knowledge and understanding and practical skills developed by the candidate in the Higher Information Systems Course, and provide a useful bridge towards further study of information systems and related courses in Higher Education.  The Course, consolidates and extends learning, provides opportunity for independent and investigative work, while allowing teamwork, and requires candidates to undertake and report on significant database-related project.

By doing this course students will extend:

Knowledge and understanding of Information Systems.

Skill in the process of systems analysis and design

Critical skills, practical solving abilities and analytical skills in the use of a range of Information Systems.

An awareness of modern trends in Information Systems

An appreciation and awareness of the social, economic, ethical and legal implications of Information Systems.

An appreciation of the value of information as a resource

The value of Information Systems and associated technologies.

The knowledge and skills gained within this course should enable the candidate to a play full and active role within the e-culture of information society.

Mr Joe Weir, BA (Hons), PGCE (Business Studies)
Information Systems Teacher

LANGUAGE

(French and Spanish)

 

At Lathallan we offer both French and Spanish in the senior school-both compulsory in S2. At least one language is compulsory as an S3/S4 Standard or Intermediate Grade course.

“I have always loved language-both my native tongue and foreign languages. Languages are increasingly relevant to all of us: Britain’s membership of the EU has meant closer links between us and our European neighbours, whilst the ease with which one can travel to the most distant of places has brought the world and its languages to us.  I feel that there is something very rewarding about visiting a country and being able to communicate with its residents in their language. I hope that this is a feeling I transmit to my pupils through their language learning here at Lathallan”.

French

Level: Standard Grade

Aim: “…to establish and encourage the development of communicative competence and self-confidence in all four language skills: speaking, listening, reading and writing.”

Course content and skills: The course consists of themes and topics (such as home life, work and careers and leisure) which are studied throughout S3 and S4 within which the students’ ability across the four skills is nurtured, consolidated and expanded.

Speaking: Practice of role-plays, a short prepared talks and general conversation based around the themes and topics will be frequent

Listening: Students will become familiar with audio-recorded material consisting of scenarios in which they might find themselves in the country.

Reading: Throughout the course students will develop their ability to read texts of increasing length and difficulty and will learn to use a bilingual dictionary effectively.

Writing: Grammatical knowledge and topic-based vocabulary will be improved during the study of the themes and topics to enable students to write competently and fluently with the aid of a bilingual dictionary.

Assessment:

Students are entered for either foundation, general or credit level. Students are required to pass all internal assessments.

Speaking: Assessment for speaking will arise from normal class work. This will be verified by SQA to ensure conformity with national standards.

Listening: The papers will last 25 minutes (foundation and general levels) and 30 minutes (credit level). Questions will be set and answered in English.

Reading: The papers will last 45 minutes (foundation and general levels) and one hour (credit level). Questions will be set and answered in English and use of a bilingual dictionary is permitted.

Writing: Students produce a folio of 3 pieces of work which are prepared for in class but for which the final pieces are completed under controlled conditions and sent to SQA for marking. Use of a bilingual dictionary is permitted.

French

Level: Higher

Aim: “… to develop communicative competence to a level of some sophistication I defined, relevant and useful contexts”.

Course content and skills:

The course is divided into 2 units, one mandatory and one a choice of two to be studied for the duration of the academic year.

Studying Higher French provides a worthwhile and enjoyable educational experience for candidates and provides pupils with an increasing bank of knowledge about foreign country or countries and its/their customs and ways of life.

Unit 1: Language.

This unit aims to develop all language skills for use in a range of purposes. Contexts for this language work are defined in three broad themes – lifestyle, education and work and the wider world.

Unit 2: Either a) Extended reading/viewing or b) Language in work

a)This unit aims to develop competence in the four skills of speaking, writing, reading and listening. Pupils will study something drawn from one of the following categories:

• texts linked by subject matter, such as a magazine, newspaper or short story
• texts linked by subject matter, developing in greater depth a topic studied
• a book appropriate to the level of study and to the interests of the candidates written for speakers of French
• film, video or TV viewing supported by written texts.

b)This unit aims to develop competence in the four skills of speaking, writing, reading and listening. The type of study undertaken is drawn fro a series of texts on a vocational or work-related area of study selected from the vocational area of:

• work experience
• business studies
• travel and tourism
• information technology

Assessment:

The course will be by means of a combination of internal assessment (externally verified) and external examination. The examination is 2hrs 40 min long with a 6-8 minute oral examination.

French

Level: Advanced Higher

Rationale

The study of Advanced Higher French aims to build on a candidate’s fluency and competence in the language, increasing the sophistication of his or her spoken and written French. The candidate will increasingly work independently and many tasks will be research-based and require critical and analytical thinking.

Course content

Unit 1 Language:

There are 3 broad themes that are subdivided into related topics and via which grammar is communicated and studied:

1. Personal, social and cultural issues – pattern of family life and media and the arts
2. Topical and cultural issues – European/global issues and issues relating to the country where the language is spoken
3. Environmental studies – pollution/conservation

Unit 2 EITHER Extended reading/viewing:

2 areas of study are required: 1 written literary text with/without related video/film;

any 1 of the following with/without related video/film, a second written text, a set of linked written text or a background topic.  OR Language in work:

The study of texts, research and materials relating to the vocational areas of

-         travel and tourism

-         information technology

-         business studies

-         work experience

Assessment

Assessment is by a series of internal and external assessments that test the 4 skills (reading, writing, listening, speaking). A satisfactory performance in the internal assessments is required. The external writing test is both via a folio of work (15%) and a final exam (20%) and the external oral assessment (25%)will be conducted and marked by a visiting examiner. The listening and reading are worth 15% and 25%, respectively.

Spanish

Level: Higher

Aim: “… to develop communicative competence to a level of some sophistication I defined, relevant and useful contexts”.

Course content and skills:

The course is divided into 2 units, one mandatory and one a choice of two to be studied for the duration of the academic year.

Studying Higher Spanish provides a worthwhile and enjoyable educational experience for candidates and provides pupils with an increasing bank of knowledge about foreign country or countries and its/their customs and ways of life.

Unit 1: Language.

This unit aims to develop all language skills for use in a range of purposes. Contexts for this language work are defined in three broad themes – lifestyle, education and work and the wider world.

Unit 2: Either a) Extended reading/viewing or b) Language in work

a)This unit aims to develop competence in the four skills of speaking, writing, reading and listening. Pupils will study something drawn from one of the following categories:

• texts linked by subject matter, such as a magazine, newspaper or short story
• texts linked by subject matter, developing in greater depth a topic studied
• a book appropriate to the level of study and to the interests of the candidates written for speakers of Spanish
• film, video or TV viewing supported by written texts.

b)This unit aims to develop competence in the four skills of speaking, writing, reading and listening. The type of study undertaken is drawn fro a series of texts on a vocational or work-related area of study selected from the vocational area of:

• work experience
• business studies
• travel and tourism
• information technology

Assessment:

The course will be by means of a combination of internal assessment (externally verified) and external examination. The examination is 2hrs 40 min long with a 6-8 minute oral examination.

Spanish

Level: Advanced Higher

Aim: “The study of Advanced Higher Spanish aims to build on a candidate’s fluency and competence in the language, increasing the sophistication of his or her spoken and written Spanish.”

Course content:

Unit 1 Language:

There are 3 broad themes that are subdivided into related topics and via which grammar is communicated and studied:

1. Personal, social and cultural issues – pattern of family life

- media and the arts

1. Topical and cultural issues – European/global issues

- issues relating to the country where the language

is spoken

1. Environmental studies – pollution/conservation

Unit 2 EITHER Extended reading/viewing:

2 areas of study are required: 1 written literary text with/without related video/film;

any 1 of the following with/without related video/film – a second written literary text

-         a set of linked written texts

-         a background topic

OR Language in work:

The study of texts, research and materials relating to the vocational areas of

-         travel and tourism

-         information technology

-         business studies

-         work experience

Assessment:

Assessment is by a series of internal and external assessments that test the 4 skills (reading, writing, listening, speaking). A satisfactory performance in the internal assessments is required. The external writing test is both via a folio of work (15%) and a final exam (20%) and the external oral assessment (25%)will be conducted and marked by a visiting examiner. The listening and reading are worth 15% and 25%, respectively.

Vicki Magalon, BA (Hons), PGCE, (French & Spanish)
Modern Languages Teacher