Term 2 (2019–20)
In English this term S1 and S2 are completing their reading, analysis and evaluation
of Stone Cold by Robert Swindells. This will be followed by a holistic assessment
based on the book covering all the attainment areas in English: reading, writing,
speaking and listening. Following the assessment, pupils will watch the film A Street
Cat Named Bob. S1 will write a review of the film, whilst S2 will explore how the two
texts deal with the issue of homelessness in a comparison essay.
S3 is exploring Film and TV Drama in preparation for the National 5 critical reading
paper. Fraser has chosen two media texts, Jurassic Park and Avengers Infinity War.
He will be learning about camera angles and shots and applying film terminology
such as mise en scene to describe what is happening on the screen.
S4 are editing their writing portfolios and speeches so that they are at or above the
standard expected for National 5 English. They will be completing their spoken
language performances in the next week or so. I recommend that S4 begin to re-
read Sailmaker in preparation for the Prelims in January.
Mathematics and Numeracy
Measure: Perimeter and area of 2D shapes
Algebra 2: Equations
Number: Calculations – Dealing with Decimals
Number: Fractions, decimals and percentages: Proportion and ratio
Number: Powers and Roots
Number: Time, distance and speed
Patterns and sequences
Algebra: Brackets and index law
Area and volume of 3D shapes
N3 Applications of Mathematics - Shape, Space and Measure:
Time and timetables
Rules and formulae
N5 Algebraic skills:
Applying the four operations to algebraic fractions
Determining the equation of a straight line
Working with linear equations and inequations
Working with simultaneous equations
Changing the subject of a formula
Determining the equation of a quadratic function from its graph
Sketching a quadratic function
Identifying features of a quadratic function
Friction and Air Resistance (continued)
Biological Systems and life choices
S3 Biology: Life on Earth
Photosynthesis is a two-stage process:
o Light reactions: the light energy from the sun is trapped by chlorophyll
in the chloroplasts and is converted into chemical energy which is used
to generate ATP. Water is split to produce hydrogen and oxygen.
Oxygen diffuses from the cell.
o Carbon fixation: a series of enzyme-controlled reactions, which use
hydrogen and ATP (produced by the light reactions) with carbon
dioxide to produce sugar.
The chemical energy in sugar is available for respiration or the sugar can be
converted into other substances, such as starch (storage) and cellulose
Limiting factors: carbon dioxide concentration, light intensity and temperature
and their impact on photosynthesis and plant growth. Analysis of limiting
Energy in ecosystems:
In transfers from one level to the next in a food chain, the majority of the
energy is lost as heat, movement or undigested materials. Only a very small
quantity is used for growth and is therefore available at the next level in a food
Definitions and comparisons of pyramids of numbers and energy.
Increasing human population requires an increased food yield. This can
involve the use of fertilisers and pesticides. Fertilisers provide chemicals such
as nitrates which increase crop yield. Plants and animals which reduce crop
yield can be killed by pesticides.
Nitrates dissolved in soil water are absorbed into plants. Nitrates are used to
produce amino acids which are synthesised into plant proteins. Animals
consume plants or other animals to obtain amino acids for protein synthesis.
Fertilisers can be added to soil to increase the nitrate content of the soil.
Fertilisers can leach into fresh water, adding extra, unwanted nitrates. This
will increase algal populations which can cause algal blooms. Algal blooms
reduce light levels, killing aquatic plants. These dead plants, as well as dead
algae, become food for bacteria which increase greatly in number. The
bacteria use up large quantities of oxygen, reducing the oxygen availability for
other organisms. Genetically modified (GM) crops can be used to reduce the
use of fertilisers.
Pesticides sprayed onto crops can accumulate in the bodies of organisms
over time. As they are passed along food chains, toxicity increases and can
reach lethal levels. The use of biological control and genetically modified (GM)
crops as alternatives to the use of pesticides.
S4 Biology: Multicellular
Producing new cells
Sequence of events of mitosis. Understanding of the terms chromatids,
equator and spindle fibres.
Mitosis provides new cells for growth and repair of damaged cells and
maintains the diploid chromosome complement.
Stem cells in animals are unspecialised cells which can divide in order to self-
renew. They have the potential to become different types of cell. Stem cells
are involved in growth and repair.
Specialisation of cells leads to the formation of a variety of cells, tissues and
organs. Groups of organs which work together form systems.
A hierarchy exists: cells tissues organs systems.
Control and communication
o The nervous system consists of central nervous system (CNS) and
other nerves. CNS consists of brain and spinal cord. Structure and
function of parts of the brain — cerebrum, cerebellum and medulla.
Neurons are of three types: sensory, inter and motor. Receptors detect
sensory input/stimuli. Electrical impulses carry messages along
neurons. Chemicals transfer these messages between neurons, at
o Structure and function of reflex arc.
o Endocrine glands release hormones into the bloodstream. Hormones
are chemical messengers. A target tissue has cells with
complementary receptor proteins for specific hormones, so only that
tissue will be affected by these hormones.
o Blood glucose regulation. The roles of insulin, glucagon, glycogen,
pancreas and liver.
Cells are diploid, except gametes, which are haploid.
The types of gametes, the organs that produce them and where these are
located in plants and animals. The basic structure of sperm and egg cells.
Fertilisation is the fusion of the nuclei of the two haploid gametes to produce a
diploid zygote, which divides to form an embryo.
National 5 in-class assessment
National 5 Assignment Research stage 1: Photosynthesis and light as a
limiting factor (Component 2, 20 marks available)
S4 Chemistry: Chemistry in Society
Plastics are examples of materials known as polymers.
Polymers are long chain molecules formed by joining together a large
number of small molecules called monomers.
Addition polymerisation is the name given to a chemical reaction in
which unsaturated monomers are joined, forming a polymer.
The names of addition polymers are derived from the name of the
monomer used. Note: brackets can be used in polymer names to aid
identification of the monomer unit.
Representation of the structure of monomers and polymers
A repeating unit is the shortest section of polymer chain which, if
repeated, would yield the complete polymer chain (except for the end-
The structure of a polymer can be drawn given either the structure of
the monomer or the repeating unit.
From the structure of a polymer, the monomer or repeating unit can be
Commercial production of fertilisers
Growing plants require nutrients, including compounds containing
nitrogen, phosphorus or potassium.
Fertilisers are substances which restore elements, essential for healthy
plant growth, to the soil.
Ammonia and nitric acid are important compounds used to produce
soluble, nitrogen-containing salts that can be used as fertilisers.
Ammonia is a pungent, clear, colourless gas which dissolves in water to
produce an alkaline solution.
Ammonia solutions react with acids to form soluble salts.
National 5 in-class assessment
National 5 Assignment Research stage 1:Calcium content of bottled water
This term we shall be looking at electricity and considering voltage, current
and resistance and how these relate to each other in Ohms Law. We shall
also be looking at voltage divider circuits and series and parallel circuits as
well as transistors and other circuit components using practical work as well
as practice exam questions. Electricity generation and electrical power will
also hopefully be covered.
Social Subjects: Geography
How Can We Protect and Use the Environment? (7 Weeks)
What are environmental issues?
Why should some areas be protected?
How do we use and protect the Cairngorms?
How is Orkney using renewable energy to help save the environment?
Why should we protect coral reefs?
Why is Mount Everest under threat?
We will also continue to re-enforce knowledge and application of:
4 & 6 Figure Grid References
Measuring Height on a Map
Latitude and Longitude
S3 and S4
During this Term, students will be involved in the study of the following topics:
Development and Health (Weeks 1-4).
o Diseases in ELDCs
o Diseases in EMDCs
o Heart Disease (Distribution, Cause, Management, Impact)
o AIDS (Distribution, Cause, Management, Impact)
o End of Unit Assessment
Population (Weeks 5-8).
World population distribution
Urban and rural population
The effects of rapid population growth
The effects of slow population growth
The Demographic Transition Model
During this Term students will be involved in the study of the following topics:
Human Environments: Urban Geography (6 Weeks)
Characteristics of land use zones in cities in the developed world
Recent developments in the CBD, inner city, rural/urban fringe in developed
world cities: Case Study Glasgow
Recent developments in dealing with shanty towns in developing world cities
Case Study of a Developing City Mumbai, India
National 4 Value Added Unit (Weeks 1-7) S4 Only
Individual write up using data collected over the summer holidays. Students will be
involved with processing this data, then analysing it and finally writing their findings
and conclusions as a report. This will be completed in class and during allocated
Social Subjects: History
During this Term students will be involved in the study of the following topics:
Ancient Civilisations (6 weeks)
Explain what a civilisation is
Describe what ancient Mesopotamia was like
Who Were the People of the Indus Valley?
Personal Project choosing an ancient civilisation such as the Egyptians,
People of Ancient China, the Romans, the Greeks.
Personal Project, S2 only
Will be involved in a personal project of their own choosing based on a local history
During this term, students will be involved in the study of the following topics:
Module 1: The Atlantic Slave Trade 1770-1807: (7 Weeks)
What were the effects of the Slave Trade on Africa?
Captured in the Africa & Slave Factories
The Middle Passage
Britain and the Caribbean
The Captive’s Experience and Slave Resistance
During this term students will be involved in the study of the following topics:
Migration & Empire 1830-1939 (7 Weeks)
o Immigration to Scotland, 1830s–1939:
Reasons for immigration of different groups and patterns of
settlement including Irish, Lithuanians, Jews and Italians.
o Experience of immigrants to Scotland, 1880s–1939:
The experiences of the migrants - living conditions, employment.
Scots and Irish: religious and cultural forces binding the Irish
community in Scotland; relations between immigrants and Scots —
stereotype and reality.
The economic, social and political impact of immigration.
Art and Design
In Secondary, we are working on a Visual Elements drawing project where we
are learning how to use different materials and techniques to create
Fashion & Textiles - Item Development
Students will identify design solutions for an item that takes into account
work to a design brief
choose a trend or era to research & create a moodboard
create a design sheet for their item based on the trend researched
make their item using a variety of techniques to a specific standard
evaluate the item against a set criteria
Practical Woodwork - flat frame construction
develop skills in the construction of joints for a flat frame
develop a knowledge and understanding of tools and materials used
produce a small photo frame
Health & Food Technology
develop knowledge and understanding of food and personal hygiene in the
food spoilage and contamination
food storage and preservation
food energy and physical activity
food nutrients and requirements through life
S1 French topics:
Les matières à l’école:
Learn about school subjects. Say what your favourite subject is. What you
like/don’t like/hate/find OK.
Give your opinion about school subjects and teachers. (e.g. I don’t like
maths because the teacher is too strict, etc...)
The French school system
Quelle heure est-il?
The 12h and 24h clocks – Speaking about your school timetable.
Describing your school day
Using “on” to say “we”
Talking about food
Using the partitive article (du/de l’-de la/des)
S2 French topics:
Talking about my personality
On se dit tout:
Talking about relationships
Quelle musique écoutes-tu?
Talking about music
Agreeing, disagreeing, giving reasons
Talking about clothes
The near future (avoir + infinitive)
De quoi tu es fan?
Talking about your passion
Past, present and future tenses
Talking about different regions
S3 French topics:
Culture (to be completed)
Technology (La technologie)
Subjects and teachers (Les matières et les professeurs)
School issues (Problèmes scolaires)
Education in France and Scotland (L’éducation en France et en
The ideal school (L’école idéale)
S4 French topics:
Citoyens du Monde (Nat 5)
1. Là où j’habite
Your local area
Things you can do in your town
Tourist information in your local area
2. La ville et la campagne
Advantages/disadvantages of living in a town
Advantages/disadvantages of living in the countryside
Comparisons between town and country life
3. Recycler, c’est bien
How to be environmentally friendly at home
What you do to help the environment
4. Les citoyens du monde
To be able to discuss the engagement in global citizenship
Roles and responsibilities of being a global citizen
To talk about an example of Global citizenship in France (les Restos
5. Les langues sont importantes
The importance of learning a language
How another language can be useful in a personal and professional
Why speaking another language will give you new opportunities
Work on Nat.4 Added Value Unit and Nat.5 preparation for Performance Talking
and Writing assessment.
S1/2 RME topics:
Hinduism project (gods & goddesses/ places of worship/ holy books, ect…
S3/4 RME topics:
Christianity then & now
The holy books
S1/2 – Computer Music Notation/Solo Performing
The S1/2 music course this term focuses on solo performing and using
technology to notate and create music.
Pupils will use their laptops to create music, using a computer program called
Musescore. They will learn the skills to use this program effectively, creating
musical staves, dynamics and other musical text. They will develop their own
compositions: in S1, an 8-bar piece, and in S2 a 16-bar piece.
Pupils will be required to document their practice regime on both instruments,
including target setting and goals. Teacher input will come in the form of short
discussions with the pupil and help will be given both musically and in goal
setting. Although there will be no formal assessment, pupils will be expected
to show improvement over the duration of this term. A video recording of
individual and group performances will be made for pupils to self-assess and
peer assess with the aim to identify strengths and areas for improvement
S4 N3 Music
This term focusses on Listening concepts at a National 3 level. There are
approximately 60 musical terms/concepts that pupils must learn and be able
to identify by ear, and recognise in given examples of printed music. There
will be a Listening assessment at the end of this unit which could feature any
of the N3 concepts, along with a series of exercises during the term which will
also go towards the assessment and completion of the unit.
All pupils are learning gymnastic skills this term.
Health and Wellbeing
We are now into our second term of the academic year, and all secondary pupils will
continue to have opportunities to access the health and wellbeing curriculum in a
variety of contexts. As part of the School Health team, the school nurse will visit once
a month and hold sessions with S1-4 on a variety of health topics. During PSE
lessons, the learning is centred on the individual’s mental, emotional, social and
physical wellbeing. The programme of study for this term will include work on:
This project has been designed to build aspirations and help to motivate pupils in
identifying the relevance of their learning to their future choices.
S4 pupils will also have some time on exam preparation and dealing with
Pupils will be encouraged to celebrate success and look to their future in planning
their own next steps through e-portfolios and target setting. S2 will continue to have
time to build their portfolio of evidence for the Achieve programme.
Students will focus on the Community Project Unit of the Course. This Unit is split
into sections with focus area:
Understanding the needs of the wider community and how they can be met.
Being able to plan a suitable community project.
Being able to carry out a suitable community project.
Being able to review the project.
Understanding the wider community.