This document provides an overview of the secondary school curriculum for Term 1 of 2016, including subjects, topics, and learning objectives. In English, students will study "Gangsta Granny" and "Skellig", focusing on prose, comprehension, and grammar. In math, topics include algebra, geometry, fractions, and financial skills. Science covers biodiversity, body systems, chemistry, and biology. The social studies curriculum includes geography of Norway, rural environments, history of migration and empires. Health & wellbeing promotes study skills and career planning. Art explores pop art, while music focuses on guitar/keyboard and listening/understanding various styles. PE includes hockey, basketball and movement skills.

1. Secondary Topics Term 1 2016
English
S1:
 “Gangsta Granny”. In-depth prose study
 Reading for understanding
 Parts of speech
 Basic skills revision.
S2:
 “Skellig”. In-depth prose study.
 Reading for understanding and analysis.
 Basic skills revision.
 Parts of speech.
S3/4: National 3/4/5 work
 “Animal Farm”. In-depth study of allegorical writing.
 Writing critical essays.
 Reading for understanding, analysis and evaluation.
 “Heiroglyphics”. Scottish text short stories.
Maths
S1 Maths and Numeracy
 Algebra - Terms and expressions: Simplifying and collecting like terms,
including substitution.
 Measure and shape: Calculation perimeter and area of 2D shapes.
 Number: Place value, Scales and rounding.
S2 Maths and Numeracy
 Fractions decimal fractions and percentages: Proportion and ratio.
 Powers and roots: Square numbers and roots
S3 Maths and Numeracy
 Estimating and rounding: Rounding and accuracy, upper and lower
boundaries, effects of rounding, tolerance.
 Money - Financial skills 1 Budgeting.
 Time: Distance, speed and time.
 Number: Order of operations.
 Number: Fractions, decimal fractions and percentages.
S4 Lifeskills Mathematics
Unit 2 Geometry and Measure
 Solving a basic problem in time management: Time & timetables.
 Calculating a quantity based on a related measurement: Rules and
formulae.
 Constructing a scale drawing with a given scale: Scale drawings 1.
 Planning a basic navigation course: Scale drawings 2

2. Science
S1/2 Science
Biodiversity and interdependence
 Where are the living things? I can sample and identify living things from
different habitats to compare their biodiversity and can suggest reasons for
their distribution.
Body systems and cells
 I have explored the structure and function of organs and organ systems
and can relate this to the basic biological processes required to sustain
life.
 I have explored the role of technology in monitoring health and improving
the quality of life.
S3 Biology
Unit 1 Cell Biology
 Cell structure: The ultrastructure and function of cells.
 Transport across cell membranes: Structure and function of cell
membranes. Including Diffusion, Osmosis and Active transport of
molecules
S4 Biology
Unit 2 Multicellular Organisms
 Cells, tissues and organs: Specialisation of animal and plant cells.
 Stem cells and meristems: the role and potential of stems cells.
 Control and communication: Nervous control and the Central nervous
system, Rapid reflex action, and Hormone control including Blood glucose
regulation (Diabetes).
 Biology investigation.
S3 Chemistry
Unit 1 Chemical changes and structure
 Rates and reactions: Factors affecting rates of reactions and monitoring
reactions. Interpreting rates of reaction graphs.
 Atomic structure and bonding: The structure of the periodic table,
Elements, Atoms and Mass.
S4 Chemistry
Unit 2 Nature’s Chemistry
 The homologous series: Fuels, study of cycloalkanes, branched alkanes and
alkenes up to 8 Carbons.
 Everyday consumer products: Uses of Alcohols and Carboxylic acids.

3. Social Subjects: Geography and History
S1/2 Geography
During this Term students will be involved in the study of the following topics:
Norway ( Weeks 1 -3 ).
 What has shaped Norway’s Landscape? (Looking at the work of Ice and
Rivers in shaping the landscape. This will revisit elements of work already
completed by S2 on the work of Ice and Rivers in Scotland ).
 Where do people live in Norway? Why is the population distributed in this
way?
 What are some of the differences and similarities in the way people live in
Norway and Scotland?
S3/4 Geography ( Weeks 1-3 ), S3 & S4 Students.
Rural Geography
 Changes in the rural landscape in developing countries related to modern
developments in farming such as genetically modified crops, impact of new
technology, bio- fuels.
Glacial Environments ( Weeks 4-7), S3 & S4 Students.
 The formation of the following glacial features: Corrie, Truncated Spur,
Pyramidal Peak, Arête, U-Shaped Valley.
 Land uses found in Glacial Environments.
 Optional ( may also be covered in coasts studied later in the year ):
- Conflicts which can arise between land uses within glacial
landscapes.
-The management of these land use conflicts.
National 4 Coursework. ( Weeks 1-7 ), S4 Students only.
Each student will choose an individual topic to investigate. They will be
required to:
 Decide what information will be required to be collected to
answer their topic.
 Decide upon the best methods to collect the information.
 Collect the information.
 Write up their investigation in the form of a report.
S1/2 History
The Middle Ages in Britain and Europe ( AD 411 – 1479 ): ( Weeks 4-7).
 How was Scotland born?
 The Normans.

4.  Castles.
 The Feudal System.
 Rebellions.
 Robert the Bruce.
 Provins, a Medieval French Town ( UNESCO World Heritage Site ).
S3/4: History
Migration & Empire 1830- 1939
a) Immigration to Scotland, 1830s–1939:
 Reasons for immigration of different groups and patterns of settlement
including Irish, Lithuanians, Jews and Italians.
b) 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.
c) Scottish emigration, 1830s–1939:
 Reasons for emigration: poverty; the Highland Clearances; missionary
work; effectiveness of emigration societies and government schemes; the
attraction of new lands — economic opportunity and cheap land.
d) Experience of Scots abroad, 1830s–1939:
 The Scot abroad: areas to which Scots migrated — England, India, North
America, Australasia; the role of Scots migrants in the development of the
‘New World’ - agriculture, manufacture, engineering and mining;
education; finance; politics. The contribution of individual Scots to their
new countries — e.g. Andrew Carnegie, John Muir, Andrew Fisher
Health and Wellbeing
S1 --At the beginning of this new academic year, all secondary pupils will be taking
part in discussions which will inform their programme of study for the year. The
focus for learning will be around the individual’s mental, emotional, social and
physical wellbeing. The programme this term will include work on:
 Study skills
 Target setting
 Reflecting on their own learning and using learning logs as a tool for personal
development
 Social wellbeing and positive thinking
 Career planning
They will as always be encouraged to celebrate success and look to the future in
planning their own next steps

5. S2, 3 and 4 -- At the beginning of this new academic year, all secondary pupils will
be taking part in discussions which will inform their programme of study for the year.
The focus for learning will be around the individual’s mental, emotional, social and
physical wellbeing. The programme this term will include work on:
 Study skills
 Target setting
Pupils will also continue to work on their portfolios of work for the Achieve
programme (formerly XL), with the main focus on the Planning for Personal
Development, career planning and community project units. They will as always be
encouraged to celebrate success and look to the future in planning their own next
steps
Health and Food Technology/Practical Cake Craft
S1 - This term we shall be continuing with our unit 'Food Hygiene and Health'. We
shall be investigating food preservation and storage, then moving on to look at
balanced diets, healthy eating and nutrients in food. These topics shall be
covered with both theory and practical lessons; cooking a variety of different dishes.
S2 - This term we shall be starting a new unit called 'Food Hygiene and Health'. We
shall be expanding on our knowledge from last year and investigating food
poisoning, food preservation and storage and then moving on to look at balanced
diets and the nutrients in food. These topics shall be covered with both theory and
practical lessons; cooking a variety of different dishes.
S3/4 - This term we will be finishing the unit 'Food for Health'. We will look at diet
through life stages and cook dishes according to given briefs. We shall then move on
to a unit called 'Food Product Development' where the students will investigate the
functional properties of food and look at the process of food product development
and design their own dishes.
S3/4 Practical Cake Craft - This term we shall be concentrating on cake finishing
techniques; looking at coatings and fillings, use of tools, modelling flowers and other
models from sugarpaste and flower paste icing.
Art & Design
S1&S2
Investigating the work of pop-artists, including Roy Lichtenstein, Andy Warhol,
Robert Rauschenberg, Peter Blake, Jasper Johns, Richard Hamilton. Pupils will
produce a composition, which shows an understanding of pop-art styles, subject
matter and techniques. The composition will reflect the culture, life style and issues
from present day popular culture. Pupils will gain an experience of working in a
recognised style in a creative way to form effective, personal pieces of artwork.

6. Art and Design S3&S4
Continuing working on the Expressive Unit of the National courses. This includes
drawing individual Still Life objects using a variety of media, beginning to create
compositions and examining and discussing the work of relevant artists. There will
be opportunities to further explore individual areas of interest within Art and Design
through taught lessons and independent work. Practical art making will be informed
by and linked to critical work.
PE
P1-2 are focusing on fundamental movement skills and coordination.
P4-7 are doing hockey and basketball
S1-4 are also doing hockey and basketball.
Music
S1/2 – Performing – Guitar/Keyboard
The S1/2 music course this term focuses on performing in the units on Guitar
and Keyboard. Pupils will be required to document their practice regime,
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.
These short units are designed to give the pupils a chance to try instruments
that they may wish to develop skills on further in S1-4. If pupils already learn
one of these instruments then they will be encouraged to learn more
advanced music to keep their learning challenging.
S3/4 – Listening and Understanding/Solo Performing
This term the S3/4 class will be studying various musical styles at National 3
level. The main unit will be Listening and Understanding which aims to enrich
the pupil with many concepts for aural recognition. These take the form of
Melody/Harmony, Rhythm/Tempo, Structure/Texture/Form, and Timbre.
There will be an aural test at the end of this unit covering all concepts learned
at this level. Pupils will also undertake some composing, and this will usually
take the form of writing a Scottish Reel, Waltz or Slow Air. Pupils are
encouraged to perform their own compositions.
Pupils will also be continuing their studies in Performance. Pupils will regularly
practise on two instruments and this will culminate in a performance day
where pupils will perform to each other/teachers. They will self-reflect on their
performance highlighting areas for improvement together with aspects they
thought went well.