This document outlines the secondary subject topics that will be covered each term for years S1 through S4. In English, students will study Private Peaceful, war poetry, and fiction genres. Mathematics covers topics like coordinates, symmetry, probability, and algebraic expressions. Science topics include DNA, light refraction, photosynthesis, and acids/alkalis. Geography includes population, weather systems, and development/health. History examines the Industrial Revolution, JFK assassination, Nazi Germany, and the Atlantic slave trade. Health and Food Technology focuses on food sustainability, consumer choice, and food product development.

1. Secondary Topics
Term 4 2017
English
S1/2
 Private Peaceful by Michael Morpurgo - structured prose study covering all
aspects of literacy work
 War poetry
 Skills revision: grammar, handwriting, dictionary work, comprehension
S3
 Orkney Folk Tales and folklore
 Creative writing
 Reading for Understanding, Analysis and Evaluation
 Basic skills revision
S4
 Under Milk Wood by Dylan Thomas
 Creative Writing
 The short story genre
 Media Studies
Mathematics and Numeracy
S1 Transition (June)
 Number – Order of operations: I can use a variety of methods to solve number
problems in familiar contexts, clearly communicating my processes and
solutions.
S1
 Money: I can budget effectively, making use of technology and other
methods, to manage money and plan for future expenses.
 Coordinates: I can use my knowledge of the coordinate system to plot and
describe the location of a point on a grid.
 Symmetry: I can illustrate the lines of symmetry for a range of 2D shapes and
apply my understanding to create and complete symmetrical pictures and
patterns.

2.  Volume of 3D shapes: Having investigated different routes to a solution, I
can find the area of compound 2D shapes and the volume of compound 3D
objects, applying my knowledge to solve practical problems.
S2
 Probability: I can find the probability of a simple event happening and explain
why the consequences of the event, as well as its probability, should be
considered when making choices.
 Sequences and patterns: Having explored number sequences, I can
establish the set of numbers generated by a given rule and determine a rule
for a given sequence, expressing it using appropriate notation.
 Special numbers – Multiples and common factors: I have investigated
strategies for identifying common multiples and common factors, explaining
my ideas to others, and can apply my understanding to solve related
problems.
o I can apply my understanding of factors to investigate and identify
when a number is prime.
 Bearings: Having investigated navigation in the world, I can apply my
understanding of bearings and scale to interpret maps and plans and create
accurate plans, and scale drawings of routes and journeys.
 Scale: I can apply my understanding of scale when enlarging or reducing
pictures and shapes, using different methods, including technology.
 Formula: I can create and evaluate a simple formula representing information
contained in a diagram, problem or statement.
 End of term Holistic testing
S3
 N4 Unit 1-Expressions and Formulae:
 Calculating the circumference and area of a circle
 Calculating the area of a parallelogram, kite and trapezium
 Investigating the surface of a prism
 Calculating the volume of a prism
 N5 Unit 1 Expressions and Formulae- Applying algebraic skills to
manipulate expressions:
 Working with algebraic expressions involving expansion of brackets
 Factorising an algebraic expression
 Completing the square in a quadratic expression with unitary x2
coefficient

3. S4 Numeracy
 Preparation for Added value unit
 Added value testing.
Sciences
S1 Transition (May)
 Where are the living things?
o I can sample and identify living things from different habitats to
compare their biodiversity and can suggest reasons for their
distribution.
S1/2
 DNAzing
o I have extracted DNA and understand its function. I can express an
informed view of the risks and benefits of DNA profiling.
 Pure as Snow
o I can differentiate between pure substances and mixtures in common
use and can select appropriate physical methods for separating
mixtures into their components.
 Light lenses, magnification and beyond
o By exploring the refraction of light when passed through different
materials, lenses and prisms, I can explain how light can be used in a
variety of applications.
o By exploring radiations beyond the visible, I can describe a selected
application, discussing the advantages and limitations.
S3 Biology
 Photosynthesis: Two staged process, Chemical energy and Limiting factors
 Respiration: The chemical energy, Energy release and respiration processes
 Assessments: End of unit one testing. National 4/5 where appropriate
S3 Chemistry
 Acids and Alkalis: Disassociation on water into hydrogen and hydroxide
ions, pH, Neutralisation and Titration
 Assessments: End of unit one testing. National 4/5 where appropriate
S4 Biology:
 Completion of Unit 3 and testing
S4 Chemistry: Course complete

4. Social Subjects: Geography
S1
Population and Development. ( Weeks 1-6 ).
 Where does everybody live?
 Why are some parts of the World rich and others poor?
 How do we measure development?
 How can we use maps to show differences in levels of development?
 Case study of a developed and developing country.
Geography Transitions Task. ( Week 7 ).
Why do People Choose to live in Different Places ? ( Week 8-11).
 What is the Tundra Like?
 What would it be like to live in the Tundra?
 What is the desert like?
 What would it be like to live in the Desert?
S2
Population and Development. ( Weeks 1-6 ).
 Where does everybody live?
 Why are some parts of the world rich and others poor?
 How do we measure development?
 How can we use maps to show differences in levels of development?
 Case study of a developed and developing country.
Once transition into S3 has taken place, those students choosing to continue with
Geography will be involved with the study of the following:
Development and Health ( Weeks 8-11. ).
 Measuring Development ( Recap ).
 Health:
o Diseases in ELDC’s.
o Diseases in EMDC’s.
o Malaria.
o Heart Disease.
o AIDS.
S3
Weather.( Weeks 1-6 ).
 Elements of the Weather ( including recording, measuring, weather symbols ).
 Factors affecting Britain’s weather (Latitude, Distance from the sea, Relief,
British weather patterns, Aspect ).
 Air Masses.
 Weather systems and weather maps (including Depressions, Anticyclones
and Weather forecasting ).

5. Once transition into S4 has taken place, study will be focused on the following:
National 4 Coursework: ( Week 7 ).
Students will be involved in preparation work for National 4 Coursework. They will be
required to choose an appropriate geographical topic that will allow research,
including individual fieldwork, to be carried out. Collection of fieldwork will be
required over the summer holiday.
Development and Health ( Weeks 8-11. ).
 Measuring Development ( Recap ).
 Health:
o Diseases in ELDC’s.
o Diseases in EMDC’s.
o Malaria.
o Heart Disease.
o AIDS.
S4
Population.( Weeks 1-6 ).
Recap the following topics:
•World Population distribution.
•Urban and Rural Population.
•Population Change.
•The effects of rapid population growth.
•The effects of slow population growth.
•The Demographic Transition Model.
Weather.( Weeks 1-6 ).
 Elements of the Weather ( including recording, measuring, weather symbols ).
 Factors affecting Britain’s weather ( Latitude, Distance from the sea, Relief,
British weather patterns, Aspect ).
 Air Masses.
 Weather systems and weather maps ( including Depressions, Anticyclones
and Weather forecasting ).
Social Subjects: History
S1
The Industrial Revolution. ( Weeks 1-6).
 What caused the Industrial Revolution?
 Which new technologies transformed Industrial Britain?
 What was life like for children in Industrial Britain?
 Living conditions in towns and cities during the Industrial Revolution.

6. Transition Task ( Week 7).
Once S1 have transferred into S2 they will be involved with the study of:
The Assassination of JFK. ( Weeks 8-11 ).
 Fact File on JFK in form of CV.
 Who was JFK?
 What new ideas did President Kennedy talk about?
 Death of a President; Events of 22/11/1963
 The Search for a Killer ( including the Murder of Officer Tippet ).
 The Case against Oswald.
 The Warren Report.
 Extension Work –A Conspiracy ( including Magic Bullet Theory ).
 Can you find out more about the Assassination of JFK?
 Can you present a case against anyone?
 Court Case. What theory do you believe?
S2
The Industrial Revolution. ( Weeks 1-6).
 What caused the Industrial Revolution?
 Which new technologies transformed Industrial Britain?
 What was life like for children in Industrial Britain?
Living conditions in towns and cities during the Industrial Revolution.
Once S2 have transferred into S3 and, if History has been chosen as an option,
areas of study will focus on the following topic:
The Atlantic Slave Trade 1770-1807. ( Weeks 8-11 ).
 What is a Slave?
 What was the Atlantic Slave Trade?
 The British Empire & the Slave Trade.
 What was Africa like before the Slave Trade?
 The start of the Slave Trade.
 What were the effects of the Slave Trade on Africa?
 Captured in the Africa & Slave Factories.
 The Middle Passage.
S3
During this Term students will be involved in the study of the following topics:
Germany 1918-1939. ( Weeks 1-6 ).
 Jews in Nazis Germany ( recap ).
 Hitler and the Youth of Germany.
 Nazi Propaganda
 Churches in Nazi Germany.

7.  Germany’s Economic Miracle: Was it for real?
Review Week ( Week 7 ).
Once S3 have transferred into S4 and, if History has been chosen as an option,
topics covered will focus on:
The Atlantic Slave Trade 1770-1807: ( Weeks 8-11).
 What is a Slave?
 What was the Atlantic Slave Trade?
 The British Empire & the Slave Trade.
 What was Africa like before the Slave Trade?
 The start of the Slave Trade.
 What were the effects of the Slave Trade on Africa?
 Captured in the Africa & Slave Factories.
 The Middle Passage.
S4
Germany 1918-1939. ( Weeks 1-6 ).
 Jews in Nazis Germany ( recap ).
 Hitler and the Youth of Germany.
 Nazi Propaganda
 Churches in Nazi Germany.
 Germany’s Economic Miracle: Was it for real?
Health and Food Technology
S1 and S2 HFT
This term S1 and S2 will be moving on to the next unit of the Curriculum for
Excellence course, which is called 'Food and the Consumer'. They will be learning
about food miles and food sustainability, consumer food choice, culture and religion
in food, packaging and labelling and food and health policy. They will also be doing
practical tasks associated with these topics.
S3 HFT
This term S3 will be recapping areas of the Contemporary Food Issues Unit to make
sure that all students are up to date. We shall then move on to look at the Food for
Health unit, which considers the impact of diet in terms of health and looks at the
dietary needs of different groups of people and diet-related conditions. Students will
be asked to design and prepare meals to fit in with this unit.

8. Practical Cake Craft
S3 CAKE CRAFT
This term students will be working on their portfolios and investigating making
ganache and royal icing for use in decoration. They will also be making a fruit cake
and decorating it appropriately.
French
S1 French topics:
Ma zone
 Là où j’habite:
o Talking about your town / village
o Using “Il y a …”, “Il n’y a pas de…”
 Perdu dans le parc d’attractions!
o Giving directions
o Understanding when to use tu and vous.
 Le weekend
o Talking about where you go
o Using à + the definite article
 Coucou
o Asking someone to go somewhere
o Using je veux / je peux + infinitive
 Qu’est-ce qu’on peut faire à..?
o Saying what you can do in town
o Using on peut + infinitive
S2 French topics:
Mon identité
 Mon caratère
o Talking about personality
o Adjectival agreement
 On se dit tout
o Talking about relationships
o Reflexive verbs (se lever / se réveiller / etc…)
 Quelle musique écoutes-tu?
o Talking about music
o Agreeing / disagreeing and giving reasons
 Mon style

9. o Talking about clothes
o The “near-future” tense
 De quoi es-tu fan?
o Talking about your passion
o Past / Present and Future tenses
S3 French topics:
Bien dans sa peau
 Touché
o Learning the parts of the body
o Using à + the definite article
 Le sport et le fitness
o Talking about sport
o Using “Il faut…”
 Mes resolutions pour manger sain
o Learning about healthy eating
o Using the future tense
 Je serai en forme
o Making plans to get fit
o Practising the future tense
S4 French
 Completion of Added Value Unit
RME
S1/2
Personal Search (The Natural World)
 The Creation of the World
 Stories & stewardship
 Protecting the planet
 Relying on resources
 Should animals have rights?
S3/4
Christianity then & now
 God and the gods
 Around birth

10. Music
 S1/2 – Vocal Music/Performing
The S1/2 course this term will focus on Vocal Music and performing. Pupils
will learn about the characteristics of Vocal Music including vocal groupings,
voice types, operas and musicals. Pupils will also compose some vocal music
in a Rap style. Pupils will continue to practice their instruments on level
specific pieces. 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.
 S3 – Music Literacy/Performing
This term the S3 class will focus on music theory and N5 performing on the
glockenspiel. They will learn National 3/4 musical concepts and be
undertaking activities/exercises based on music theory from the curriculum.
Pupils will also be continuing their studies in Performance. Pupils will regularly
practise on two instruments, one of those will be glockenspiel. It is hoped by
the end of the term pupils will be able to play 1 piece at National 5 level, with
a view to learning two more pieces in S4.
Art & Design
Information to follow later, due to staff changes in this area.
Technical Department
S1/S2
Graphic Communication: The Class will be completing the Orthographic Drawing unit
before an introduction to Computer Aided Drawing using Google Sketch Up.
Craft: Designing and Manufacturing an Electronic device holder.

11. PE
S1-S4
 athletics and striking and fielding games
Health and Wellbeing
Now that we find ourselves in the final term of the year, our focus for learning in
health and wellbeing will still be around the individual’s mental, emotional, social and
physical wellbeing. The programme this term will include work on:
S1/2
 Target setting
 Writing profiles of achievement
 Relationships
Pupils will as always be encouraged to celebrate success and look to the future in
planning their own next steps through the use of their logs and target setting
S3/S4
 Target setting
 Writing profiles of achievement
 Relationships
Pupils will also continue to work on their portfolios of work for the Achieve
programme. They will as always be encouraged to celebrate success and look to the
future in planning their own next steps using their logs and target setting.
A specific focus for S4 pupils will be dealing with pressure, stress and transitions.