Community learning

1. Community Learning at
Stronsay Junior High School
2016-2017

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COMMUNITY LEARNING AT STRONSAY SCHOOL
You’re never too old to learn . . .
Over the past year, we have been developing the idea of offering courses to members of
the community of Stronsay. These courses could lead to a range of qualifications, including
Nationals 3/4/5. The opportunity to take Highers in these subjects over a two-year period
would also be available. Even if you are not interested in obtaining a specific qualification,
you could view this as an opportunity to learn something new, allowing the structured
nature of the course to ensure that you follow through with the programme.
We hope to begin in August, and will be offering the following
subjects: Art and Design, Biology, English, Geography, Textiles. Taster
courses or non-qualification courses are being offered for English (‘Short
Stories’ and ‘Poetry Please’) and Textiles (‘Beginners’ or ‘Intermediate
Sewing Skills’, ‘Patchwork and Quilting’ and ‘Crafting for Profit’).
There will be no cost to community participants for the courses themselves; however,
because they will require the purchase of textbooks, supplies and equipment by the school,
and will necessitate extra time on the part of the teachers, it is hoped that those who
participate will thoughtfully consider whether they can commit wholly to a course.
This brochure provides more details about the courses and the requirements for
obtaining the various qualifications. There is a booking form at the end for you to fill out if
you are interested in participating in a course. If you have further questions, please do not
hesitate to contact me at the school.
Andrew King
P.S. When you see the abbreviation ‘CfE’, that means ‘Curriculum for Excellence’, which is
the standard curriculum now throughout Scotland--see page 16 for more on this.

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ART & DESIGN
ART & DESIGN — NATIONAL 4
Purpose
The aims of the course are to enable learners to:
 communicate personal thoughts, feelings and ideas through the imaginative use of
art and design materials, techniques and/or technology
 develop knowledge and understanding of art and design practice
 plan, develop, produce and present creative art and design work
 develop understanding of the social and cultural influences on artists and designers
and their work
 develop problem solving, critical thinking and reflective practice skills
Recommended Entry
 While entry is at the discretion of the centre, students would normally be expected
to have attained the skills, knowledge and understanding of relevant CfE experiences
and outcomes or equivalent qualifications and/or experience of National 3 Art and
Design.
Course Details
The course comprises the following mandatory units:
 Expressive Activity
 Design Activity
In addition the course includes an Added Value Unit:
 Art and Design Practical Activity
Expressive Activity
This Unit helps learners to develop an understanding of the factors that influence and
inspire artists’ work. They will also consider how artists use art materials, techniques and/or
technology in their work. Learners will research and develop their personal thoughts and
ideas in 2D and/or 3D formats in response to given stimuli. They will produce observational
drawings and studies and develop their expressive ideas and compositions by experimenting
with and using art materials, techniques and/or technology in creative and expressive ways.
Design Activity
This Unit helps learners to plan, research and develop creative design ideas in response
to a given brief. Learners will develop their creativity and problem-solving skills as they
consider the design opportunities, issues and constraints of the brief. They will develop their
understanding of designers’ working practices and the factors that inspire and influence
their work. They will also experiment with and develop media handling skills when
producing their design ideas in 2D and/or 3D formats.

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Added Value Unit: Art and Design Practical Activity
This Unit adds value by introducing challenge and application. Learners will draw on and
extend their knowledge, and apply practical skills when producing art and design work. This
will be assessed through a practical activity, which involves producing one piece of
expressive art and one piece of design work.
Unit Assessment
All Units are internally assessed on a pass/fail basis.
Homework
Homework and self-study is an essential part of the course and may take the form of
objective drawing, research and investigation of a personal theme, collecting stimulus
material to support a personal study or art and design essays.
Recording and Reporting
Ongoing feedback will be offered on practical folios and written assignments; progress
will be reviewed with learners in order to determine next steps and areas for improvement.
Progression
The course or its units may provide progression to:
 Further qualifications in Art and Design, for example National 5.
 Further study, employment and/or training.
ART & DESIGN – NATIONAL 5
Purpose
The aims of the course are to enable learners to:
National 5
 communicate personal thoughts, feelings and ideas through the creative use of art
and design materials, techniques and/or technology
 develop critical understanding of a range of art and design practice
 plan, develop, produce and present creative art and design work
 understand the impact of external factors on artists and designers and their work
 develop creativity. problem solving, critical thinking and reflective practice skills
Recommended Entry
While entry is at the discretion of the centre, students would normally be expected to
have attained the skills, knowledge and understanding of relevant CfE experiences and
outcomes or equivalent qualifications and/or experience of National 4 Art and Design.

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Course Details
The course comprises the following mandatory units:
 Expressive Activity
 Design Activity
In addition the course includes an Added Value Unit:
 Course Assessment
Expressive Activity
This Unit helps learners to develop their personal thoughts and ideas in visual form. In
the Unit, learners will develop critical understanding of artists’ working practices and the
social and cultural influences affecting their work. They will select stimuli and produce
analytical drawings and studies. They will develop and refine their expressive ideas and
artwork, experimenting with and using a range of materials, techniques and/or technology
in 2D and/or 3D formats when responding to stimuli.
Design Activity
In this Unit learners will plan, research and develop creative design work in response to
a design brief. They will develop their creativity, problem solving and critical thinking skills
as they consider design opportunities, and work to resolve design issues and constraints. In
the Unit, learners will develop critical understanding of designers’ working practices and the
main social and cultural influences affecting their work. They will experiment with, develop
and refine their design ideas, using a range of materials, techniques and/or technology in 2D
and/or 3D formats.
Unit Assessment
All Units are internally assessed on a pass/fail basis.
Course Assessment
Added Value Unit Assessment
Learners will be assessed through a portfolio and a question paper. In the portfolio,
learners will produce one piece of expressive art work and one design solution which will on
both the process and products of learning. The question paper adds value by requiring
integration and application of knowledge and skills from across the Units.
The Course assessment is graded A-D.
Homework
Homework and self-study is an essential part of the course and may take the form of
objective drawing, research and investigation of a personal theme, collecting stimulus
material to support a personal study or art and design essays.
Recording and Reporting
Ongoing feedback will be offered on practical folios and written assignments; progress
will be reviewed with learners in order to determine next steps and areas for improvement.

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Progression
The course or its units may provide progression to:
 Further qualifications in Art and Design, for example Higher.
 Further study, employment and/or training.
ART & DESIGN HIGHER
Purpose
Higher Grade Art and Design builds on the work done at National 5 (although it is not a
necessary entrance qualification) but allows more specialisation and encourages a greater
depth of study. The aims of the course are to enable learners to:
Higher
 be inspired and creatively challenged as they explore how to visually represent and
communicate their personal thoughts, ideas and feelings through their work.
 use this understanding when developing and producing their own creative and
personal expressive art and design work.
 analyse a range of art and design practice and critically reflect on the impact of
external factors on artists and designers and their work.
 plan, develop, produce and present creative art and design work.
 develop personal creativity, using problem solving, critical thinking and reflective
practice skills.
Recommended Entry
While entry is at the discretion of the centre, students would normally be expected to
have attained the skills, knowledge and understanding of relevant CfE experiences and
outcomes or equivalent qualifications and/or experience of National 5 Art and Design.
Course Details
The course comprises the following mandatory units:
 Expressive Activity
 Design Activity
In addition the course includes an Added Value Unit:
 Course Assessment
Expressive Activity
Art and Design: Expressive Activity (Higher)
This Unit helps learners to develop their personal thoughts and ideas in visual form. In
the Unit, learners will develop critical understanding of artists’ working practices and the
social and cultural influences affecting their work. They will select stimuli and produce
investigative drawings and studies. They will develop and refine their expressive ideas and

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artwork, experimenting with and using a range of materials, techniques and/or technology
in 2D and/or 3D formats in response to the stimuli.
Design Activity
In this Unit learners will plan, research and develop creative design work in response to
a design brief. They will develop their creativity, problem solving and critical thinking skills
as they consider complex design opportunities, and work to resolve design issues and
constraints. In the Unit, learners will develop critical understanding of designers’ working
practices and the social and cultural influences affecting their work. They will develop and
refine their design ideas by experimenting with and using a range of materials techniques
and/or technology in 2D and/or 3D formats.
Assessment
All Units are internally assessed. They will be assessed on a pass/fail basis within Centre.
SQA will provide rigorous external quality assurance, including external verification, to
ensure assessment judgments are consistent and meet national standards.
Both Units are designed to provide progression to the related Units at Advanced Higher,
skills, knowledge and understanding.
This includes:
 producing analytical drawings and investigative studies in response to stimuli
 using visual elements expressively, showing clear understanding of the subject
matter
 producing focused investigative studies and market research for a complex design
activity
 skills in using a range of art and design materials, techniques and/or technology
creatively and expressively
 developing and progressively refining a variety of personal and creative ideas for art
and design work in 2D and/or 3D formats
 analysing and critically reflecting on artists’ and designers’ use of materials,
techniques and/or technology
 analysing the impact of social, cultural and other influences on artists’ and designers’
work and practice
 using a range of complex problem solving, planning and self-evaluation skills within
the creative process
 The learner will draw on, extend and apply the skills they have learned during the
Course. This will be assessed through a portfolio and a question paper
In the portfolio, learners will produce one piece of expressive artwork and one design
solution. The portfolio will be sufficiently open and flexible to allow for personalisation and
choice and will focus on both the process and products of learning.

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The question paper adds value by requiring integration and application of skills,
knowledge and understanding of art and design practice from across the Units.
Course assessment structure
Component 1 — portfolio - 160 marks
Component 2 — question paper - 40 marks
Total marks - 200 marks
Homework
Homework and self-study is an essential part of the course and may take the form of
objective drawing, research and investigation of a personal theme, collecting stimulus
material to support a personal study or art and design essays.
Recording and Reporting
Ongoing feedback will be offered on practical folios and written assignments; progress
will be reviewed with learners in order to determine next steps and areas for improvement.
Progression Routes
Learners can continue their studies at Advanced Higher level or various college courses.
All Art and Design University courses require the submission of a folio of work with an
emphasis on objective drawing skills and this can be prepared as part of an Advanced Higher
course. It should also be noted that Higher Art and Design is a recognized University
entrance qualification weighted equally with other subjects.
Biology
Biology allows us as learners to investigate the
applications of biology in society and the environment.
The study of Biology encourages the development of skills and resourcefulness, leading
us to becoming a confident individual. Successful learners in biology think creatively, analyse
and solve problems. Through the studying of relevant areas of biology, such as health,
environment and sustainability we aim to become responsible well-informed individuals.
Biology affects everyone and aims to find solutions too many of the world’s problems.
Biology, the study of living organisms, plays a crucial role in our everyday existence, and is
an increasingly important subject in the modern world. Advances in technologies have made
this varied subject more exciting and relevant than ever.
The following qualifications cover relevant and contemporary areas of biology, while
allowing us to develop an understanding of the underlying themes.
An experimental and investigative approach is used to develop knowledge and
understanding of biology concepts.

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Biology is available at the following levels:
 National 3
 National 4
 National 5
 Higher
Each course is delivered over a two-year period to allow flexibility.
BIOLOGY — NATIONAL 3
The National 3 Biology Course focuses on the areas of biodiversity, interdependence,
body systems and cells and inheritance. It enables us to recognise the impact that biology
has on our lives, the lives of others and the environment. We will aim to develop scientific
inquiry and investigative skills, scientific analytical thinking skills and the ability to use
scientific literacy in a range of contexts.
Assessment: An End of Unit assessment (UASP) in the following areas:
 Cell Biology (National 3), 6 SCQF credit points
 Multicellular Organisms (National 3), 6 SCQF credit points
 Life on Earth (National 3), 6 SCQF credit points
National 3 Courses are not graded. This means that only the End of Unit assessments are
subject to a Pass or Fail criteria.
BIOLOGY— NATIONAL 4
The National 4 Biology Course covers major areas of biology including cellular, whole
organism and ecosystems. The key areas of biodiversity, interdependence, body systems
and cells and inheritance are developed through the Course. This will enable us to recognise
the impact that biology has on society and the environment. The aim is to develop scientific
inquiry and investigative skills, scientific analytical thinking skills and the ability to use
scientific literacy in a range of contexts.
Assessment: An End of Unit Assessment (UASP) in the following areas:
 Cell Biology (National 4), 6 SCQF credit points
 Multicellular Organisms (National 4), 6 SCQF credit points
 Life on Earth (National 4), 6 SCQF credit points
There is an Added value unit attached to the National 4 Qualification:
 Added Value Unit: Biology Assignment (National 4), 6 SCQF credit points
National 4 Courses are not graded. This means that End of Unit assessments and Value
Added (Assignment) are subject to a Pass or Fail criteria.

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BIOLOGY — NATIONAL 5
The National 5 Biology Course covers major areas of biology including cellular, whole
organism and ecosystems. The key areas of biodiversity, interdependence, body systems
and cells and inheritance are developed through the Course.
Assessment: An End of Unit Assessment (UASP) and Course Assessment in the following
areas:
 Cell Biology (National 5), 6 SCQF credit points
 Multicellular Organisms (National 5), 6 SCQF credit points
 Life on Earth (National 5), 6 SCQF credit points
The graded component within National 5 Biology:
The Course assessment will consist of two Components: an assignment and a question
paper. Both will be externally assessed. Each Component will assess both skills and
knowledge and understanding. The question paper will have a greater emphasis on
knowledge and understanding, while the assignment will have a greater emphasis on skills.
•Assignment (National 5) Course assessment 6 SCQF credit points @20% of final
grade
•Final Examination @80% of final grade
National 5 Courses are graded (A-D). This means that End of unit assessments are
subject to a Pass or Fail. The Assignment and the Examination are graded.
BIOLOGY — HIGHER
The Higher Biology Course offers a broad and up-to-date selection of
concepts and ideas relevant to the central position of life science within
our society. We will aim to develop a deeper understanding of the underlying themes of
biology — evolution and adaptation; structure and function; genotype and niche — and the
scale of topics ranges from molecular through to whole organism and beyond. We will also
aim to develop scientific inquiry and investigative skills, scientific analytical thinking and
evaluation skills, and the ability to understand and use scientific literacy to communicate
ideas and issues.
Assessment: An End of Unit Assessment (UASP) and Course Assessment in the following
areas:
 DNA and the Genome (Higher) 6 SCQF credit points
 Metabolism and Survival (Higher) 6 SCQF credit points
 Sustainability and Interdependence (Higher) 6 SCQF credit points

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The graded components within Higher Biology
Higher Courses are graded (A-D). This means that End of unit assessments are subject to
a Pass or Fail. The Assignment and the Examination are graded.
The Course assessment will consist of two Components: an assignment and a question
paper. Both will be externally assessed.
Each Component will assess both skills and knowledge and understanding. The question
paper will have a greater emphasis on knowledge and understanding while the assignment
will have a greater emphasis on skills.
• Assignment (Higher) Course assessment 6 SCQF credit points @ 20%
• Final Examination (Higher)@ 80%
English
TASTER SESSIONS
THE SHORT STORY
When Offered: Tuesday afternoons, four sessions, 1.45-3.15 pm
No ‘experience’ necessary—just an open mind.
We will read stories by a range of well-known, and less-well-known, authors and
consider what makes a good story.
POETRY PLEASE
When offered: Tuesday afternoons, four sessions, 1.45-3.15 pm.
Were you put off by poetry at school? Think it’s for someone else but not you? Think
again…
We will read and discuss poetry from Scottish poets, English poets, contemporary poets
and long-dead poets, in a range of styles and on a range of subjects.
If you like a good discussion or are just content to listen, then come along.
ENGLISH — NATIONAL 3/4/5 OR HIGHER LEVELS—for more
information please speak to Barbara Deavin.

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Geography
GEOGRAPHY — NATIONAL 3/4/5
By studying Geography you will learn about other places, peoples and cultures. You will
study areas in Scotland and the UK as well as in other countries. Environmental and global
issues such as renewable energy, conservation of the rainforests, marine pollution, climate
change and natural hazards, form an integral part of the course. You will learn about
sustainability, your responsibility as a global citizen and also how to improve your map
interpretation, reading, writing and thinking skills.
At National 3 and 4, the course is assessed in class as a pass or fail through end of Unit
Assessments and a piece of Individual Research. These are internally assessed and marked
by myself.
National 5 is assessed through a combination of external examination (80%) and
Individual Research Assignment (20%), and is graded A – D. These elements are externally
marked. At National 5 there are also Unit Assessments that are graded pass or fail; these are
internally assessed but need to be completed as a part of the course also.
The Geography courses at National 3/4 /5 level are divided into three sections, which
include the following topics:
1. Human Environments:
International issues such as population growth and its management; migration,
refugees and asylum seekers; cities, urban and industrial landscapes; shanty towns and
their problems (e.g. in Brazil); agriculture and the countryside in the developed and
developing world; changes affecting rural areas such as farm diversification, organic
farming, biofuels and GM crops.
2. Physical Environments:
Natural landscapes and the scenery of glaciated areas (e.g. the Alps), coastal
environments, rivers and their valleys; weather forecasting and the impact of weather
systems affecting the British Isles; managing and protecting natural environments, tourism
and conservation issues in areas such as UK National Parks (e.g. Cairngorms).
3. Global Issues:
Global climate change, its possible causes and effects; the impact of human activities on
natural environments such as Brazil’s tropical rainforests and the Arctic tundra; natural
hazards and natural disasters; strategies used by national governments, the United Nations
and aid organizations such as the Red Cross to manage these global environmental
problems.
A variety of resources including digital presentations, video clips, maps, atlases, DVDs,
websites and text books are used. Local Fieldwork will be carried out during the course.

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GEOGRAPHY — HIGHER
The purpose of the Geography Course is to develop your
understanding of our changing world and its human and physical
processes.
What will I be learning?
The course is made up of:
 Physical Environments.
 Human Environments.
 Global Issues.
In addition to this you will need to complete a piece of independent research which
includes fieldwork. This work will be assessed and will count towards your final grade.
Physical Environments.
The topics you will study are:
 Atmosphere.
 Hydrosphere.
 Lithosphere.
 Biosphere.
You will develop and apply knowledge and understanding of the processes and
interactions at work within physical environments. Examples from Scotland, the UK and
across the world will be used as case studies. This unit will have a focus on mapping skills.
Human Environments.
The topics you will study are:
 Population.
 Rural.
 Urban.
You will develop and apply knowledge and understanding of the processes and
interactions that are at work within urban and rural environments. Examples from
developed and developing countries across the globe will be studied. This unit will have a
focus on research skills.
Global Issues:
Two of the following units will be studied:
 River Basin Management.
 Development and Health.
 Global Climate Change.
 Trade, Aid and Geopolitics.
 Energy.
You will develop and apply knowledge and understanding of significant global
geographical issues which demonstrate the interaction of physical and human factors and
evaluate strategies adopted in the management of these issues. This unit will have a focus
on using numerical and graphical information.
How Will I be Assessed?
Progress will be monitored throughout and will include formal written assessments,
peer and self-assessments, presentations and creative written tasks. You will be required to

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work at home to extend the knowledge and understanding you have gained during class
time.
How Do I Pass Each Unit?
You will need to show that you meet the standards for the course. You will be given Unit
Assessments that, if passed, will show that your work meets the ‘unit outcomes’ for each
unit. These will be internally assessed by myself in School.
How Do I Pass the Course?
You will need to pass all Unit Outcomes for each of the three Units ( Physical
Environments, Human Environments and Global Issues ).
The course assessment consists of an Exam Paper and an Assignment.
Exam Paper:
The exam paper is 2.15mins long and is marked out of 60 (66% of the course
assessment). There are four sections, Physical Environments (15 marks), Human
Environments (5 marks), Global Issues (20 marks) and application of Geographical Skills (10
marks).
Higher Assignment.
In addition to the Exam you will need to complete an Assignment which is a write-up of
a piece of independent research, completed under exam conditions, in 1 hour 30 mins, and
assessed externally out of 30 marks (33% of the total mark for the course).
The final award will therefore be marked out of 90 marks and graded A to D.

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Textiles
When Offered: Classes will be arranged in blocks around school terms on Monday
afternoons 1.45pm-4pm.
The cost of practice materials, some equipment and a selection of patterns available to
copy will be covered by the school. If you don’t have your own sewing machine, there are
two school machines available to borrow.
BEGINNER SEWING SKILLS
This class is aimed at beginners and those who would like to develop confidence in using
all the functions of their machine and some simple regular maintenance. Advice will be
given on fabric, threads and haberdashery selection to ensure a good quality finished
product. Participants will also cover understanding and using a paper pattern. Projects will
be developed around the level of the class and could include a decorated cushion cover with
zip or buttons & piping, a bag with pockets or a simple garment.
Students will take away completed samples and instructions to cover techniques learned
and at least one finished project.
INTERMEDIATE TO ADVANCED SEWING SKILLS
This class will develop more advanced skills including using more difficult fabrics such as
stretch, silk & fabrics with a pile, tailoring skills such as types of seam, buttonholes, pockets,
zips and making a toile prior to completing a project such as a dress or coat. Participants
will also learn how to use an over-locker to give garments a professional finish.
Students will take away completed samples and instructions to cover advanced
techniques learned and a finished project.
PATCHWORK & QUILTING
This class will focus on accurate cutting of fabrics by hand, using ruler templates and
rotary cutter, and also a fabric die cutting machine that will ensure you spend your time
creatively rather than cutting out. You will learn how to manipulate shapes to create a range
of patterned blocks which when combined will make a sample quilt top or table runner.
Alternatively, an applique quilt or wall hanging can be created using a block method.
Students will make a number of small samples which can later be made into a pin
cushion or needle case etc., and a finished project .
CRAFTING FOR PROFIT
This class will cover making a range of items that are quick and easy to make that can be
sold at craft fairs, charity fund raisers or given as personalised presents. An extensive range
of patterns are available which can be copied and adjusted to allow you to personalise your
product. They include a variety of bags, cushions, kitchen sets, dolls/animals, door stops,
pin cushions, games, book covers and lots more.
Students will make a number of small samples which can later be made into a pin
cushion or needle case etc., and a finished project .

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Curriculum for Excellence and Qualifications
The Curriculum for Excellence (CfE) is a major educational reform with the aim of providing
a wider, more flexible range of courses and subjects. As the Scottish government only sets
guidelines about the school curriculum, schools needn’t stick to rigid learning paths and can
make their own decisions on what to teach pupils. There are three core subjects that
schools must ensure are taught: health and wellbeing, literacy and numeracy.
Children in Scotland complete seven years of primary school, starting in P1 (the equivalent
of Year 1 classes in England), going up to P7 (the equivalent of Year 7 in England). After this,
they do up to six years of secondary school from S1 to S6 (equivalent to Y8 to Y13 in
England).
Sorting out the Terminology: Scottish and English Secondary School Qualifications
 What are now referred to as National Qualifications used to be called ‘Standard
Grades’ in Scotland. They are equivalent to GCSEs in England (Or what used to be
called ‘O-Levels’).
 Higher Qualifications in Scotland are comparable to A-Levels in England.

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Community Learning Booking Form
(please return to the school)
Name …………………………………………………………………………………..
Contact phone number ………………………………………………………..
Email address ……………………………………………………………………….
I am interested in finding out more about/booking a class (tick all that apply):
 Art & Design
 Biology
 English Taster Session: Short Story
 English Taster Session: Poetry Please
 Geography
 Textiles (see next page for more detailed booking form)
 I would be interested in learning towards a qualification.
If you know which one, please tick box:
 National 3
 National 4
 National 5
 Higher
 I would like to find out more about qualifications.
Community Textiles Class Additional Booking Form
Do you have your own sewing machine? Yes / No
Please indicate which classes interest you and in which term.
Classes will be offered based on most popular per term.
Beginners
sewing
Intermediate
sewing
Patchwork Crafting
Aug – Oct
Oct – Dec
Jan – Easter
Easter - June
Please indicate if you would like to learn another textile skill that isn’t covered in the courses offered
above _____________________________