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.

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

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

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 ).

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.

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.

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.

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

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

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.

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.