admin@craigmount.edin.sch.uk 0131 339 6823
admin@craigmount.edin.sch.uk 0131 339 6823

Wider Achievement

Wider Achievement (1 Period Options)

Art Portfolio    

Art Portfolio

Content 
• Develop a high quality folio of work required for applications to Art courses in further and higher education.
• Assessment  
• No assessment.

Why choose Art Portfolio?  
Having a substantial, high quality folio of artwork is crucial to being accepted into art based courses at colleges and universities.

Cake Baking (Level 5)

Cake Baking

Content 
• Selecting recipes and planning the stages of baking
• Selecting ingredients and weighing and measuring them accurately
• Selecting and correctly preparing suitable equipment
• Following safe and hygienic working practices

Assessment  
Learners will be assessed in both theory and practical settings. Successful students will gain a level 5 unit award in Cake Baking.

Why choose Cake Baking  
This wider achievement course will enable students to acquire knowledge and understanding of methods of cake production, understand the functional properties of ingredients and improve technical skills in cake baking.

Drama: Acting Skills (Level 6)

Drama: Acting Skills Level 6

Students will be given the opportunity to develop and demonstrate acting skills through practical, imaginative and creative exploration. They will be introduced to the key acting skills through exploration of the self, others and environments, using a range of exercises. Students will then be required to develop a character from either text or observation, exploring in some detail the depth of this character. 

Outcomes
• Develop and demonstrate acting techniques using a range of exercises. 
• Create and portray two contrasting characters in performance.
• Review and evaluate own acting techniques and final performance.

This Unit may be studied as a leisure interest, or for vocational reasons. It is suitable for students who have some previous acting experience and who wish to explore and develop a deeper understanding of the process of acting.

Event Organisation (Level 6)

Event Organisation Level 6

In this practical Unit, the students will develop an understanding of the requirements of event planning; the methods involved in implementation of events and will work with others to apply these concepts in the planning and organisation of, and participation in, a specific event. The students will evaluate the success of the event and the contribution of participants to this.

Outcomes
• Produce an agreed plan for a specific event. 
• Implement an agreed plan for a specific event. 
• Evaluate the implementation of the event in relation to the agreed plan.

This unit is intended for students who wish to develop knowledge and understanding of event organisation. It may be of interest to students who would like to organise a school event anyway, such as a charity fundraiser or social event, and would like to get a qualification for it.

Languages for Life and Work (Level 3/4)

Languages for Life and Work Level 3-4
(This may be done in conjunction with a Personal Development Award or a Travel and Tourism Award.)

Content
• Two short speaking tasks with support: one prepared role play, one prepared conversation
• Listening to familiar text
• Reading familiar and unfamiliar text with vocabulary support 
• Researching jobs and writing a CV in English or the language of study

Assessment 
• Two short speaking assessments
• One listening assessment – blank filling and tick box
• One reading assessment (Level 4 only)

Modern Languages develop metacognition skills which can be applied to all areas of life. They develop and promote global citizenship, internationalism and intercultural understanding required for a diverse world. They enhance confidence, interpersonal communication and literacy skills required for work, future study and global diplomacy irrespective of career choice.

Leadership (Levels 5/6)

Leadership
Levels 5-6

Course Information & Content
This course is designed to help learners understand the meaning of leadership by finding out about different leadership styles, skills and qualities. They will be able to consider, through comparing a variety of leaders, what makes an effective leader. Learners will be able to use this knowledge to help them consider their own potential for leadership. Learners will also be able to develop their leadership abilities as they will be given the opportunity to take on a leading role for an activity. 

This course will give learners an opportunity to explore the relationship between leadership and teamwork.

Why choose Leadership?
This is a great opportunity for pupils to develop essential transferable skills including leadership, collaboration and communication. 

Assessment
Learners will be assessed in two units:
• Leadership: An Introduction
• Leadership in practice
Both units must be passed to achieve the full course award.

Music: Performing Music on One Instrument or Voice (Level 6)

Music: Performing Music on One Instrument or Voice Level 6

In this Unit, candidates will develop relatively complex skills in solo instrumental or vocal performance. They will rehearse a varied programme of music, develop a relatively wide knowledge of their chosen instrument/voice and its repertoire, and present a musical performance. This Unit is suitable for those who already have considerable experience of performing.

Outcomes
• Carry out an effective music practice routine. 
• Describe music chosen for performance. 
• Perform music in contrasting styles.

This unit may be studied as a leisure interest, or for vocational reasons. It may be of interest to students who have been learning an instrument/ are good at singing in or out of school and would like to get a qualification for it.

PC Passport (Level 6)

PC Passport 

Content

PC passport at SCQF levels 4, 5 and 6 provides learners with up-to-date knowledge and skills in a range of popular IT software, such as Office 365. Learners will improve skills in key areas such as word processing, spreadsheets and presentation software, preparing them for employment and further study.

Assessment 
• Ongoing practical assessment and e-assessment

Why choose PC passport?
• You will improve your knowledge of presentation, word processing and spreadsheet software.
• This will be beneficial for anyone who will have a career requiring software application use and ICT skills.

Performance PE (Level 5/6)

Performance PE

Content
The aim of this course is to enable learners to develop a broad and comprehensive range of complex movement and performance skills through a range of physical activities. They will select, demonstrate, apply and adapt these skills, and will use them to make informed decisions. 

The course offers opportunities for personalisation and choice through the selection of physical activities used for learning and teaching.

Why choose Performance PE?
Great for pupils who have not chosen Higher PE as a full course but enjoy performing in 2 sports. 

Assessment
Pupils will be assessed in two physical activities and can achieve a unit award at level 4,5,6 or 7. 

Sustainability and Sustainable Development (Level 5/6)

Sustainability and Sustainable Development 

Content
Sustainable development is a way for people to use resources without the resources running out. The term used by the Brundtland Commission defined it as development with sustainability that “meets the needs of the present without compromising the ability of future generations to meet their own needs.” 

This course will combine scientific knowledge, literacy, numeracy, health & wellbeing, and problem-solving skills in a varied and interesting course based around improving our world for the future.  

Assessment 
• Unit Assessment; Practical Investigation

Why choose Sustainability and Sustainable Development?
• You will incorporate the Sustainable Development Goals into your learning and learn more about the impacts of 

Theatre Stage Sound Operations (Level 6)

Theatre Stage Sound Operations Level 6

Students will develop their knowledge and skills to operate and maintain sound equipment for a theatre production. Students will interpret and implement a given sound plan and will connect, test, control and operate sound equipment. Throughout the Unit the students will apply knowledge and understanding of theatre sound equipment and awareness of relevant health and safety issues. 

Outcomes
• Demonstrate knowledge and understanding of theatre sound. 
• Prepare and set up theatre sound equipment and effects according to a given plan. 
• Plot and run sound cues.

This Unit may be studied as a leisure interest, or for vocational reasons. It is suitable for candidates who have an interest in and/or some previous experience in technical aspects of theatre.

Wider Achievement (2 Period Options)

Acting & Performance (Level 6)

NPA Acting and Performance
6 periods as a discrete course or 2 periods for those doing it alongside Higher Drama in Wider Achievement

Content 
• Drama: Theatre Skills in Performance – students will work towards a production; applying theatre skills to the rehearsal and performance of a role to an audience, and will learn about the roles of the actor and director. 
• Professional Theatre in Context – students will experience and analyse two contrasting professional theatrical productions; exploring the roles and responsibilities of a production team and evaluating their effectiveness.

Assessment  
• Practical performance and coursework.

Why choose Acting and Performance?  
• Students develop skills of self-discipline, analysis, commitment, collaboration and creativity, and improve progression to further study and career opportunities in Drama and Creative Industries without the pressure of an external exam.

Barista Skills (Level 5)

Barista Skills

Content 
• Demonstrate knowledge of coffee and other beverages served by a barista.
• Prepare and serve a range of coffees and other hot beverages using specialist equipment.
• Prepare and serve a range of cold beverages using specialist equipment.

Assessment  
• Learners will be assessed in both theory and practical settings. Successful students will gain a level 5 unit award in Barista Skills.

Why choose Barista Skills   
• Learners will be encouraged to learn through a variety of activities that are designed to enhance their awareness of the knowledge, work and skills involved in identifying, preparing and serving a range of coffees and other beverages using specialist equipment associated

with the role of a barista.

Computer Programming (Level 5)

Computer Programming Unit Level 5

Content
Learners will gain a range of practical skills and acquire relevant underpinning knowledge. They will learn how to write code in a contemporary high-level language and appreciate programming concepts and techniques, and develop their computational thinking skills.

Assessment 
The unit assessment consists of an assignment involving practical and written elements.

Why choose Computer Programming Unit?
On completion of this unit, learners will know how to write programs to solve real-world problems. Learners will be able to apply programming concepts by implementing them in a programming environment.

Data Security (Level 5)

Data Security Unit Level 5

Content
The purpose of this unit is to introduce learners to data science in today’s world. The unit focuses on the tools and techniques involved in data science, the main methods of data analysis, and provides an opportunity for learners to apply this knowledge in a practical context.

Assessment 
The unit assessment consists of an assignment involving practical and written elements.

Why choose Data Security Unit?
At the completion of this unit, learners will appreciate the basic principles of data science and be able to apply this knowledge to solve routine problems using data analysis software.

Digital Forensics (Level 5)

Digital Forensics Unit Level 5

Content
The purpose of this Unit is to develop learners’ knowledge of the principles and integrity of the digital forensics process. It is intended to augment learners’ knowledge of data acquisition, data analysis and the reporting of forensics examinations.

Assessment 
The unit assessment consists of an assignment involving practical and written elements.

Why choose Digital Forensics Unit?
Learners will gain knowledge and skills in data acquisition, analysis and reporting of digital evidence.

Ethical Hacking (Level 5)

Ethical Hacking Unit

Content
A specific aim of this Unit is to enhance learners’ awareness of the potential threats from malicious hackers to individuals and organisations, and how ethical hacking can help identify and mitigate these threats.

Assessment 
The unit assessment consists of an assignment involving practical and written elements.

Why choose Ethical Hacking Unit?
Learners will be able to distinguish between methods used by ethical and malicious hackers to compromise individuals’ and organisations’ computer systems, as well as applying these skills to identify vulnerabilities.

Languages for Life and Work (Level 5/6)

Languages for Life and Work Level 5 and 6
(This may be done in conjunction with a Personal Development Award or a Travel and Tourism Award.)

Content
• Talking and giving detailed information about yourself in a vocational setting
• Listening to detailed familiar and unfamiliar text using a dictionary
• Reading detailed familiar and unfamiliar text using a dictionary 
• Writing a report about a job or an application for a job in the modern language
• Researching the qualities of a good leader, look at leadership styles and evaluate yourself as a leader in English

Assessment 
• Participate in a detailed job interview in the language of study
• Answer questions in English from a reading text in the language of study
• Answer questions in English from listening text in the language of study
• Produce an extended piece of writing in a vocational context in the language of study
• Produce a written report in English about leadership

Modern Languages develop metacognition skills which can be applied to all areas of life. They develop and promote global citizenship, internationalism and intercultural understanding required for a diverse world. They enhance confidence, interpersonal communication and literacy skills required for work, future study and global diplomacy irrespective of career choice.

Machine Learning (Level 5)

Machine Learning Unit Level 5

Content
This introductory unit covers a wide range of knowledge and skills including: the broad purpose of machine learning and its applications in business, health and science; the machine learning workflow; supervised and unsupervised learning; the role of algorithms; training and test datasets; fitting a classifier model and interpreting the results; under-fitting and over-fitting; and the ethical implications of machine learning.

Assessment 
The unit assessment consists of an assignment involving practical and written elements.

Why choose Machine Learning Unit?
On completion of this unit, learners will know the purpose of machine learning and the role of algorithms in learning from data. They will know the importance of good quality data and the role of feature selection in the learning process. They will be able to distinguish between supervised and unsupervised learning and use a classifier algorithm to produce a model for a given dataset. They will be able to judge the performance of a model, and identify the role of training and test datasets in this process.

Mentors in Violence Prevention (MVP) (Leadership Award Level 6)

Mentors in Violence Prevention (MVP) Leadership Award

Content
The Mentors in Violence Prevention Programme (MVP) developed in the 1990’s by American Educationalist Dr Jackson Katz utilises a creative bystander approach to prevent all forms of bullying and gender-based violence.

The MVP Programme isn’t a programme that teaches boys and girls not to bully or abuse, it is a leadership programme and provides an excellent opportunity to develop leadership skills amongst young people. 

The programme seeks to inspire individual leadership from people faced with challenging situations

Assessment 
• This will be done through two unit assessments.  Introduction to leadership and leadership in practice.

Why choose the leadership award through MVP?
• After discussing issues, young people will understand the bystander effect and be given a range of safe and realistic options they could use to prevent an escalation in negative behaviours. The MVP Programme allows young people to recognise their strengths and weaknesses and develop their own leadership skills. 

Music Performing (Level 6)

PC Passport (Level 4, 5, 6)

PC Passport

Content

PC passport at SCQF levels 4, 5 and 6 provides learners with up-to-date knowledge and skills in a range of popular IT software, such as Office 365. Learners will improve skills in key areas such as word processing, spreadsheets and presentation software, preparing them for employment and further study.

Assessment 
• Ongoing practical assessment and e-assessment

Why choose PC passport?
• You will improve your knowledge of presentation, word processing and spreadsheet software.
• This will be beneficial for anyone who will have a career requiring software application use and ICT skills.

Peer Education Programme (PeP) (Leadership Award Level 6)

Peer education programme (PeP) Leadership Award

Content
The Peer Education Project is a secondary school based, educational programme that aims to give young people the skills and knowledge they need to safeguard their mental health, and that of their peers.  The young people plan and prepare sessions to deliver 5 sessions to S1 students.

Assessment 
• This will be done through two unit assessments.  Introduction to leadership and leadership in practice.

Why choose the leadership award through PeP?
• Young people will learn that mental health is something we all have, like physical health, and moves along a spectrum.  That there are many myths and stigmas associated with mental health and that we need to look after our mental health and the mental health of others.  By discussing this with their peers they gain a level of understand that allow them to develop their leadership skills in order to deliver sessions to the S1’s

Personal Development (Level 4, 5, 6)

Personal Development

Content
Our Personal Development Awards aim to help learners become more independent and to develop their potential as contributing members of the school community and society.

Learners will develop self-awareness, self-reliance, self-esteem and confidence through supported and independent learning. 

Assessment 
Keeping accurate and up to date learning journal. 
Personal Development Awards are available at SCQF levels 2 to 6. 

Why choose Personal Development?
As these learning activities are learner led, it offers personalisation and choice-you have scope to create your own learning journey. You will develop key skills in creativity, collaboration and leadership. Personal Development Awards are available at SCQF levels 2 to 6.

Retailing: Skills for Work (Level 5)

Retailing: Skills for Work

Content
The Skills for Work: Retailing Course has been designed to provide an introductory qualification in retail that reflects employability skills identified as being important by employers in retail and many other sectors. The course provides opportunities for learners to develop general and practical skills as well as knowledge and understanding of the key aspects of retailing. With a three million-strong workforce, and year-on-year growth, the retail sector is a significant contributor to the UK economy.

Assessment
Unit Assessment; Practical Activities/Work Experience

Why choose retailing?
• develop a good work ethic through developing a positive and a responsible attitude to work 
• develop team working and problem solving skills 
• develop communication skills 
• develop customer care skills 
• prepare learners for further learning, study and training opportunities within the retail industry or other areas of employment.

SQA Mental Health Award (Level 5/6)

SQA Mental hHealth Award

Content
The Awards in Mental Health and Wellbeing at SCQF levels 4 and 5 aim to:
• reduce stigma surrounding mental health
• arm young people with healthy coping strategies
• promote knowledge of the impact of mental health on behaviour
• dispel myths surrounding mental health
• promote understanding of positive and negative impacts on mental health
• help individuals to make the right choices
• promote understanding of the potential uses and impact of social media and the internet
• create resilience

Assessment 
• Ongoing assessment through outcomes
• 3 units: Influences on mental health, coping strategies and understand mental health

Why choose the SQA mental health award?
• Young people will gain an understanding of mental health.  They will be introduced to policy and legislation, introduced to mental health as a public health issue and begin to gain an understanding of brain chemistry and psychology.

Website Design and Development (Level 5)

Website Design and Development Level 5 Unit

Content
The unit covers planning, design, implementation, testing and evaluation of web pages and websites. The knowledge covered includes knowledge of contemporary web design techniques and formal testing methods that can be performed on web pages and websites. The unit also develops practical skills in the process of developing websites.

Assessment 
The unit assessment consists of a closed book multiple-choice online test, and an open book assignment involving practical and written elements.

Why choose Website Design and Development Level 5 Unit
Learners will be able to use formal techniques to plan, design, develop, test and evaluate web pages and websites.

Wellbeing Award (Level 4/5)

Wellbeing Award

Content
• The Wellbeing Awards help learners to explore factors that influence personal wellbeing, and to make decisions that contribute to improving personal wellbeing.
• The Awards encourage learners to look at connections between mental, emotional, social and physical health, and to look at different ideas of health and wellbeing at a personal, community, societal or global level.
• Wellbeing Awards are available at SCQF levels 3, 4 and 5 – the level will be dependent on the amount of support and guidance required by each candidate and the content the produce. 
• The course is delivered in 2 units which can be stand-alone;

Improving wellbeing – The general aim of this Unit is for learners to undertake an activity aimed at improving the wellbeing of themselves and/or others. They will set targets and carrying out a plan for improving wellbeing and will evaluate and review the planned activity. This will include a review of how the activity has impacted on their personal wellbeing

Exploring wellbeing – The general aim of this Unit is to explore what it means to have a sense of personal wellbeing. Differing views of mental, emotional, social, and physical health and wellbeing will be considered and compared and what impacts these areas of wellbeing. 

Assessment 
Assessment for the Award will consist of gathering evidence to show that the candidate is able to successfully complete all the Outcomes in each Unit. 

Improving wellbeing will be a diary of their progress through their chosen area of wellbeing.

Exploring wellbeing will be completion of a booklet exploring their chosen area of wellbeing, in different contexts. They will also be expected to present their findings in a appropriate form – powerpoint, report, poster etc. 

Why choose the Wellbeing Award?
It will allow you to explore your own wellbeing alongside how wellbeing impacts society and the different reasons for this. You will also have the opportunity to set yourself targets, action them, review and evaluate. These skills are transferrable.