Higher(N6) English Course Outline

COURSE OUTLINE Skills based course – everything you do between now and next May is to help you prepare for the exam/internal assessments. Very demanding and fast-paced course; there is an extensive amount of homework/study/revision. You will study, in depth, at least 8 texts (most will be read at home.) Useful web link:

You will study a key Drama text, prose fiction/non-fiction and Scottish poetry. You will continue to build on the key skills from N5 English and will be assessed on these during the course. These include: Listening, Reading, Writing and Talk. You will work on developing your Close Reading Skills through Newspaper Tasks. You will also develop your thinking/views through Group Presentations, providing notes for the rest of the class etc. A lot of note-taking (this is your responsibility). At Higher you will experience lecture style lessons on the key texts/concepts to help prepare you for University/college. The majority of the course is studying and analysing texts; critical essay writing and building up close reading skills.

Course Assessment Structure External assessments Component 1 – 2 exam papers (reading) 70 marks Component 2 – Portfolio (writing) 30 marks

Component 1 – The Exam (reading) 70 marks Purpose: To assess your reading skills in a familiar but challenging context. To apply your reading skills in the understanding, analysis and evaluation of texts To apply your critical reading skills and your knowledge of literary context, forms and genres.

2 exam papers: Paper 1 – Reading for Understanding, Analysis and Evaluation (30 marks) Duration: 1 hour and 30 minutes 2 non-fiction passages will be given You will answer questions on passage 1 to show your understanding, analysis and evaluation of it. (25 marks) You will answer a comparative question asking you to summarise the main points of agreement/disagreement between the 2 texts. (5 marks) This will assess your skills in inferencing and summarising

Example Reading for U, A, E Questions (Section 1) By referring to at least two features of language in lines 31—37, analyse how the writer conveys the strength of her belief in tree conservation. 4 Evaluate the final paragraph’s effectiveness as a conclusion to the passage as a whole. 2 By referring to at least two features of language in lines 19—25 analyse how the writer conveys her feelings of unhappiness about the Hastings development. You should refer in your answer to such features as sentence structure, word choice, contrast, tone... 3

Example Reading for U, A, E Questions (Section 1) Comparative Question example: Both writers express their views about the importance of trees. Identify key areas on which they agree. In your answer, you should refer in detail to both passages. You may answer this question in continuous prose or in a series of developed bullet points. 5

Paper 2 – Critical Reading (40 marks) Duration: 1 hour and 30 minutes Section 1 – 20 marks Textual Analysis of a Scottish text (an extract is printed in the exam paper) (10 marks) Comparative question (comparing the extract to another unseen text you have studied by the same writer.) (10 marks)

Exemplar Textual Analysis Questions By referring closely to the first stanza, evaluate its effectiveness as an opening to the poem. 2 By referring to two examples from lines 1—14, analyse the use of poetic technique in clarifying the main ideas of the poem. 2 Evaluate the effectiveness of stanza 3 as a conclusion to the poem. Your answer should deal with ideas and/or language. 3 By referring closely to lines 1—9, analyse Duffy’s use of poetic technique to create a vivid sense of a character. 4 The main themes of the poem are introduced in the title and first six lines Identify one main theme and show how poetic technique is used to introduce this theme. 3 Discuss how Carol Ann Duffy uses contrast in this poem and at least one other to highlight the poems’ main concerns. 10

Critical Reading Paper Section 2 – 20 marks Critical Essay on a text studied in class. It must be a different genre from Section 1. Choice of 3 questions per genre.

Exemplar Critical Essay Questions Choose a play in which the conflict between two characters is an important feature. Briefly explain the nature of this conflict and discuss how the dramatist’s presentation of this feature enhances your understanding of the play as a whole. _______________________________________________________ Choose a novel or short story in which a specific location or setting is crucial to the plot. Discuss how the writer makes you aware of the setting’s importance and how this feature is used to enhance your appreciation of the text as a whole.

Exam Summary 2 papers: Reading for U, A, E paper (1hr 30 mins) – 2 passages; questions on passage 1 and a comparative question on both. Critical reading Paper (1hr 30 mins) textual analysis of Scottish texts and a critical essay on a different genre Your grade from English comes from the exam (marks for both papers added together = 70% weighting) and your Portfolio (30% weighting) 50% = pass (Grade C)

Portfolio 30 marks (30% of total mark) Internally generated, externally assessed One piece must be broadly creative (personal/reflective/imaginative.) One piece must be broadly discursive (persuasive/argumentative/report.) Maximum = 1300 words per piece. No piece can be redrafted more than twice.

Internal Assessments You must achieve a pass in the internal assessments as well as the exam to achieve a pass at Higher. Assessments are: Reading Listening Writing Talk These internal assessments help you to build up the skills required for the final exam. No mark is awarded – only a pass or fail.

Internal Units (Analysis and Evaluation) Reading You will be assessed on your comprehension of one unseen text with questions e.g. on a poem/non-fiction text. 1 Understand, analyse and evaluate detailed and complex written texts by: 1.1 Identifying and explaining the purpose and audience, as appropriate to genre. 1.2 Identifying and explaining the main ideas and supporting details. 1.3 Applying knowledge and understanding of language to explain meaning and effect in depth and detail, using appropriate critical terminology.

Internal Units (Analysis and Evaluation) Listening You will watch a clip and will identify and comment on its key features. 2 Understand, analyse and evaluate detailed and complex spoken language by: 2.1 Identifying and explaining the purpose and audience. 2.2 Identifying and explaining the main ideas and supporting details. 2.3 Applying knowledge and understanding of language to explain meaning and effect in depth and detail.

Internal Units (Creation and Production) Writing 3 genres covered (personal/reflective, imaginative and persuasive.) One piece must pass for the Internal Assessment but 2 pieces are sent away for the Writing Portfolio (30% of final grade.) 1 Create and produce detailed and complex written texts by: 1.1 Selecting significant ideas and content, using a format and structure appropriate to purpose and audience. 1.2 Applying knowledge and understanding of language in terms of language choice and technical accuracy. 1.3 Communicating meaning at first reading.

Internal Units (Creation and Production) Talking Solo/Group 2 Participate actively in detailed and complex spoken activities by: 2.1 Selecting significant ideas and content, using a format and structure appropriate to purpose and audience 2.2 Applying knowledge and understanding of language, in terms of language choice 2.3 Communicating meaning at first hearing 2.4 Using significant aspects of non-verbal communication

Internal Assessment Timetable Talking and Listening assessed before/just after Summer. Reading Key focus throughout the year. 1 st assessment before Christmas. Writing Ongoing focus throughout the year. You will receive key inputs on the 3 pieces. These pieces will then be developed in your own time. Writing assessment to be passed before Christmas. Writing Folio (2 pieces) finalised February

June-July Course All S5/6 do the same work as some pupils may move class due to exam results. You will write a short story. (This is one of the potential pieces for the writing assessment/Portfolio.) Textual Analysis work – preparation for the reading assessment/exam. A nice relaxing introduction before the pain, suffering and horror really begins!

Key Texts Poetry Set Scottish texts by Carol Ann Duffy: ‘Originally’, ‘Valentine’, ‘War Photographer’, ‘Anne Hathaway’, Mrs Midas’ and ‘Havisham’ Drama ‘A View from the Bridge’ by Arthur Miller (will need to purchase your own copy) Prose Short Stories by Bernard MacLaverty (Possibly some Non-fiction too)

Ensure you have read your class texts and taken notes on theme, purpose and appropriate literary techniques using quotation to substantiate your views. Preparation for Higher English (over the holidays) Ensure you are reading a variety of fiction/non-fiction texts on a regular basis. This must include reading good quality newspapers (e.g. The Guardian, The Times, The Scotsman, The Independent – in particular, the columnists.) This is to prepare you for the vocabulary and complexity of the language/ideas of the Close Reading paper. You have six weeks - this still gives you plenty of time to relax and enjoy the sun.

HOMEWORK The homework set is to ensure we complete the work needed for the exam and internal assessments; as there is so much to get through, you will have to complete homework assignments to build up your skills in all areas of the course. Typically 2-3 set homeworks for English per week. This consists mainly of: annotation/analysis of texts, newspaper work, close reading practice, critical essays and printing resources off of Glow. You will receive Deadline pieces – very important to hand this work in on the due date. Failure to meet deadlines, in any subject, can lead to an interview with Mrs Stuart to discuss your future at school. This sounds daunting – but the majority of previous classes thought the quantity of homework was suitable and necessary.

Resources Constant supply of pens – lots of writing, note-making. Highlighters Lined paper to write on – you will keep this in your Folder (preferably lever arch) which you will take with you to class. Dividers for folder – divide up into help sheets, Close Reading, Prose, Poetry, Drama, Writing Folio etc. and sub-divide for each of the texts. Memory stick. Access to Glow and E Mail

Advice to you from previous Higher classes: Be organised. Make the effort right from the beginning and you won’t be stressed at the end. Expect to work hard. Constantly go back over texts after completing in class, annotate, re-write notes, summarise, organise under headings etc.

Keep up with the homework. Practise critical essays at home on a weekly basis. Listen, pay attention, do the work if you want to pass. You can’t skive your way through Higher. Don’t take Higher!

PURPOSE Your purpose when Writing Identification of author’s purpose in a text Overall Themes Messages Individual Techniques = the Why

In English, keep asking yourself Why… UNDERSTANDING of WHAT the writer is writing about and trying to achieve (the content, the message, the themes). Their PURPOSE in writing, WHY they are writing ANALYSIS of HOW the writer achieves their PURPOSE (the techniques they use and their effects) EVALUATION of HOW WELL the writer uses the techniques to achieve their PURPOSE (are the techniques successful and why are they successful?) In the analytical aspects of the course (reading and listening) you will be assessed on the following three things:

WHAT are you wanting to say? – THEME & PURPOSE WHY are you creating the text? – AUDIENCE & PURPOSE HOW can you deliver the information most effectively? – STYLE & TECHNIQUES Evaluate HOW WELL the above has been achieved after you have created the piece – REFLECTION & EVALUATION

TASK To help me get to know you and your ability, I want you to write (at least 1.5 pages) on your experience of English, so far, and what you hope to achieve in Higher. This should convey fully and expressively your views and personality as well as your skills as a writer.

This is to be done in essay format and should include the following: Reflections of S4 English – what did you enjoy/ dislike; what did you feel comfortable with, ;what did you find most challenging; what were you most proud of etc. – explain points in as much detail as you can. Use humour, imagery, hyperbole etc. You as an individual (character, interests, aspirations, what are you most proud of/biggest achievement? etc.) You as a learner (level of focus, preferred learning styles etc. Let me know of dyslexia, processing difficulties etc.) Favourite words and reasons why? Why are you taking Higher? - Be honest! If you need English – explain what for and what grade you need. Reading habits – how often? What? Last book read for pleasure? Views on it? Most memorable/loved book and why? What do you expect to do/achieve in Higher; what are you looking forward to most; what are your concerns? Again explain your views in as much detail as you can.

The most important book to me is… When the farmer can’t pull a turnip out of the ground, he enlists his entire family to help him. But just how big can a turnip grow?

Exemplar introductions That fateful day in June 2013, I skipped eagerly along the English corridor full of elation, excitement and enthusiasm for the journey that lay ahead of me. Yes, I knew there would be hard-work; yes, I knew there would be stress; and yes, I knew at the end of it all, there would be that terrifying five letter word: EXAMS; yet, I was so enamoured of everything English could offer, that nothing, and I mean nothing, could alter my perceptions. When I finally, and reverently, approached the hallowed door of Y10, I pondered happily on the world of promise, intrigue and discovery that lay awaiting me, but, little did I know then of the confusion, misery and heartbreak that would pounce behind that innocuous door I had, for so long, stood and admired.

The Highway to…Higher! With National 5 a dim and distant memory, I strode along the corridor ready to embark on the voyage that was Higher English. Rather dreamily, I mused on the idea that the bright corridor was just like my ‘yellow brick road’ and how Y10 would become the Emerald City where I might discover my strengths and unlock my potential. Did that make Miss Ross the Wizard of Oz or the Wicked Witch of the West? Before I could dwell on this for too long, the words of my fellow classmates, and travellers, pulled me out of my reverie. Rumours about how difficult the course was began to filter through, quickly escalating into a frenzy of worries: the relentless pace, the demanding workload and the incomprehensible leap from S4 was just the start! I had always been an organised person and took deadlines in my stride but what if this was a step too far? My pace slowed. My heartbeat quickened. But before I could pull myself together, the daunting door of Y10 loomed over me and I realised that this was it. I was standing on the edge of the abyss...