Simple Template

Inverkeithing
High School

English

The English department is part of the Languages Faculty here at Inverkeithing High School. 

 We play a key role in developing the literacy skills of all young people with the aim of shaping better people, capable of richer lives, and able to enter fully into society, in dialogue not just with their contemporaries but with the community of everyone who has written in the languages they speak.

We also aim to instil in all young people a love of literature which will stand them in good stead for the rest of their lives.  A love of books and reading which we hope they will then in turn be able to share with future generations.

 

 

 Staff List:

 

Mr Oswald - PTC - Languages

Miss Gilmour 

Miss Stodart 

Mrs Wylie

Mrs Thompson

Mr Conlan

Mr MacDonald

Miss Duncan

Miss McKenzie

Mrs Macdonald

Mrs Higgins

Mrs Bennett

 

COURSE OUTLINES

BGE – S1/2

 

Our Curriculum for Excellence Broad General Education course in S1-3 offers breadth and depth of study through the use of different contexts for learning. 

  • Across the faculty we aim for excellence in learning and teaching at all levels and strive to ensure pupils are actively engaged with their learning.
  • Pupils experience a broad range of texts over the three years, from poetry, prose, drama and media texts. They will develop their skills in the four core aspects of English – Reading, Writing, Listening and Talking.
  • Over the three years the pupils will be encouraged to demonstrate their skills in increasingly independent contexts to ensure they are ready to embrace the challenges of the Senior Phase in S4.

 

BGE - S3

 

Over the course of the year S3 pupils will explore a wide range of fiction and non-fiction texts and take part in a range of activities that allow them to develop their skills in reading, writing, listening and talking. Course activities are planned to overtake BGE benchmarks, but also to help pupils develop familiarity with activities that form part of courses at Nationals 4 and 5. There is an increasing focus on working independently and managing deadlines.

 

Skills developed include:

Reading – summarising key points; exploring how language devices shape reader reaction; increasing genre awareness; tracking themes; structuring ideas for critical essays; working in timed conditions

 

Writing – planning for purpose and audience; editing skills; research and note taking; using punctuation to communicate clearly; using language and structure to add impact.

 

Talking and listening – developing skills in presenting to an audience; taking a range of roles in group discussions; listening for information; exploring how language and structure shape understanding and involvement.

 

A key assignment in April to May show cases their progress by asking pupils to select, plan, organise and create an investigation into a topic of their choice.

 

National 5

 

National 5 English allows pupils to develop literacy skills and creativity in contexts where they will, through Reading, Writing and Talking and Listening, have the opportunity to communicate in a variety of ways. The course encourages pupils to develop thinking skills, familiarity with a range of fiction and non-fiction texts, the ability to write for a range of purposes, and explore their own culture and other cultures. Pupils will continue to explore the impact of language in their own work and in the work of others. The study of a Scottish text from a list determined by SQA is mandatory.

 

Course Structure:

The course structure has four components:

Reading for Understanding, Analysis and Evaluation

  • 30% of the overall grade
  • Paper lasts 1 hour
  • Pupils are required to apply their understanding, analysis and evaluation skills to detailed non-fiction texts. Pupils will be able to extend the ability to understand the writer’s craft through the study of a range of literary texts.

 

Critical Reading

  • 40% of the overall grade
  • Paper lasts 1 hour 30 minutes
  • Pupils are required to analyse literary texts to extrapolate and explain meaning in the form of a set of Scottish Set text questions and a critical response. Pupils will be able to form an analytical and evaluative argument in a timed setting, using evidence.

 

Portfolio-writing

  • 30% of the overall grade
  • One piece must be creative/personal and one piece must be discursive/persuasive.
  • The aim of this outcome is to provide pupils with the opportunity to show their ability to create and produce detailed written texts. They will be able to develop independent research skills, including the ability to identify appropriate sources, and to select and use information

 

Performance-spoken language

  • Achieved/not achieved - pupils must pass this in order to sit the exam
  • This must be produced independently and fit the criteria found on the SQA website.
  • Pupils will take part in detailed spoken interactions. This outcome will extend the ability to use knowledge of features of spoken language to support the delivery of spoken assignments in a range of contexts

 

Higher - Course Outline

 

Higher English allows pupils to develop literacy skills and creativity in contexts where they will, through Reading, Writing and Talking and Listening, have the opportunity to communicate in a variety of ways. The course encourages pupils to develop thinking skills, familiarity with a range of fiction and non-fiction texts, the ability to write for a range of purposes, and explore their own culture and other cultures. Pupils will continue to explore the impact of language in their own work and in the work of others. The study of a Scottish text from a list determined by SQA is mandatory.

 

Course Structure:

 

Exam paper 1:

Reading for Understanding, Analysis and Evaluation (1hr 30mins)

This paper is worth 30% of the overall marks.

Marks are awarded for applying reading skills in understanding, analysis and evaluation to questions on two unseen passages.

 

Exam paper 2:

Critical Reading (1hr 30mins)

This paper is worth 40% of the overall marks.

This question paper assesses the application of candidates’ critical reading skills and their knowledge and understanding of previously studied literary, media or language texts, including at least one Scottish text from the prescribed list.

 

Portfolio:

This component is worth 30% of the overall mark.

Candidates complete two pieces of writing throughout the year, reflecting their best written work. The portfolio provides evidence of candidates’ skills in writing for two different purposes: broadly creative, and broadly discursive. This component is externally assessed.

 

Spoken Language Component:

The spoken language component provides evidence of candidates’ skills in talking and listening. This performance, which is part of course assessment, is internally assessed on an achieved/not achieved basis. It is a compulsory requirement for a course award in Higher English.

 

Advanced Higher - Course Outline

 

Advanced Higher English provides pupils with the opportunity to apply critical, analytical and evaluative skills to a wide range of complex and sophisticated texts from different genres. The course encourages pupils to develop skills in different types of writing, and develops their awareness of the relationship between text and context in the study of literary texts. Pupils will also apply critical, investigative and analytical skills to a literary topic of personal interest. The Advanced Higher class are also given a range of opportunities beyond the classroom to develop their skills. In recent years, these opportunities have included visits to the Edinburgh Central Library and Edinburgh University Library to develop their understanding of how to use secondary sources and a creative writing workshop at Edinburgh’s Portrait Gallery.

 

Course Structure:

The Advanced Higher English consists of four elements.

 

Literary Study:

Throughout the year, students will study a range of work by classic writers, such as Tennessee Williams, Sylvia Plath, Charlotte Bronte and Daphne Du Maurier. In the final exam they will complete a critical essay that will require them to compare a number of different texts. This is worth 20% of their overall mark.

 

Textual Analysis:

Over the course of the year, students will develop their independent analysis skills. In the exam, students will be given an unseen text and will be required to complete an extended analysis. They will be able to choose between poetry, prose-fiction, prose non-fiction and drama. This is worth 20% of the overall mark.

 

Portfolio of Writing:

Pupils will be given the opportunity to study a range of different genres of writing and be given a number of stimuli to help them begin their own work. They will select two pieces to re-draft and submit as coursework. The writing folio is worth 30% of the overall mark

 

Dissertation:

The dissertation is very different to any work undertaken at Higher and an excellent opportunity for pupils to explore their own literary passions. Pupils will choose their own texts and topic and will complete, re-draft and submit a 2500 - 3500 word essay. The dissertation is worth 30% of the overall mark.

 

  • 3- HOMEWORK POLICY -

 

The Languages Faculty will issue homework for session 2020-21 through Teams.  We would ask that the class teacher is informed if there are any difficulties in accessing this platform and we will provide support as appropriate.

 

We would encourage all learners to read regularly for pleasure at home.  In so doing they can achieve certificates through our Reading Revolution.

 

 

YEAR GROUP

FREQUENCY OF HOME- WORK TASKS

EXAMPLES OF HOMEWORK TASKS

TIME REQUIRED TO COMPLETE TASK

S1 and S2

Weekly

  • Completing reading tasks
  • Learning talking, preparation for assessments
  • Preparing writing plans and completing pieces of writing
  • Undertaking research tasks
  • Other creative tasks as appropriate

 

45 mins

S3

Weekly

  • Completing reading tasks
  • Learning talking, preparation for assessments
  • Preparing writing plans and completing pieces of writing
  • Undertaking research tasks
  • Other creative tasks as appropriate

 

Up to 1 hour

N4

Weekly

  • Completing reading tasks
  • Learning talking, preparation for assessments
  • Preparing writing plans and completing pieces of writing
  • Undertaking research tasks
  • Other creative tasks as appropriate

 

up to 1 hour

N5

Weekly

  • Completing reading tasks
  • Learning talking, preparation for assessments
  • Undertaking research tasks
  • Preparing writing plans and completing pieces of writing, in particular completing Folio pieces for agreed deadlines
  • Exam revision and past paper practice in the lead up to practice and SQA exams

 

1 - 1.5 hours

Higher

Weekly

  • Completing reading tasks
  • Learning talking, preparation for assessments
  • Undertaking research tasks
  • Preparing writing plans and completing pieces of writing, in particular completing Folio pieces for agreed deadlines
  • Exam revision and past paper practice in the lead up to practice and SQA exams

 

1 - 2 hours

Advanced Higher

Weekly

  • Completing reading tasks
  • Extensive personal reading
  • Undertaking research tasks
  • Preparing writing plans and completing writing drafts and redrafts, in particular completing Portfolio and Dissertation pieces for agreed deadlines
  • Exam revision and past paper practice in the lead up to practice and SQA exams

 

2 - 3 hours