Invergordon English Department

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Literacy and English

Literacy is fundamental to all areas of learning, as it unlocks access to the wider curriculum. Being literate increases opportunities for the individual in all aspects of life, lays the foundations for lifelong learning and work, and contributes strongly to the development of all four capacities of Curriculum for Excellence.

The three organisers within the literacy and English framework are:

• listening and talking

• reading

• writing

Within these organisers there are subdivisions.

Enjoyment and choice experiences and outcomes highlight the importance of providing opportunities for young people to make increasingly sophisticated choices.

The tools sections include important skills and knowledge: for example, in reading it includes such important matters as reading strategies, spelling and grammar.

The sections on finding and using information include, in reading, critical literacy skills; while the understanding, analysing and evaluating statements encourage progression in understanding of texts, developing not only literal understanding but also the higher order skills.

Finally, the creating texts experiences and outcomes describe the kind of opportunities which will help children and young people to develop their ability to communicate effectively, for example, by writing clear, well-structured explanations.

The literacy and English framework reflects the increased use of multimodal texts, digital communication, social networking and the other forms of electronic communication encountered by children and young people in their daily lives.

Examples of texts are given below:

Novels, short stories, plays, poems, reference texts, the spoken word, charts, maps, graphs and timetables, advertisements, promotional leaflets, comics, newspapers and magazines, CVs, letters and emails, films, games and TV programmes, labels, signs and posters, recipes, manuals and instructions, reports and reviews, text messages, blogs and social networking sites, web pages, catalogues and directories.

http://www.educationscotland.gov.uk/Images/literacy_english_principles_practice_tcm4-540165.pdf

Progression through the literacy skills is detailed in a new document published by Highland Literacy:

http://highlandliteracy.com/the-highland-literacy-progression-steps-to-success/

National 4

This Course is made up of four mandatory Units:

English: Analysis and Evaluation (National 4)

The purpose of this Unit is to provide learners with the opportunity to develop listening and reading skills in the contexts of literature, language and media. Learners develop the skills needed to understand, analyse and evaluate straightforward texts.

English: Creation and Production (National 4)

The purpose of this Unit is to provide learners with the opportunity to develop talking and writing skills in familiar contexts. Learners develop the skills needed to create and produce straightforward texts in both written and oral forms.

Literacy (National 4)

The purpose of this Unit is to develop the learners’ reading, writing, listening and talking skills in a variety of forms relevant for learning, life and work. Learners develop the ability to understand straightforward ideas and information presented orally and in writing. Learners also develop the ability to communicate ideas and information orally and in writing with technical accuracy.

Added Value Unit: English Assignment (National 4)

The purpose of this Added Value Unit is to provide learners with the opportunity to apply their language skills to investigate and report on a chosen topic. This assignment will allow the learner to demonstrate challenge and application.

http://www.sqa.org.uk/files_ccc/CfE_CourseSpec_N4_Languages_English.pdf

National 5

This Course is made up of two mandatory Units:

English: Analysis and Evaluation (National 5)

English: Creation and Production (National 5)

The purpose of this Unit is to provide learners with the opportunity to develop talking and writing skills in a range of contexts. Learners develop the skills needed to create and produce detailed texts in both written and oral forms.

http://www.sqa.org.uk/files_ccc/CfE_CourseSpec_N5_Languages_English.pdf

External Assessment

Component 1 — question paper: reading

The purpose of this question paper is to assess learners’ application of their reading skills in a familiar but challenging context, and to provide the challenge of questions and other tasks to be accomplished in a limited amount of time.

This question paper will give learners an opportunity to demonstrate the following skills, knowledge and understanding:

♦ reading skills in the understanding, analysis and evaluation of texts

♦ critical reading skills and knowledge of appropriate literary contexts, forms and genres

♦ knowledge and understanding from across the Course

The question paper will have 70 marks out of a total of 100 marks. This is 70% of the overall marks for the Course assessment.

This question paper has two Sections.

Section 1, titled ‘Reading for Understanding, Analysis, and Evaluation’ will have 30 marks.

These 30 marks will be awarded for addressing the challenge of applying reading skills in understanding, analysis and evaluation to one unseen non-fiction text. Assessment will involve learners answering questions to show these reading skills and completing a task that involves inference making and summarising.

Section 2, titled ‘Critical Reading’ will have 40 marks.

These 40 marks will be awarded for applying critical reading, knowledge and understanding.

This Section has two Parts.

Part 1

Learners will apply their understanding, analysis and evaluation skills to previously studied Scottish texts from the specified list. These texts will be both contemporary, 20th century and pre-20th century. The list will be refreshed as required and will cover the genres of drama, prose and poetry. An extract from each writer will be provided. Candidates will select an extract and answer questions.

Part 2

Learners will apply their understanding, analysis and evaluation skills to previously studied texts from the following contexts: drama, prose, poetry, film and TV, or language by selecting one question and writing one critical essay.

In each part, learners must cover a different genre. Twenty marks will be awarded for each of the two parts.

Component 2 — portfolio: writing

The purpose of this portfolio is to provide evidence of the learner’s writing for two different purposes and audiences.

This portfolio will give learners an opportunity to demonstrate the following skills, knowledge and understanding:

♦ writing in different genres

♦ writing for a range of purposes and audiences

The portfolio will have 30 marks out of a total of 100 marks. This is 30% of the overall marks for the Course assessment.

The portfolio will comprise the production by learners of two written texts that address the main language purposes, namely creative and discursive writing. One text will be broadly creative and the other broadly discursive.

Fifteen marks will be awarded for each writing piece chosen for the portfolio.

http://www.sqa.org.uk/files_ccc/CfE_CourseAssessSpec_N5_Languages_English.pdf

Higher

This Course is made up of two mandatory Units.

English: Analysis and Evaluation (Higher)

English: Creation and Production (Higher)

The purpose of this Unit is to provide learners with the opportunity to develop talking and writing skills in a wide range of contexts. Learners develop the skills needed to create and produce detailed and complex language in both written and oral forms.

http://www.sqa.org.uk/files_ccc/CfE_CourseSpecification_Higher_Languages_EnglishCD.pdf

External Assessment

Component 1 — portfolio: writing

The purpose of this assessment is to generate evidence for the added value of this Course by means of a portfolio. The portfolio consists of two written texts which will be the evidence for assessment. The added value consists of the ability to apply language skills in the creation of texts.

This portfolio will give learners an opportunity to demonstrate the following skills, knowledge and understanding:

♦ skills in writing in different genres, namely creative and discursive writing

♦ skills in writing for different purposes and audiences

The portfolio will have 30 marks (30% of the total mark). A maximum of fifteen marks will be awarded for each text chosen for the portfolio.

Learners will demonstrate their ability to write in more than one form. The written texts must be of no more than 1,300 words each, but full marks can be achieved in a shorter piece, if appropriate to purpose.The learner’s writing will be marked in terms of content, accuracy, language use and ability to achieve the intended purpose.

Component 2 — question papers

There are two question papers. The question papers will have 70 marks (70% of the total mark).

Question paper 1: Reading for Understanding, Analysis and Evaluation will have 30 marks.

These 30 marks will be awarded for addressing the challenge of applying the reading skills of understanding, analysis and evaluation to two non-fiction texts which are connected by theme. Learners will gain credit for their understanding of the ideas of the texts; their analysis and evaluation of the writers’ use of language; and their ability to summarise information for a purpose.

Learners will be required to:

♦ identify key information and ideas from the texts

♦explain relationships between ideas

♦ analyse features of language and discuss their relationship with the ideas of the texts as a whole. Features of language might include word choice, imagery, tone, sentence structure, punctuation, sound techniques, and so on.

♦ evaluate the effect of the language and/or ideas of the text(s).

The learners will answer detailed questions on the first text, and then address one question which requires the learner to infer and summarise the ideas and/or language of both texts, and demonstrate an understanding of the relationship between the texts.

Question Paper 2: ‘Critical Reading’, will have 40 marks.

These 40 marks will be awarded for applying critical reading, knowledge and understanding.

This question paper has two Sections. In each Section, learners must cover a different genre and cannot use the same text twice.

Twenty marks will be available for each of the two Sections.

Section 1 Scottish Texts (20 marks)

Learners will apply their skills in understanding, analysis and evaluation to previously studied Scottish literature by answering questions on the work of one Scottish writer. This writer will be chosen from a list of specified texts covering the genres of drama, prose and poetry. The writers will be contemporary, 21st century and pre-20th century and the list will be refreshed as required. There will be one extract with questions provided for each Scottish writer on the list.

Learners will gain credit for their understanding, analysis and evaluation of the extract and either the whole play or novel, or other specified poems and short stories by the writer.

10 marks will be available for answering detailed questions on the extract, and a further 10 marks will be available for answering one question requiring a broader knowledge of rest of the novel or play, or other short stories or poems by the writer. In the final 10-mark question the learner can answer the question in either a series of linked statements, or in bullet points.

Section 2 Critical Essay (20 marks)

Learners will apply their understanding, analysis and evaluation skills to previously studied texts from the following contexts: drama, prose, poetry, film and TV drama, or language, by writing one critical essay. Three essay questions will be provided for each context and learners should select one.

http://www.sqa.org.uk/files_ccc/CfE_CourseAssessSpec_Higher_Languages_English.pdf