S2 English:
Reporting Window 2

Study of Scots Language and Writing through writers such as Robert Burns and Kathleen Jamie. Classes have developed critical reading skills of Scots and have responded either through creative writing, poetry writing or critical essay.

Close Reading skills using (Close Reading 11-14 and RUAE level 3-4 textbooks) This term close reading have focused on developing further understanding of punctuation and use thereof. Close Reading assessment remains within level 3 but with the inclusion of level 4 challenge questions. This term and into term 3 the year group will be further assessed through 2nd close reading assessment considered secure level 3 (D-A)

Pupils will continue to study Prose through Novel or the study of a Play. Some S2 classes will also be introduced to Shakespeare. Final outcomes will be Critical Essay in response to literature and / or a creative piece based on character, plot, setting and themes.

Writing outcomes for this term have also included creative writing a focused genre. Outcomes this term will be based on their Scots Literature study. Other writing outcomes have been creative spy fiction and personal narrative writing.

All S2 pupils to begin all English lessons with personal reading. This is to boost vocabulary, understand a variety of texts and writing styles and to develop a culture of engagement with reading to support attainment.

Key Terminology -

audience / tone / pace / informal / formal / vocabulary / dialect / inform / persuade / entertain / gender, class, nationality, and interests (in terms of audience)

context, paragraphing and linking, imagery, sound devices, punctuation.

The following terminology will need be covered / revised / reinforced:

direct speech/reported speech/ paragraphing/ topic sentences/ link sentences

Own words, denotation and connotation, sentence structures, summary, prediction questions 

English in S2 covers content from across CfE levels 3 – 4, though predominantly CFE level 3.

At this point in the year most S2 pupils will be developing and consolidating skills in both English and Literacy required from the level 3 CfE benchmarks and the majority of S2 pupils should be able to achieve Third C or above.

By June most S2 pupils will be working securely within Third Level with some working within Fourth Level.

 Working Level and Working Grade descriptions for S2 English:

Fourth A-D: Pupils working within fourth level at this stage of their school journey are performing at a higher level than the majority of their peers. The grading from A to D reflects how well they are performing within this advanced level. Please note that a grade D at this level is a higher grade than an A at Third level.  

Third A: Making excellent progress at CfE level 3 and performing well against all outcomes covered. Can demonstrate secure understanding of critical terminology and its application in the areas of Reading, Writing, Listening and Talk and recall skills needed to achieve the relevant benchmarks in both written classwork and assessment. Showing a developing level 4 knowledge.

Third B: Making good progress at CfE level 3 and performing well against most outcomes covered. Can demonstrate sound understanding of critical terminology and its application in the areas Reading, Writing, Listening and Talk and recall skills needed to achieve the relevant benchmarks in both written classwork and assessment.

Third C: Making reasonable progress at CfE level 3 and performing well against many of the outcomes covered. Can demonstrate a developing understanding of critical terminology and its application in the areas of Reading, Writing, Listening and Talk and recall skills needed to achieve the benchmarks both written classwork and assessment. May find aspects of written classwork and assessment challenging.

Third D: Making some progress at CfE level 3 and performing well against some of the outcomes covered. Can demonstrate a basic understanding of critical terminology and its application in the areas of Reading, Writing, Listening and Talk and recall skills needed to achieve the benchmarks both written classwork and assessment. May struggle to apply aspects of the relevant benchmarks in both written classwork and assessment.

Second A-D: Overall, has found the majority of the work completed over the course of the current term very challenging and the pupil requires most tasks to be broken down into a smaller scaffolded size. Requires slower pace to complete classroom tasks.