English - Advanced Higher
SCQF Framework
SCQF Level: 7
SCQF Credit Points: 32
Skills Framework
Delivering Centre
Vale of Leven Academy
Purpose and Aims
The course provides candidates with the opportunity to develop the skills of reading, writing, talking and listening in the context of complex and sophisticated literature and language. The main aims of the course are to enable candidates to develop the ability to:
- read, write, talk and listen in complex and sophisticated contexts, as appropriate to purpose and audience
- understand, analyse, evaluate, and make connections between complex and sophisticated literary texts
- create and produce written texts as appropriate to purpose, audience and context, through the application of knowledge and understanding of complex and sophisticated language
Recommended Entry
Entry to this course is at the discretion of the centre. Candidates should have achieved the Higher English course or equivalent qualifications and/or experience prior to starting this course.
Progression
- other qualifications in English or related areas
- further study, employment and/or training
Career Options
Course Content
The Advanced Higher English course enables and encourages candidates to develop their language skills, showing growth and progression from those demonstrated in prior learning and attainment, most likely in Higher English. Skills development concentrates primarily on reading and writing, but talking and listening have a prominent place in the form of critical debate facilitated by seminars, discussion groups, and/or presentations.
By the end of the course, candidates will display evidence of growth and competence in all aspects of language use, but especially in reading and writing where wide reading and a variety of written-response types are required and assessed. Literary texts across the genres of poetry, prose fiction, prose non-fiction, and drama are the prime focus of the course. There are no restrictions in the selection of texts for study, as long as the content, style and structure of the texts allow candidates to conduct an appropriate level of analysis and evaluation.
Texts selected should promote an extension of the range and depth of candidates’ reading. Candidates learn to connect one text to another in terms of shared contexts, themes and stylistic features. Teaching and learning approaches, based on the needs of individuals or groups, can include whole-class teaching, group discussion, seminars, candidate-led tutorials, and individual learning.
Candidates are encouraged to learn with independence in all areas of the course, but especially in the project–dissertation, which is a substantial piece of critical reading and writing. Candidates are made aware of the need for depth of ideas, clarity, accuracy, and creativity in their use of language. The development of sustained critical lines of thought is essential in both writing and talking. This should include reasoned and evidenced analysis, rather than assertion.
The course offers an introduction to academic research and guides candidates towards critical and contextual materials, where appropriate. This can include digital resources, access to university libraries (where practicable), and critical publications.
Course Assessment Structure
Component 1: question paper
Literary Study 1 hour and 30 minutes
Component 2: question paper
Textual Analysis 1 hour and 30 minutes
Component 3: portfolio–writing 30 marks
Component 4: project–dissertation 30 marks