English - Higher

SCQF Framework

SCQF Level: 6

SCQF Credit Points: 24





Skills Framework

Delivering Centre

Vale of Leven Academy

Purpose and Aims

  • The course offers candidates opportunities to develop and extend a wide range of skills with growing independence. The main aims of the course are to enable candidates to develop the ability to:
  • read, write, talk and listen in detailed and complex contexts, as appropriate to purpose and audience
  • understand, analyse and evaluate detailed and complex texts, including Scottish texts, in the contexts of literature, language and the media
  • create and produce written texts and spoken language, 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 National 5 English course or equivalent qualifications and/or experience prior to starting this course.

Progression

  • Advanced Higher English, other qualifications in English or related areas
  • further study, employment and/or training

Career Options

Course Content

The 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 National 5 English. Progression routes cover all four areas of language skills: reading, writing, talking and listening, and throughout the course candidates apply these skills in different contexts. By the end of the course, candidates will display evidence of growth and competence in all aspects of language use. With the exception of the Scottish text list, which offers a range of prescribed texts across the genres of drama, prose fiction and poetry, there are no restrictions in the selection of texts for study.

Texts can be chosen from literature, language or the media, where the content, style and structure allows candidates to conduct detailed and complex analysis, and evaluation. In addition, texts should promote an extension of candidates’ imaginative, emotional and intellectual reach. Teaching and learning approaches allow for the acquisition of, and continued growth of competence in, key language concepts and skills.

Candidates engage with language in use, and interpret some of its more complex manifestations. There is opportunity for personalisation and choice, and freedom within the course to plan according to the needs of candidates, taking account of their interests and motivations. Decisions as to teaching and learning approaches, based on the needs of individuals or groups, can include whole-class teaching, group discussion, seminars, and individual learning. Candidates are encouraged to learn with increasing independence: the portfolio–writing, for example, offers clear opportunities for individual learning.

Candidates are made aware of the need for depth of thought, clarity and accuracy in their own use of language, and for reasoned and detailed analysis, rather than assertion. Good study habits are to be encouraged in terms of research, using detailed and complex materials. This can include internet sources, where appropriate, and candidates must know the importance of acknowledging all research sources consulted.


Course Assessment Structure

Component 1: question paper Reading for Understanding, Analysis and Evaluation (1 hour and 30 minutes)

Component 2: question paper Critical Reading (1 hour and 30 minutes)

Component 3: Portfolio–writing (30 marks-externally assessed)

Component 4: Performance–spoken language (internally assessed)