Being competent in English is the key to success in many aspects of life and work. Skills in English language and communication are important in many school, college and university courses and are essential in many occupations. A qualification in English is often required for entry to further and higher education. This course aims to improve and extend your experience of English literature in prose, poetry, drama and media.
This is at the discretion of the school but you would normally be expected to have attained a pass at National 5 or the equivalent.
This Course is made up of two mandatory Units. The Course provides learners with the opportunity to develop their listening, talking, reading and writing skills in order to understand and use language. The two Units include the four language skills of listening, talking, reading and writing.
English: Analysis and Evaluation (Higher)
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 detailed and complex texts.
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. Conditions of award.
To gain the award of the Course, the learner must pass all of the Units as well as the Course assessment.
- 2 pieces: 1 broadly creative + 1 broadly discursive
- Creative: personal/reflective/imaginative.
- Discursive: argumentative, persuasive.
- Each piece marked out of 15
- Max 1300 words taken seriously.
- Writing Portfolio- marked out of 30 (15 each ) = 30%
- Reading for U, A and E exam- marked out of 30 =30%
- Critical Reading Exam =40% – One Critical Essay. 20%
- Scottish Text Question. 20%
Qualification in English is a universal requirement and is thus relevant to all career areas; however, it is particularly important for the following:
Employment in Arts, Social Sciences and Religion; Communications and Media.
Introduction to Higher English PowerPoint
For specimen papers and more information on Higher English please visit: http://www.sqa.org.uk/sqa/47904.html
You can keep your topic sentences in particular very short. In fact, it’s best to make them straight to the point. Using the “Jekyll and Hyde” example above, the topic sentence for the first paragraph could be: “The battle between Jekyll and Hyde is symbolic of the battle between good and evil in humans.” This is direct, and shows the reader exactly what you will talk about in the paragraph.
Make sure that you finish each paragraph with a one sentence mini-conclusion that links back to the question. Usually the question is split into two, and the finish of the sentence should refer to the second part of the question. So, using the “Jekyll and Hyde” example, the final sentence of the first paragraph could be: “Jekyll’s growing realisation that he cannot control Hyde forces him to isolate himself, and shows that Jekyll has come to regret his earlier immoral decisions.” Writing a one sentence mini-conclusion will help you when it comes to writing your final conclusions, and will also keep your work focused on the question.
In your paragraphs, the best sentence structure is the P.E.A. approach. This stands for Point, Evidence, and Analysis. Make your point, then back it up with a quotation or an example from the text, and then explain why this is important or relevant to the question. You can practice this simple approach by using the following framework in your revision:
Point – One of the key themes in the text is…
Evidence – This is shown when…
Analysis – This highlights/emphasises….
Although it is best not to use these exact phrases every time, this does give you an idea of how you should approach the content of your paragraphs.