Wednesday 25th September 2019 Higher English Wednesday 25th September 2019

This is what Higher English usually feels like…

However... As English is primarily a skills-based subject, candidates tend to find that the aspects of the course ‘come together’ around March. Although the skills are the harder area to develop, the content is a matter of repetition and rote-learning. This can be developed on a weekly basis.

1. Name that book! “I can still tend the rabbits, George? I didn't mean no harm, George.” Of Mice and Men

Course Overview Spoken Language Unit (internally assessed) - PASS or FAIL Reading for Understanding, Analysis and Evaluation (Final exam) 30% Set Text Questions (Final Exam) 20% Critical Essay (Final Exam) 20% Folio (coursework submission) 30%

2. Name that book! “He looked at her the way all women want to be looked at by a man.” Great Gatsby

Reading for Understanding, Analysis and Evaluation Most challenging part of exam. Vocabulary is complex and the ideas are detailed. Encourage your child to read quality newspaper articles – online? Encourage your child to look up new vocabulary and then use it. Complete some RUAE tasks on a chosen article. Rigorously stick to the question structures taught in class. Make revision cards. Revise the basic language techniques. Make revision cards.

3. Name that book! “Tomorrow, and tomorrow, and tomorrow, Creeps in this petty pace from day to day, To the last syllable of recorded time; And all our yesterdays have lighted fools The way to dusty death.” Macbeth

Scottish Set Text Candidates study the text/s in class. Teachers support the candidates' analysis skills and often provide detailed notes or annotations. Candidate must answer questions on an extract form the text studied and link it to elsewhere in the text. 20 marks This paper is easier with more revision. The more quotations the candidate has available, the more choices there are in the final question. Encourage candidates to revise their set text on a weekly basis. Learn a set of quotations per week (3-5). Keep adding to their repertoire.

4. Name that book! “It was a bright cold day in April, and the clocks were striking thirteen.” 1984

Critical Essay This text will also be studied in class, where the teacher supports and guides the analysis. The candidate should create detailed notes, which can later be used to support essay planning. A range of essay questions will be tackled in class. Candidates should be encouraged to begin learning quotations now - as they proceed through the text. Candidates should be encouraged to use their notes - create a new resource, such as a mind map or a table or a flow chart. Encourage the candidate to tell you about what they are reading and ask them what they think about it - personal opinion matters in critical essay writing. Plan and write essays!

5. Name that book! "I have always depended on the kindness of strangers.“ A Streetcar Named Desire

Folio Folio first drafts will be written in class. Pupils will be given time to edit and re-draft at home. The second draft is the final draft as per SQA guidelines. The SQA indicate the folio pieces can only be marked once, and they are very clear about the type of help permitted – no suggesting phrases, no correcting punctuation and no significant ideas in the line of argument Folio letter advising of guidelines will be issued.

Revision Speaking Listening Make/Do Write out and then explain how to answer certain question types to others Give summaries of plot and character to parents/siblings (they should have notes in front of them to check if you miss anything) Say quotations or poems over to yourself Listening Record yourself explaining a character’s timeline throughout the play/novel Record yourself saying quotations/analysis Record key formulae for close reading Make/Do Flashcards Mind-maps Lists Do past paper questions, write essay plans Write summaries, then draw symbols to memorise key ideas, CSI…

General Tips Help keep your child organised. Do they have a ring binder, plastic pockets, highlighters? Check with them where they are recording homework. Ensure they have a quiet space to study. Limit duration of study sessions and ensure they stop for breaks. Encourage restricted use of mobile phone! Encourage them to talk about what they are learning – if they can explain it to someone else then they probably have a good grasp of it.

Resources Supported Study – sign up in department SCHOLAR website The Guardian Shmoop Cliff notes BBC Bitesize Teams / Show My Homework See a teacher!