1. Advanced Higher Modern Languages

2. Aims of the Session To examine in detail the Outcome and Assessment Standards of the Specialist Study Unit and how they might be met To discuss the relationship between the U and the Portfolio To discuss the conduct of the Performance element of the Course Assessment

3. Purpose of the Unit To provide learners with the opportunity to develop and extend planning, research and analytical skills in order to undertake an independent specialist study based on literature or media or language in work

4. Outcome and Assessment Standards Outcome 1: Plan and research an independent specialist study, based on literature or media or language in work by: 1.1 Identifying an appropriate focus and creating a research plan 1.2 Selecting and analysing evidence

5. Outcome and Assessment Standards 1.1 Identifying an appropriate focus and creating a research plan An appropriate focus is one which allows for analysis. A simple recounting of facts is not sufficient. A research plan should include information on the intended sources in the language studied, research methods and proposed timescales.

6. Outcome and Assessment Standards 1.2 Selecting and analysing evidence Relevant information selected from sourcesEvidence analysed via a number of developed pointsConclusions may be drawn but are not necessary

7. Outcome and Assessment Standards- Recording of evidence Assessment of the Specialist Study may be combined with assessment of other Units Candidates may choose to use an electronic logbook or similar Sample logbook available in Unit Assessment Support Packs (UASP), but not mandatory No set requirements for amount of evidence

8. Literature based study At least two sources in the modern language, the first of which must be a written literary text The second source may be another literary text or any other relevant source of information, eg a critique Sources can be of any length - a novel, short story or a poem - but must contain sufficient material to allow for analysis

9. Literature based study - Possible approaches Analyse techniques used to convey meaning Analyse and compare a novel and a film adaptation Analyse and compare two or more literary texts Analyse how historical or cultural contexts are influenced or are evident in the literary text(s)

10. Media based study At least two sources in the modern language, the first of which must be a media text. A media text is taken to mean content from cinema, radio, TV, newspapers, magazines, web-based or other digital media The second source may be another media text or any other relevant source of information, eg a critique, a novel At least one of these two sources must be a written text.

11. Media based study : Possible approaches Analyse the techniques used to convey meaning in a media textAnalyse how nationality, class or gender is presented in a media textAnalyse and compare a film and a related novel Analyse and compare two or more films by the same director – techniques, attitudes, characterisation Analyse the ways in which historical or cultural contexts have influenced or are evident in a media text

12. Language in work based study At least two sources in the modern language At least one of these sources must be a written text The other may be a written text or any other relevant source of information There is no limit on the number of sources to be used and any additional sources can be in any language.

13. Language in work based study - Possible approaches Analyse the development of e-commerce and languagesAnalyse the issues in working in a multilingual institutionAnalyse opportunities for translators or interpreters Analyse the opportunities for speakers of modern languages in a local industry

14. The log book in the Specialist Study Unit UASP is one way of recording evidence. Let’s look at the template first… Recording the evidence

15. Examples of uses for the logbook Example use 1: literature based studyExample use 2: language in work based studySee documents Specialist Study Unit Example 1 and Example 2

16. Judging the evidence Outcome Assessment Standards Making assessment judgements Assessment information for candidates (Appendix 1): commentary on assessment judgements 1 Plan and research an independent specialist study, based on literature or media or language in work by: 1.1 Identifying an appropriate focus and creating a research plan  can communicate the aims/purpose(s) of the specialist study  can produce a research plan for carrying out the process of analysis/research using at least two different sources of information in the language of study. At least one of the two sources must be a written text. The research plan must include: — intended sources of information — research methods — timescales for the proposed research and analysis As appropriate to Task 1, the candidate decides on a focus for the specialist study and creates a research plan. The focus and research plan should allow for analysis and include clear aims/purposes, eg to analyse how multilingualism is viewed in X and Y organisations. The research plan should include: ♦ intended sources of information in the language of study, eg the novel studied and a biography of the writer, as well as any other intended sources ♦ research methods, which indicate how the candidate plans to make use of the sources of information, eg read and compare newspaper articles relevant to the focus ♦ proposed timescales, which need not be detailed but should be appropriate, realistic and manageable, to allow the candidate to manage the process of undertaking the specialist study. The candidate may set time/task-based deadlines, tutorial aims, weekly or monthly aims, or any other appropriate timescales. Timescales can be negotiated with the assessor.

17. Outcome Assessment Standards Making assessment judgements Assessment information for candidates (Appendix 1): commentary on assessment judgements 1.2 Selecting and analysing evidence  can select relevant evidence from the chosen sources  can analyse this evidence as appropriate to the focus of the specialist study Having created a focus and drawn up a research plan, the candidate, as appropriate to Task 2:  selects relevant information from these sources, eg the candidate synthesises general points or makes close specific reference to the sources ♦ analyses evidence by making a number of developed points. These can be about information, techniques, themes, etc within texts, or within extracts from texts. Points can also be about relationships between and/or or implications of information, sources, ideas and so on, eg the candidate makes connections between a writer’s life experiences and the themes in his/her writing. Points might include comments or conclusions which could be used as a basis for further development. A full set of conclusions about the study undertaken is not necessary. Judging the evidence

18. The Portfolio 15% of the total marks for the Course An analysis of literature, media or language in work within the context of the modern language The teacher/lecturer will support the candidate to choose the focus, theme and title In English, between 1,200 and 1,500 words, excluding quotations and bibliography Externally marked by SQA A penalty will be applied for exceeding the word count by more than 10%

19. The Portfolio (cont’d) Each candidate should take the initiative in the planning, researching, management and completion of the task. Centres may provide support but should not offer specific advice on how to re-phrase, improve responses or provide model answers. Reasonable assistance may be given to a class or group or to individual candidates.

20. The Portfolio (cont’d) There are no restrictions on the resources to which candidates may have access Teachers/lecturers should put in place mechanisms to authenticate candidate evidence The focus of the Portfolio will most probably, but not necessarily, be the same as for the Specialist Study Unit

21. The Performance 25% of the total marks for the Course Conducted by a Visiting Assessor Approximately 20 minutes Covers themes or topics addressed in the Specialist Study Unit and at least one context from Society, Learning, Employability or Culture studied in the Understanding Language or Using Language Units Assesses the ability to use complex and sophisticated language, to take part effectively in a conversation, to use language accurately and to maintain interaction

22. WWW.sqa.org.uk│0303 333 0330 maureen.andrew@sqa.org.uk jerome.lestienne@sqa.org.uk