National 5 English

1. National 5 English Argh! Be Afraid! Course Outline

2. COURSE OUTLINE • Skills based course – everything you do between now and May is to help you prepare for the exam/portfolio. • Very demanding, fast-paced course. An extensive amount of homework/study/revision will be necessary to keep up. • You will study, in depth, at least 8 texts. • You will also work on different genres of writing (short stories, personal/reflective, persuasive etc.) as well as focusing on developing Textual Analysis/Close Reading Skills. • You will produce solo and group presentations. • You are also responsible for taking notes and ensuring these are organised, detailed and clear.

3. Course Content Throughout the year you will study a range of fiction (poetry, drama, prose) and non-fiction as well as integrated units on key topics (e.g. Myths and Legends.) You will also study 6 Scottish poems which you must analyse and evaluate in depth. This is a compulsory section of the Critical Reading exam paper. You will also work on building your close reading and critical essay skills. These will be integrated with the texts/topics studied and will also make up the final exam. There will be frequent homework throughout the year to help cover the key texts/topics/skills required for the Portfolio and exam. Think about how many texts you covered in S3/N4 (3 or 4?); we will cover a minimum of 8 to prepare you for the exam.

4. Internal Assessments Evidence will be generated across the units in the course: • One reading and talking assessment • One listening and writing assessment • One Literacy assessment

5. External Assessment – Final Exam Paper 1:Reading for Analysis and Evaluation • Close Reading of Non-Fiction • 1 hour • 30 marks (30% of final grade) Paper 2:Critical Reading • 1 hour and 30 minutes • 40 marks (40% of final grade) Section 1 Critical essay (on prose, drama or media) Section 2 Textual Analysis of Scottish set texts (poetry)

6. Sample Questions (Paper 1: Reading for Analysis and Evaluation) 1 hour/ 30 marks • “Fame conveys the illusion of intimacy.” In your own words, explain how examples the writer gives in the first paragraph illustrate this idea. 3 • Explain how the writer’s word choice in lines 19-22 helps to show the negative effects of fame. 4 • Choose one of the rhetorical questions in paragraph 11 and discuss its effects. 2 • Referring to the whole article, in your own words list the key points the writer makes about the nature of fame. 4

7. Paper 2 Critical Reading : Section 1: 45 mins to answer on one question (not poetry) (20 marks) PART A – DRAMA Choose a play which you feel has a turning-point. Describe briefly what happens at this turning point and then, by referring to appropriate techniques, go on to explain how it makes an impact on the play as a whole. PART B – PROSE Choose a novel or short story or a work of non-fiction which explores an important theme. By referring to appropriate techniques show how the author has explored this theme.

8. PART D – FILM AND TV DRAMA Choose a film or TV drama which belongs to a particular genre (e.g. crime, adventure, thriller…) By referring to appropriate techniques, explain how the film or television makers have used features of the genre effectively. Section 2 of Critical Reading Paper (Textual Analysis of Poetry Set Texts) 45 mins (20 marks) Show how two examples of the poet’s use of language in stanza one help to clarify or illustrate her/his meaning. 4 With close textual evidence, show how the ideas and/or language of this poem are similar or different to another poem which you have read. 8

9. External Assessment – Portfolio Two writing pieces to be submitted before final exam (usually the deadline is set for February/March time) • 1 x Creative (short story, personal/reflective etc.) • 1 x Discursive (persuasive, transactional etc.) Maximum of 1000 words per piece 15 marks per piece (30% of final grade)

10. Assessment Summary

11. Resources • Constant supply of pens – lots of writing, note-making. • Highlighters • Memory stick. • Access to Glow https://blogs.glowscotland.org.uk/my/y11english/

12. HOMEWORK • The homework set is to ensure we complete the work needed for the exam and the Portfolio; as there is so much to get through, you will have to complete homework assignments to build up your skills in all areas of the course. • This consists mainly of: reading, annotating/analysing texts, revision, talk preparation, research, newspaper work, close reading practise and critical essays. • You will receive strict homework deadlines – it is essential to hand this work in on the due date as this will be key work/preparation for the exam/portfolio.

13. TASK To help me get to know you and your ability, I want you to write (at least 1.5 pages) on your experience of English, so far, and what you hope to achieve in National 5. This should convey fully and expressively your views and personality as well as your skills as a writer.

14. This is to be done in essay format and should include the following: • Reflections of BGE S1-3 English – what did you enjoy, dislike, what did you feel comfortable with, what did you find most challenging, what were you most proud of etc. Explain points in as much detail as you can. Use humour, imagery, hyperbole etc. • Full explanation/analysis of what type a learner you are and what methods work best for you (group work, visual aids, etc.) • Analysis of your reading habits – how often? What? Why? Last book you read for pleasure? • Fully explain what you expect from the National 5 course, what do you hope to achieve, what are you looking forward to most, what are your concerns?

15. Exemplar introductions Dashed Dreams and Despair That fateful day in June 2013, I skipped eagerly along the English corridor full of elation, excitement and enthusiasm for the journey that lay ahead of me. Yes, I knew there would be hard-work; yes, I knew there would be stress; and yes, I knew at the end of it all, there would be that terrifying five letter word: EXAMS; yet, I was so enamoured of everything English could offer, that nothing, and I mean nothing, could alter my perceptions. When I finally, and reverently, approached the hallowed door of Y11, I pondered happily on the world of promise, intrigue and discovery that lay awaiting me, but, little did I know then of the confusion, misery and heartbreak that would pounce from behind that innocuous door I had, for so long, stood and admired.

16. The Highway to Hell! With S3 a dim and distant memory, I strode along the corridor ready to embark on the voyage that was National 5 English. Rather dreamily, I mused on the idea that the bright corridor was just like my ‘yellow brick road’ and how Y11 would become the Emerald City where I might discover my strengths and unlock my potential. Did that make Miss King the Wizard of Oz or the Wicked Witch of the West? Before I could dwell on this for too long, the words of my fellow classmates, and travellers, sucked me out of my thoughts. Rumours about how difficult the course was began to filter through, quickly escalating into a frenzy of worries: the relentless pace, the demanding workload and the incomprehensible leap from S3 was just the start! I had always been an organised person and took deadlines in my stride but what if this was a step too far? My pace slowed. My heartbeat quickened. But before I could pull myself together, the daunting door of Y11 loomed over me and I realised that this was it. I was standing on the edge of the abyss...