S5/6 - Higher Still Courses
The Transition from Standard Grade
During the period between the end of study leave and the start of the summer holidays, pupils are placed in provisional classes for an induction period of Higher Still English. Classes are made up and pupils are assigned to a level based on the SQA estimates at Standard Grade and the previous Higher Still course studied, where applicable. The case of Standard Grade, the Scottish Qualifications Authority recommends that:
- Credit 1 or 2 study Higher
- General 3 study Intermediate 2
- General 4 and Foundation 5 study Intermediate 1
For the purposes of Queen Anne High School, the policy is that a Credit 1 or 2 must be achieved in the elements of Reading and Writing in order to study for Higher English.
In addition, pupils who have already followed Higher Still courses in S5 and who are returning to study English in S6 will be attempted the next level up as recommended by the SQA if they have passed their course in S5. They also have the option to up-grade or re-sit where necessary. The following applies:
- Intermediate 1 will study Intermediate 2
- Intermediate 2 will study Higher
Queen Anne High School English Department has been offering Advanced Higher, superseding the CSYS course, since 2001.
In the case of pupils beginning the Higher Still courses, we must remember that only an exceptional few will attain the required level instantly. For many, it will not be until the end of part of the course that they reach the necessary standard. The same can be said for S6, although most should be familiar with outcome requirements and the structure of the course.
During the induction period, pupils will be issued with Guidelines to help them with the course outlines. Teachers, however, should make pupils aware of the demands of the course, pupils' responsibilities and what they need to do to pass. All S5/6 pupils follow an Introductory Unit, which includes some preliminary textual analysis, Close Reading, critical essay and/or writing. Although the Introductory Unit is recommended, teachers are free to supplement the work with their own materials.
National courses specification for both Higher Still and Advanced Higher Courses
S5/S6 - Organisation and Teaching Methods
The English Department at Queen Anne H.S. offers courses in Intermediate 1, Intermediate 2, Higher and Advanced Higher. The courses provide S5/6 pupils with relevant, meaningful and integrated courses to all, the ideology behind Higher Still. Our courses are demanding at every level but recognise achievement, catering for every level and ability.
Classes are organised by way of the Standard Grade/Higher Still results. Because of the large cohort of S5/6 pupils, it was been preferable to have separate S5 and S6 Higher classes where possible. In addition to classes which have undoubtedly clear-cut levels, a 'bridging class' made up of Higher/Intermediate 2 pupils has also been implemented.
We have excellent resources in the National Assessment Bank, in addition to the 'Gibson' books bought specifically for the Higher Still courses. As with Standard Grade, the framework for assessment in the Learning Outcomes is virtually the same for every level and after consultation with the Department, it was decided in 2002-03 that we would arrange for timetabled dates for both actual and re-sit Assessments. These proved successful in spite of our heavy workload and it has been agreed that for ease of administration we continue on this basis in future. Assessments and re-sits are, therefore, written in to the English calendar, although it is fair to say that there will be occasions where teachers will make their own judgements in deciding when a pupil is ready to be assessed.
It is important that good, accurate records are held and in this respect, the Department has developed a class grid sheet which helps teachers with the administration of Higher Still. It is important that accurate records are kept both as evidence for presentation levels, but also to assist with Parents' Evenings and estimated grade. Most of the documentation at Higher Still has been simplified. Any further areas for improvement will be dealt with by the S5/6 development committee and in consultation with the Department.
The taking of notes is a skill which should be encouraged at this stage and is particularly important in the study of literature both as a way of learning about the text and for revision. Pupils are encouraged to keep their classwork notes in an organised fashion and work presented should be neat and tidy. Teachers should not accept work that is careless and shoddy. Teachers should also encourage independent work, possibly in small groups, and directed towards a straightforward and self-contained stimulus such as a poem, or a chapter of a book. The results can be discussed with the whole class afterwards. In addition, pupils will be in the habit of writing regularly, at some length and in the case of critical essay writing, be aware and have accurate use of critical terminology. As homework is important part of the S5/6 courses, pupils should be set formal homework in addition to any personal reading for both enjoyment and for their Personal Study. If a pupil fails to produce homework on a regular basis, a referral should be made to the Principal Teacher in accordance with school policy. In conjunction with the school plan, S5/6 pupils will be required to complete their own record of outcomes attained and an individual target-setting sheet at various intervals during the course. Pupils will also be issued with a calendar for Assessments in English.
The English staff have agreed that to ensure consistency throughout the Department, it should also be pointed out to S5/6 pupils that Learning Outcome Assessments may only be sat twice (the actual assessment and a re-sit). Failure to obtain a pass in the assessment will result in the recording of an overall fail for the Learning Outcome on that part of the course. It is suggested that it is a good idea to begin the study of literature with a shorter text(s) to facilitate the first critical essay outcome. A longer text may be begun either concurrently or in the Oct-Dec term and studied over a longer period for a later outcome and for prelim. Examinations.